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The publication includes papers from the opening session, eighteen working papers on library cataloging, eighteen papers presented at group meetings and plenary sessions, and papers from the concluding session. The inaugural address "Cataloging Enters the Spiral of Scientific Method" was presented by S.R. Ranganathan. The working paper topics covered terminology, authors, recall, names of governments, institutions, and conferences, titles, publisher series, periodical titles and multiworded names. A list of office holders, a time table and an index are appended. (AB)

These papers, produced for a graduate seminar at the University of Wisconsin, Madison, represent an attempt to devise a methodology for the comparative study of adult education. "Introduction," by G.S. Bains, provides a justification for the study of comparative adult education. "Comparative Philosophies of Adult Education," by Donald Verwayen, and "An Exploration of the 'Developmental/Rationalistic' Dichotomy for Comparative Adult Education Studies," by Michael J. Heus, examine basic philosophies. "The National Establishment of Adult Education," by Barbara D'Onofrio, concerns the status of adult education. "The Organization of Adult Education," by A. Brian Calhoun, "A Comparative Adult Education Inventory," by Marianne Maynard, and "The Arrangement of Study Activities," by Thomas C. Smrcka, present different forms of arrangement. "Cultural Differences and Evaluation," by D. Merrill Ewert, explores cultural influences creating differences between countries. (KM)

SINCE LINGUISTS HAVE ONLY RECENTLY TURNED FROM GRAMMATICAL ANALYSIS TO CONSIDER THE ROLE OF LANGUAGE IN SOCIETY, THE STUDY OF MODERNIZATION HAS BEEN LEFT LARGELY TO SOCIAL SCIENTISTS WHO CAN HARDLY BE EXPECTED TO DEAL WITH LINGUISTIC QUESTIONS. LANGUAGE PROBLEMS, HOWEVER, ARE KNOWN TO PLAGUE DEVELOPING SOCIETIES. IN POST-INDEPENDENCE INDIA, NATIONAL LANGUAGE, THE LINGUISTIC STATES ISSUE, PROBLEMS OF SCRIPT, AND MINORITY GROUP CLAIMS FOR LINGUISTIC AUTONOMY HAVE LONG PLAYED A DOMINANT PART IN PUBLIC LIFE. SO FAR SUCH PROBLEMS TEND TO BE TREATED PRIMARILY AS CULTURAL OR POLITICAL ISSUES. FEW ATTEMPTS HAVE BEEN MADE TO EXAMINE THEIR RELATION TO MASS COMMUNICATION, SOCIAL MOBILITY, SOCIAL CONTROL, AND OTHER ASPECTS OF SOCIOECONOMIC DEVELOPMENT. THE PRESENT PAPER EXPLORES THIS PROBLEM BY EXAMINING THE LINGUISTIC POLICIES AND PRACTICES OF TWENTIETH CENTURY LANGUAGE SOCIETIES IN THE NORTH INDIAN STATE OF UTTAR PRADESH. THE AUTHORS ATTEMPT TO DEMONSTRATE THE CLOSE INTERDEPENDENCE BETWEEN COMMUNICATION AND POLITICAL PROCESSES BY SHOWING HOW THE POLICIES AND ACTIVITIES OF THESE INTEREST GROUPS BOTH AFFECT INTERNAL COMMUNICATION CHANNELS AND ARE IN TURN AFFECTED BY THEM. (AUTHOR/AMM)

Two possible approaches for teaching Asian studies at the elementary level are provided in this teaching guide. Focus is upon presenting selected, crucial aspects of Indian and Chinese culture to students who then compare cultural differences and likenesses. Cognitive and affective objectives are incorporated into the curriculum and, moreover, a paradigm for measuring cognitive and emphatic understanding of significant elements of Chinese and Indian cultures provides the teacher with an index of the degree of success or failure of this approach. The unit on China employs case studies of Chinese communities through which students study the physical setting, real life, and the ideal life of a Chinese community. Students are introduced to the rural and urban subcontinent in the unit on India by planning a vicarious trip to India in which each student begins to investigate what he takes along the trip as an insight into his own culture. Each unit suggests appropriate concepts to be developed, an outline of content, and a variety of instructional activities. A bibliography is included describing available, multi media materials on China, India, and Asia. (SJM)

