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There is mounting evidence that the programs and services essential to provide adequately for the educational needs of the nation will necessitate a broader and more demanding education structure than ever before. Specialists in many educational areas were asked to identify the characteristics of educational structure in relation to the achievement of established goals that would be essential to provide necessary and desirable programs. After having assessed the available research, reviewed the literature, and secured the empirical judgment of knowledgeable leaders and administrators in their respective fields of specialization, these specialists submitted 54 position papers to the Great Plains School District Organization Project. Fifteen of these papers have been reproduced in this publication. It is hoped that these contributions will be used as starting points for further study, analysis, and utilization by those who seek to develop a system of school organization that will make possible comprehensive and equitable educational opportunities for all children, particularly those in the State of Nebraska. A related document is EA 022 608. (Author)

The development of understandings, attitudes, and appreciation appropriate for selective state and local vocational-technical educators, guidance personnel, general educators, and federal personnel with potential responsibilities for residential vocational education programs comprise the focus of this conference. Working papers which were presented as a basis for conference discussion included: (1) "Developing a Philosophy of Residential Vocational Education" by William T. Logan, Jr., (2) "Facilities-Residential, Education, and Student Services Facilities for Students in Residential Vocational Schools" by James M. Hughes, (3) "Geographical locations for Residential Vocational Schools" by J. Clark Davis, (4) "Selection and Evaluation of Students for Residential Vocational Schools" by Merrel R. Stockey, (5) "Student Life, Counseling, and Guidance for Students in a Residential Vocational School" by Kenneth B. Hoyt, and (6) "Curriculums, Course Objectives, and Instructional Materials for Students in Residential Vocational Schools" by Jim L. Moshier. A related document which includes summary papers by the consultants who presented the initial working papers is available as VT 009 087. (CH)

Two briefs presented to the Interdepartmental Committee on Copyright by the Educational Media Association of Canada are summarized in this position paper. The paper briefly re-defines the special interests that have distinctive roles in the social and cultural influences affecting education. It considers the legal framework within which these roles should be afforded copyright protection commensurate with the new technologies. (MC)

These invitational papers submitted by ETS staff members to the Select Education Subcommittee discuss various aspects of educational change and improvement, planning and evaluation. Papers include: "Open Education: Changing Schools for Children," (Edward A. Chittenden); "Planning for New Students to Higher Education in the 70's," (K. Patricia Cross); "The Desegregation/Integration Dilemma in Higher Education: Implications for Research from Minority Student Experiences," (Junius A. Davis); "Statewide Assessment: Its Future and Potential for Educational Reform" (Henry S. Dyer, Robert J. Solomon); "Mass Higher Education and the Economic Benefits of a College Degree," (Rodney T. Hartnett); "Learning to Learn in Infancy: The Development of Competence Motivation," (Michael Lewis);"Teaching in the Knowledge Society," (Frederick J. McDonald); "Credit by Examination and the External Degree," (Robert J. Solomon, John R. Valley); and "Meeting the Measurement Needs of Education," (William W. Turnbull). Most of the papers include bibliographical references. (CK)

Papers and abstracts on general topics present information on the following: administration of special education programs and other administrative problems; facility design; teacher education; research reports on several aspects of handicapped children; an evaluation of eleven programed materials; stimulation of speech in the disadvantaged; diagnosis of exceptional children; and educational planning and needs. (RJ)

This report was prepared by the Joint Thai-US Task Force on Human Resource Development in Thailand. Volume I of the Report includes: Human Resources Development in Thailand--A Preliminary Assessment; The Educational System and Human Resource Development in Thailand; Manpower Demand; Adjusting Educational Supply to Manpower Demand; Education Planning for Human Resource Development; Government Manpower Planning; Manpower Utilization; and Recommendations for Further Study. Volume II is made up of two parts: Part 1, Working Papers on Manpower; and Part 2, Working Papers on Education. For related documents, see AL 002 472-474. (JD)