The United Nations Educational, Scientific and Cultural Organization (UNESCO) entrusted to the International Film and Television Council (IFTC) the task of collecting documentation on world cinematographic organizations, in order to provide developing nations with information useful to the establishment of similar services adopted to their particular needs. The IFTC's study focuses upon institutions of a public nature whose objective is to promote the cinema and its applications to education, science and culture. The nature and function of the cinema are discussed, along with the kinds of audiences aimed at, the stages of operations involved in making films, and the types of institutions which carry on these operations. Information is provided on particular institutions which are responsible for specific categories of films--such as educational, scientific, and children's films--and for different stages of film production. The final major section explores examples--drawn from India, Canada, Sweden, Britain, France and Poland--of centralized national cinematographic institutions with inclusive functions. Seventeen appendixes provide additional details about aspects of cinema. (PB)

The four sections of the report cover the topics of cataloging, subject analysis, documentation systems for industry and the Documentation Research and Training Centre (DRTC) research report for 1970. The cataloging section covers the conflicts of cataloging, recall, corporate bodies, titles, publishers series and the entity name. The subject analysis section covers the formulation of basic subjects and isolates; compares "subject" with "system," compares natural and social sciences, and a case study. Management needs for information; management information systems; and information needs for design engineers; and food, glass, ceramics, and textiles industry needs are covered in the third section and several case studies are provided. The research report section includes classification, cataloging, and computer-aided document finding system research. (AB)

Faced with a multitude of internal problems caused by the large number of languages and language dialects in India, linguists discuss ways and means by which language instruction might be improved. An intensive language course given at Kerala is described in several addresses and in short articles on language theory. Commentary on all aspects of the course is included. (RL)

In an attempt to more closely relate the size of primary schools in Uttar Pradesh, India to the teaching activities, an experiment was conducted in some forty schools where classrooms were provided only for lessons for which covered space was essential. All other lessons were conducted in the open on the school site. An area utilization reduction of about 40% was achieved as well as a side effect of greater student interest due to increased individual activity. Climatic conditions in India were examined and it was concluded that outdoor teaching north of latitude 19 degrees North and below 2,000 feet above mean sea level is quite feasible. (NI)

TELECLUBS, BECAUSE OF THE NOVELTY OF TELEVISION, WERE SO POPULAR THAT OVERCROWDING, AS WELL AS UNEVEN ATTENDANCE BY CLUB MEMBERS, AFFECTED THE GOAL OF EVALUATING THE IMPACT OF TELECASTS ON CITIZENSHIP. GREATER SUCCESS WAS REALIZED IN BRINGING ABOUT SHIFTS IN INFORMATION THAN IN ATTITUDES, PERHAPS, BECAUSE THE EXPERIMENTAL GROUP STARTED AT A HIGHER LEVEL OF ATTITUDE THAN INFORMATION. THE MEMBERS WERE MOSTLY LOWER MIDDLE CLASS AND MALE, WITH A HIGH REPRESENTATION OF PROFESSIONALS. A BASELINE SURVEY AND A TERMINAL SURVEY OF 20 CLUBS AND THEIR 418 MEMBERS MEASURED THE IMPACT OF 20 SPECIAL TELECASTS. A SUPPLEMENTARY GROUP PARTICIPATION ASSESSMENT SCHEDULE WAS GIVEN TO DETERMINE THE EFFECT OF THE NUMBER OF FRIENDS THE MEMBERS HAD IN THE TELECLUBS ON THEIR ATTENDANCE, PARTICIPATION, AND RESPONSE. THIS DOCUMENT IS AVAILABLE AS B.1922 FROM NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS OF FROM THE DIVISION OF FREE FLOW OF INFORMATION, UNESCO, PLACE DE FONTENOY, PARIS-7E, FRANCE, FOR $0.50. (MF)

A CONCEPTUAL FRAMEWORK IS PRESENTED AND IS APPLIED TO NATIONAL REPORTS ON ADULT EDUCATION IN FIVE COUNTRIES. THE FIRST TWO CHAPTERS FEATURE COMPONENTS OF THE FRAMEWORK AND DETAILED DATA ON THE TOTAL EDUCATIONAL SCENE IN CANADA, HONG KONG, INDIA, ISRAEL, SUDAN, THE UNITED STATES, THE UNITED KINGDOM, PUERTO RICO, AND YUGOSLAVIA. CHAPTER 3 THROUGH 7 PRESENT NATIONAL REPORTS FROM HONG KONG, INDIA, ISRAEL, UNITED KINGDOM, AND YUGOSLAVIA. CHAPTER 8 REPORTS BRIEFLY ON IMPORTANT THEMES AND APPARENT AREAS OF AGREEMENT, INCLUDING PROBLEMS OF PROGRAM STATUS, PROGRAM DEVELOPMENT, INFORMATION AND COMMUNICATION, FINANCING, AND THE PLANNING OF CROSS CULTURAL AND COMPARATIVE RESEARCH. AMONG THE AREAS PROPOSED IN THE LAST CHAPTER FOR FURTHER INVESTIGATION ARE TRAINING AND RESEARCH, TAXONOMY AND TERMINOLOGY, CULTURALLY RELATED EDUCATIONAL SYSTEMS, AND THE IMPACT OF POLITICAL AND SOCIOECONOMIC PATTERNS ON THE NATURE AND ORGANIZATION OF SYSTEMS OF ADULT EDUCATION. THE DOCUMENT INCLUDES 29 TABLES AND CHARTS AND 84 REFERENCES. (LY)

Part I contains 22 papers covering all aspects of the library reference services including sources of reference materials, an evaluation of reference sources, building a reference collection, training a reference librarian, and the needs of the industrial and medical communities for reference services. All the papers are slanted toward the special needs in India. The 20 papers in Part II contain information about the processing of special library materials such as theses and dissertations, research reports, patents, off-prints, audiovisual materials, trade literature and periodicals. (NH)

The existence of adult educational elements in acient India, China, Judea, and Arabia is demonstrated in this paper. Hindu and Buddhist adult education is discussed first, followed by Chinese adult education, Jewish adult education, and Islamic adult education. Conclusions of the study on which this paper reports are: (1) the existence of the human thirst for knowledge is demonstrated anew; (2) the effect of the religio-philosophical bases on the educational systems' workings is shown; (3) the motivating role religion plays in human learning is apparent; (4) small-group methods, personalized instruction, and a friendly learning climate were used in ancient times; (5) the ancient life-cycle could be adapted by modern adult educators to preserve the advantages of detachment and freedom of thought during the senior years; and (6) adult education in the ancient cultures was adjusted to the daily life pattern of the people so that every eligible person would be eligible to participate. From this study, modern adult education can ascertain what a force for peaceful social transformation and individual growth adult education has been and can continue to be. (DB)

The paper deals with computer education in India at the university level. The principal causes which are inhibiting expansion of educational programmes are first outlined and suggestions offered for achieving a better performance which is entirely feasible within the resources of the nation. The philosophy underlying the paper is that transfer of technology in the computer field, like in many other fields, can only be accomplished when the recipient country designs the proper "matching impedance" to ensure the transfer to occur from the donor country. The "matching impedance", in this instance, consists mostly of reorganisation of administrative structures of university computer centers and a proper reallocation of existing resources. When these preconditions for growth are established, the universities will be in a position to expand computer education quite rapidly and a concrete proposal is made in order to achieve this goal. The paper concludes with a discussion of the type of assistance that would be necessary to accelerate the process. (Author)