Position papers on planning for school district organization were prepared for the project staff of the Great Plains School District Organization Project, a four-state study. A total of 104 studies and reports were prepared by personnel from secondary schools, institutions of higher learning, State Departments of Education, and related educational institutions in Iowa, Missouri, Nebraska, and South Dakota. Of the 104 studies and reports, 54 were position papers developed in the areas of educational needs, demographic factors, curriculum and educational programs, educational services, and organization and finance. A total of 68 position papers and reports are presented in this publication, followed by a synthesis of findings and recommendations reported in the papers, and a discussion of the implications of the information included in the papers. (VM)

THIS BOOK COMPRISES THE MAJOR PAPERS DELIVERED AT A CONFERENCE ON MARCH 20-22, 1967, SPONSORED BY THE POLICY AND DEVELOPMENT COUNCIL, AN ADVISORY UNIT OF THE DEPARTMENT OF EDUCATION IN ONTARIO. THE CONFERENCE WAS ATTENDED BY REPRESENTATIVE PERSONS FROM DEPARTMENTS OF GOVERNMENT, UNIVERSITIES, AND MAJOR SCHOOL SYSTEMS ACROSS CANADA. THE CONFERENCE HAD TWO OBJECTIVES--(1) TO GATHER PLANNERS AND STUDENTS OF PLANNING TO DISCUSS THE STATE OF THE ART, ITS TECHNICAL PROBLEMS, AND ITS FUTURE, AND (2) TO EXPLAIN TO CANADIAN EDUCATORS WHAT IS MEANT BY "PLANNING." FOUR OF THE PAPERS DEALT WITH NATIONAL OR INTERNATIONAL EXPERIENCE AND EMPHASIZED ONE PARTICULAR ASPECT OF PLANNING EXPERIENCE--THE ORGANIZATIONAL PROBLEMS, THE COMPLICATIONS OF A FEDERAL SYSTEM, OR THE DATA PROBLEMS. FOUR PAPERS WERE TECHNICAL, DEALING WITH ECONOMIC ASPECTS OF PLANNING AND WITH SOCIAL GOALS. SCHEMES FOR TRAINING PLANNERS WERE THE SUBJECT OF TWO PAPERS. (HW)

Planning (including educational planning) is by nature a political activity. Educational planning begins with, operates through, and ends with politics. Since politics is a crucial factor in determining the nature and effectiveness of a plan, to be efficient planners, management personnel and other planners should study politics and calculate the political factors. Because planning is a political activity, it produces political consequences. Planners should be aware of these consequences and use them as feedback for further planning activities. A related document is EA 003 929. (Author/RA)

This paper proposes that a more flexible approach to the development of teaching groups, accompanied by the necessary changes in staff and facility utilization, would help solve problems arising from declining enrollments in elementary schools. Such problems presently occur in many elementary schools in Western Canada. The problems of educational planners in dealing with declining enrollments are examined in terms of school organization, staff utilization, and the utilization of facilities. Proposals especially appropriate for elementary schools with less than 150 students in eight grades are illustrated in four models for classroom grouping. Two models assume that teachers can develop teachable groups and a variety of activities; that students can benefit from extensive individualization of curriculums and changeable groupings; and that school facilities can be modified to allow for a variety of groupings. Two other models are more traditional, suitable for schools whose physical structures are not easily changed. Implementation of these proposals could improve the quality of education in areas of declining enrollment, while keeping costs down. (Author)

Contents of this book include five papers: (1) "Financing Education for the Urban Disadvantaged," Henry Levin--analyzes the linkages between educational finance and educational quality in large-city schools, and discusses alternative plans for financial innovation; (2) "Accountability in Education," Leon Lessinger--explores the idea of accountability by describing programs and techniques such as independent accomplishment audits, performance contracts, development capital, and escrows; (3) "Training Teachers of the Disadvantaged: Blueprint for a Breakthrough," James Stone--describes a model based on the idea of a separate institution for teacher training, in which teacher training for the disadvantaged is planned and conducted at the grassroots level, with the local school and neighborhood intimately involved, and with responsibility lodged in an agency controlled by the local community; (4) "Educational Facilities for the Urban Disadvantaged," Harold Gores--analyzes experimentation in physical plants for education, and derives a list of "principles of educational renewal;" and, (5) "The Educational Park Concept," Thomas Pettigrew--analyzes the structural barriers to school segregation, such as demographic trends and school districting, and introduces the centralized park as a structural solution for overcoming these barriers and accomplishing school integration. (JM)