Based on the assumption that newspapers mirror the conceptions of economic development among major groups in society and that analysis of their content may aid in the clarification of group viewpoints, two dimensions along which groups might differ with respect to their conceptions of economic development issues were postulated: the need for survival by members of the groups, and the modal cognitive structures and processes of members of the groups. Coverage by slum papers and coverage by elite papers in Greater Delhi, India, were then compared. Findings indicated that slum newspapers gave more attention to immediate relief for the extremely destitute, to economic questions affecting their survival, to a topic officially designated as urgent to their continued survival (family planning), and to small, local projects and concerns. The elite newspapers, on the other hand, gave more attention to preservation of existing institutions and to cosmopolitan issues and concerns. (Author/HOD)

Discussing the interrelationship of universal adult suffrage and adult education, this national seminar in India sought to identify the basic values, requirements, and problems of parliamentary democracy, together with consequences of adult suffrage and the potential contribution of adult education to improving the quality of the democratic process. The inaugural address provided a world perspective on, and a philosophical analysis of, problems in education for democratic living. The director's working paper stressed the need for universal adult education, while the President's paper stressed the needs of the age group 15-45. Other papers dealt with the need to develop enlightened public consciousness; discussed the nature of this consciousness; and offered suggestions for a national plan of adult education for parliamentary democracy. Several recommendations on program planning and administrative organization were also presented. (LY)

Papers presented at a conference organized by the Indian University Association for Continuing Education of India and the University of Madras are reproduced in these proceedings, as are case studies relating continuing education efforts in seven countries and Hong Kong and Singapore. The papers are as follows: "The Necessity and Strategy for Continuing Education in Asian Countries" by Raj Krishna, "Continuing Education and the University in a Developing Country" by J. E. Jayasuriya, "A Note on Continuing Education" by K. N. Raj, "The Role of University in Continuing Education" by V. V. John, "Programmes of Continuing Education in Universities" by B. H. Crew and S. C. Dutta, "Problems of Organisation, Finance and Structure in Universities" by Amrik Singh, "The Financing of University Adult Education in a Developing Country" by John Lowe, "Broadcasting in Continuing Education" by Laksiri Jayasuriya, "Continuing Education: A Challenge to the University" by A. J. A. Nelson. The countries reporting in the case studies are Australia, India, New Zealand, Phillippines, Papua and New Guinea, and Thailand. (DB)

The first section of these conference proceedings consists of a position paper on the use of satellites for educational television (ETV) in developing countries. It outlines the nature of the educational crisis facing developing countries, offers a theory of ETV, reviews some of its prospects and problems, discusses the relevance of other broadcast media, and compares broadcast satellites with microwave systems, concluding that the former are more useful for ETV. Following this, an overview of the United Nations Educational, Scientific and Cultural Organization's (UNESCO) program for the use of educational satellites is given. The third major section presents two case studies dealing with ETV satellite experiments carried out in India and Brazil. Issues raised in these papers, or during discussions of them, included: 1) the value of ETV; 2) the role of other audiovisual aids; 3) the impact of ETV upon other broadcasting media; 4) the difficulty of obtaining quality programing; 5) the cost-effective utilization of satellites; 6) the danger of undue influence being exerted upon emerging nations by developed countries; and 7) the ways in which UNESCO and industrialized countries can assist developing nations with their ETV projects. (PB)

Five papers from a 1967 interdisciplinary seminar sponsored by University College at Syracuse University and by the Center for the Study of Liberal Education for Adults present insights and concepts from anthropology which have relevance for adult educators. The first paper gives a broad view of anthropology and its underlying modes of thought, and touches on implications for education. The next sets forth the socioeconomic and other dimensions of primitive societies and suggests, through comparisons with Western society, the variety of ways in which societies can organize themselves to satisfy human needs. The third evaluates changes within, and differences between, the lower middle and working classes and the lower class in America. A fourth seminar paper examines cultural relativism and the problem of studying American values in America. Finally, in a paper by an Indian anthropologist, relationships between the "great tradition" and folk tradition in South Asian societies are discussed in order to show that fundamental changes in a society do not come easily. (The document includes two tables and chapter notes.) (ly)