Educators concerned with improving educational opportunities for the gifted need to consider ways to achieve their ends within the realities of the political system. Federal programs cannot be expected to provide ideas which will dramatically improve education for the gifted nor to provide large quantities of money. The federal government can serve as a catalyst to ideas through research and demonstration programs and support of leadership training. A federal survey on the gifted has shown the degree to which existing legislation is not serving gifted children. In contrast, gifted and other children in the Soviet Union are exposed to an extracurricular program of clubs using notable professionals as instructors. Though gifted students can be found in every racial group and social class, the search for a culture free intelligence test is not useful. Development of the art of scrounging can lead to innovative ways to obtain funding. Educational support services such as research and development and training activities are an unrecognized part of the educational delivery system. A bill for educational assistance to gifted and talented children has been introduced but must overcome political hurdles before it is passed and appropriations gained. Political allies need to be nurtured in organizations such as the National Education Association. (DB)

This study documents the second of three phases of the Indiana Higher Education Facilities Comprehensive Planning Study. Papers comprising this second phase of the study are devoted to long-run forecasts of needs and resources and related significant considerations. This portion of the study focuses on regional demand for higher education and considers that demand in view of potential enrollment. In an analysis of student demand, the report presents statistics showing a breakdown of college and university students by counties; examines regional variations in college enrollment; and analyzes the reasons for these differences. A related document is E A 003 080. (JF)

This paper emphasizes that all types of post-high school educational resources must be utilized if higher educational opportunity for all citizens is to be realized, and that a movement in the direction of coordinated planning (for the maximum utilization of institutional resources) under a "unitary system" concept is a complex procedure which recognizes historic institutional strengths and goals and a wide spectrum of educational needs. A unitary system of higher education will use teaching, research, and service resources to the highest possible degree in the provision of student opportunity. A unified system provides a maximum access to post secondary programs to all, without racial discrimination in admission, staffing, institutional support, and all other facets of operating a higher education enterprise. A unitary system will be characterized by: a planning process which provides for majority and minority group opinion and expression; cooperative planning among institutions within the context of the needs of all the people in a state; maximum use of all available and projected higher educational facilities; extensive use of faculty across institutional lines; dilineation of institutional roles based on the unique characteristics of each; and, due consideration of the location and proximity to each other of the institutions in determining role and scope responsibilities. (RJ)

Factors to be considered in the planning and development of a resident outdoor education program are presented in this paper. It is noted that basic educational planning must come first and every other aspect of planning should then refer to the educational plan. Various aspects of planning are described including planning the educational program; personnel assignment, selection, and training; site selection; financing the program; interpreting the program to the community; administrative structure, insurance, and other concerns; and evaluation. A checklist of desirable facility criteria for outdoor education resident centers is included. (PS)

The purpose of this conference working paper is to provide conferees and others with a draft document to be examined and to elicit constructive suggestions for the preparation of a final draft for recommendation to the U.S. Office of Education. The final draft will be field tested by New Jersey Title III environmental and outdoor education projects and by several projects in other states. This plan for self-evaluation is based on a systems analysis approach and was developed at a series of meetings held between October, 1967, and March, 1968. Four categories provide the basis for evaluation: planning and design; content; operation; and productivity. Self-scoring procedures are included. (JH)

The Alaska State Department of Education's position paper on the size and type of secondary schools needed for Alaska's rural youth includes a revision of the existing Rural School Plan, an overview of areas where educational opportunities are presently available for high school-age students in Alaska, and a discussion of potential areas where secondary opportunities should be made available. Three kinds of secondary schools are considered: (1) minimal secondary schools; (2) area secondary schools; and (3) comprehensive regional high schools. Proposed recommendations for rural high school research, planning, and implementation for a 2-year period, 1967-69, are included. Statistical data are presented to add significance to the narrative. A related document is RC 002 080. (SW)