Papers from a three day Indian Adult Education Association round table on lifelong integrated education (New Delhi, February 25-27, 1968) consisted of the following--(1) a statement of the need, because of rapid technological and socioeconomic change, for continuous learning experiences covering all stages and most aspects of life, (2) a working paper that defined lifelong and integrated education and further discussed the need for educational changes (especially for greater attention to adult education for different clientele groups), and (3) two essays setting forth the implications of lifelong education for such areas of Indian life as educational and social planning, educational technology and methodology, and library resources. The document includes a list of publications of the Indian Adult Education Association. (ly)

This paper attempts to describe the principles on which a Polyvalent Adult Education Center is based, its purposes, its functions, and organization, as well as its operations. It has been written with urban communities in mind. The point is made that the existing provisions for adult education are inadequate to meet the growing and diverse needs. The polyvalent approach to adult education is based on the following principles: (1) An adult worker's educational needs are multiple; (2) Educational opportunities should be available over the entire period of the worker's life; (3) The main emphasis in such education is on his "functionality"; and (4) Different educational subjects are usually given in an integrated and inter-dependent manner. Steps in planning the program include: (1) identification of objectives (2) identification of needs in the community and identification of groups that need education, (3) analysis of job requirements, (4) development of an integrated curriculum, and (5) selection and training of a part-time staff. (CK)

This paper examines the belief that the best way of teaching English-as-a-second language (TESL) is to provide the student with opportunities for hearing and speaking "Standard" English. The author contests C.C. Fries' view that "...speech 'is' the language." In India, it is noted, the greatest single difficulty for students is speaking English. The lack of any direct, positive transfer of linguistic theory to the development of TESL instructional materials is also criticized. The educational problems engendered by teaching students to speak English before reading the language are discussed, and concluding remarks point out the need for a revision in Indian educational policy concerning TESOL. (RL)

Four papers are included in this pamphlet, the proceedings of the World Assembly at Abidjan, Ivory Coast. The keynote address, "A Turning Point in History" by Jaime Benitez, President of the University of Puerto Rico, discusses the Apollo 11 moon landing as an object lesson on values with international implications for shifting educational approaches. He further explores the Puerto Rican experience as representative of international tensions between education and politics. "Rural Teacher Education in Thailand" by Bhunthin Attagara, Director of Teacher Training, Ministry of Education, Bangkok, is a description of the Rural Teacher Education Project launched in 1956 and now involving 25 teacher training schools and colleges and 190 cooperating rural elementary schools in a program which includes community development work as well as student teaching in the village schools. Mavis Burke of the University of the West Indies discusses the need for international agency cooperative efforts in teacher education and suggests five priorities which would form the basis of such an agency's role. In "The Indian Association of Teacher Educators," Dr. S.N. Mukerji, Principal of Vidya Bhawan Teachers College in Udaipur, India, analyzes the problems in Indian education and the challenges they represent with reference to the Association's role. Included also is the "Constitution of the International Council on Education for Teaching" as amended by the 1969 Representative Assembly. (JS)

Thirty-two papers presented at the seventh annual seminar of the Documentation Research and Training Center explore: (1) Universe of Subjects - Its Development and Structure, (2) Subject Analysis and Classification, (3) Subject Headings, (4) Librametry and Its Scope, (5) Subject Analysis, (6) Library Work, (7) Documentation List, (8) Library Usage, (9) Organization of Research, (10) Management of Translation Service and (11) Document Research and Training Center Research Cell: Report for 1969. (MF)

The opening session of the seventh annual seminar of the Documentation Research and Training Center is provided in verbatim form. The section of Group Meetings and Plenary Sessions examines the propositions presented in the thirty-two papers presented in Volume I (LI 002 230). The balance of the report provides: (1) the Valedictory Address and the Vote of Thanks that was given as part of the Concluding Session, (2) the list of office-bearers and groups, (3) the list of delegates, (4) the time table, (5) the Draft Rules of Procedure for Plenary Sessions and Group Meetings and (6) an index. (MF)