With the exception of Vermont, all state educational agencies responded to a survey questionnaire designed to ascertain the current status of competency assessment teacher certification (CAC). Only 19 states presently award certificates through CAC. This can be explained partially by the fact that state educational agencies can attain the goal of CAC only when the teacher preparation institutions make the complex transition to performance-based teacher education programs. Nine states have decided against CAC, five are undecided, and the remaining 35 states (70%) intend to implement CAC at some future date. Thirty-seven state educational agencies consider the assessment of teacher competencies to be the responsibility of teacher preparation institutions. Seven states report that there is some plan for the renewal of term certification or the issuance of permanent certification on the basis of assessing the teacher's competencies while he is employed. (Four tables and a copy of the survey instrument are included.) (HMD)

The sector approach to analysis of nation-wide learning services is a means of viewing all aspects of national development from the perspective of human resources. Such an approach requires a descriptive national profile; an analysis in terms of dynamics, output, goals, and constraints; a strategy to achieve the goals; and a plan to actualize them. Various perspectives in a sector assessment of education are possible depending upon the role played by education within national priorities: social demand, national development, manpower needs, economic returns, and employment generation. Implementing a sector assessement requires consideration of key elements such as sponsorship, identification of goals and perspectives, and needs for and limitations of quantitative analysis. Recognition, definition, and consideration of opportunities within employment institutions, formal education, and nonformal education and training are also critical. Three methodological approaches widely recognized and implemented relative to national perspective -- manpower surveys, returns to investment in education, and tracer studies -- give an idea of the possibilities and liabilities available in sector analysis. (JH)

In answer to the demands from all sides for change in higher education, a study group was formed at the University of Connecticut to determine the direction that institution will take to meet present demands and future needs. In doing so, the committee concerned itself with certain issues that constitute the background of any planning effort. These are: (1) the fundamental forces at play in determining the future of mankind and of the society within which the American universities operate; (2) the specific responsibilities of a big state university in the rapidly changing milieu that surrounds it; (3) the present image of the University of Connecticut in relation to these first two issues; and (4) possible mechanisms aimed at defining the options open to the University of Connecticut in the coming decade. The major recommendation of the study group is that the University, throughout its implementation of new developments, continuously evaluate new and existing programs to assure that the goals of the institution as a whole are being met. (HS)

This document presents findings and recommendations of a resource group charged with providing background information and recommendations concerning program planning in colleges and universities for the development of a master plan for higher education in Connecticut. Recommendations of the resource group include: (1) that the Commission for Higher Education be directed and authorized to plan and implement a statewide system for the coordination of postsecondary educational programs in Connecticut; (2) that public and private postsecondary institutions be required to comply with the policies and procedures of a statewide process of program review if they wish to share in public funds for programs for which public funds are sought and offered; (3) that separate advisory bodies be established in such general career fields as business, technology, and industry; teacher education, criminal administration and social services, health professions, and environmental studies; and (4) that increased efforts be made by both the Commission for Higher Education and individual institutions to develop and maintain closer, deeper, and more formal relationships between education and the other elements of society. (Author/HS)

This document presents the findings of the resource group in charge of finance for the master plan for higher education in the state of Connecticut. Specific areas addressed by the group are (1) expenditures for current operations, (2) revenue for current operations, (3) capital budgets, (4) budgetary procedures and expenditure controls, and (5) the independent institutions. (HS)

This document presents the findings of the resource group in charge of the special needs of minority students in higher education for the master plan for higher education in the state of Connecticut. Specific areas addressed by the group include (1) equal access to higher education for minorities in Connecticut; (2) equal opportunity and the professional staff; (3) the credibility gap and the Commission for Higher Education; (4) minority representation on governing boards; (5) changes in admissions policies for minority students; and (6) minority representation in supportive services. (HS)

Planning, programing, budgeting is an approach to rationalizing budgeting and strengthening analysis as a policy change and planning tool. Organizational development applies behavioral science research to organization to enhance the commitment and involvement of personnel for smoother and more effective system function. It is argued that implementation of PPB can be facilitated by proper attention to the management philosophies of OD; and that by the concerted, coordinated use of these approaches, planning and system growth will undergo considerable improvement. The special philosophies of OD are discussed in planning contexts, and the federal government's implementation of PPB is examined for problems it encountered. A paradigm is subsequently developed that specifies more explicitly the proposed PPB-OD interaction. The special contribution that OD can make to program planning and budgeting processes is developed in detail. (Author)