GRADES OR AGES: Grade 9. SUBJECT MATTER: Social Studies; Indian civilization. ORGANIZATION AND PHYSICAL APPEARANCE: The central part of the guide is divided into seven subunits, each of which is laid out in three columns, one each for topics, activities, and materials. Other sections are in list form. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. Each group of activities in the second column is related to a topic in the first column. INSTRUCTIONAL MATERIALS: Each group of materials listed in the third column is related to one or more activities. In addition four appendixes contain curriculum materials. STUDENT ASSESSMENT: No mention. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials are optional. (RT)

Many developing countries face severe problems in their education systems, and their search for solutions to these problems is conducted with great urgency. An important area where possible solutions are being examined is educational technology. This paper examines five questions which are important to its use in developing countries: (a) what are the main problems of education in the developing nations; (b) what is educational technology; (c) to what problems has it been applied and with what results; (d) what new approaches, developments and innovations are being prepared which are relevant to the developing nations; and, (e) what things must be done in educational technology, if it is to be truly responsive to their needs? In summary, it is concluded that developing countries must be shown the cost-benefit of educational technology. A bibliography is appended. (Author/MF)

Part of a report of seminar proceedings, these papers on community development in developing nations deal largely with conditions, requirements, and effective principles of rural extension; the government system of community development village workers in outlying regions of Thailand; the methods, organization, accomplishments, and prospects of national development in India; the role of the Presidential Assistant on Community Development in the Philippines; and community development functions of the intergovernmental South Pacific Commission. In addition to reviewing concepts and goals of effective community development, a final group report examines the roles and influence of governments, voluntary organizations, private enterprise, political structures, urbanization, cultural growth, and the national economy. Increased outside assistance and more extensive research are recommended. (ly)

Case studies presented by graduate students from the United States and seven other nations dealt with topics in extension education. A system analysis approach to the problems in organizing extension services in developing nations was described, as well as physical and sociocultural problems (including illiteracy) which hinder audiovisual communication in rural areas. The Faculty of Agriculture at Kabul University was used to illustrate a discussion of the proper role of universities and colleges in Afghanistan. An evaluation was given of the relative influence of extension clubs and other extension approaches in Formosa and an analysis of the role of the National Institute for Agricultural Technology (Argentine) in Extension work, and the need for improved inservice training and cooperation with universities. The principles, process, and historical development of rural extension in the United States was outlined and implications suggested for program planning in Malaysia and Sudan. Final papers covered problems in recruiting and training village level extension workers in the Sudan, and Puerto Rican community development projects that illustrated the value of agency coordination. Also included are tables, diagrams, and references. (ly)

This conference booklet seeks to assist high school teachers who teach about Asia. Emphasis is upon providing a bibliography, with course outlines and background materials also offered. Four hundred annotated citations focusing on book, periodical, and other resource materials, published within the last decade, are provided for teachers working with advanced and able students who desire to investigate topics in depth. The bibliography is arranged into six main sections: China, India, Japan, Southeast Asia, general, and publishers addresses. In an effort to promote cultural understandings, three course outlines on China and two on India offer examples of differing teaching approaches for secondary grade levels. Four papers provide background readings on several ways of generalizing about Chinese culture and society, land settlement, Chinese ethnocentrism, and the politics of imperial China; the classical music of India; the search for relevance in Japanese history; and nationalism and communism in Southeast Asia. (SJM)

This guide provides an overview and practical suggestions for the literacy administrator and worker. Chapters deal with: an overview of the problem of illiteracy; adult learner characteristics; methods of teaching languages to illiterate adults; the organization, administration, and supervision of literacy classes; patterns of adult education; audiovisual materials; techniques of conducting a class; teaching material and equipment; followup services; dropouts; the teacher of adults; testing of adults; supervision; and literacy records. Appendixes include sample survey forms; articles required for literacy classes; a functional literacy syllabus; guidelines for formulating functional literacy projects; sample of test papers; statistics on literacy in India; and a bibliography. (DM)

This paper discusses some of the problems encountered in conducting behaviorally oriented programs, using a small group laboratory approach, in developing nations. The organizational and social contexts in developing nations which might contribute to issues in management training are briefly outlined. Specific problems relating to training executives and trainers are discussed and some suggestions are offered based on experiences in India. The document contains 33 references. (Authors/LY)