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This compilation of papers presented at the New York State Association of Foreign Language Teachers Colloquium focuses on the interrelated roles of the foreign language teacher and the language program supervisor. The following papers are included: (1) "The Foreign Language Curriculum: A Joint Venture" by Charles Blake; (2) "Updated Observation Techniques" by Eli Blume; (3) "The Advantages and Disadvantages of Intervisitation" by Sister Anne Marie Harnett; (4) "The Foreign Language Chairman--Relationships with the Total School Staff" by Helene Z. Loew; (5) "The Role of the College Chairman: What It is and What It Might Be" by Sister Charles Marie Neat; and (6) "The Teacher-Chairman Relationship: Impressions of the Situation as It Actually Exists" by Danielle Rapp. (RL)

About 200 representatives of business, industry, labor, government, education, and community interests from across the nation participated in the conference which was planned to provide for further development of understandings, abilities, skills and appreciations of those persons responsible for comprehensive programs of vocational-technical education. The report includes a chart which outlines the provisions of Public Law 90-576 relating to cooperative vocational education, abstracts of major papers, recommendations regarding clarification of state plan requirements under Part G of Section 173 of the 1968 amendments, and recommendations for planning and operating cooperative programs. Major papers presented by the consultants include: (1) Congressional Expectations of Cooperative Vocational Education, (2) The Silent Field and the Dark Sun, (3) The Employer's Role in Cooperative Occupational Education, (4) The School's Role in Cooperative Occupational Education, (5) The Community Role in Cooperative Vocational Education, (6) A Comparative Study of Two Concurrent Work-Education Models in Agriculture, and (7) an abstract of "Interpretive Study of Cooperative Efforts of Private Industry and the Schools to Provide Job-Oriented Education Programs for the Disadvantaged." (JK)

Six major conference papers cover selected planning activities for eight institutions of higher education. Discussed are academic planning for the University of Houston; circulation, parking, and landscape planning for the University of California at Irvine; planning office organization and staffing at Harvard and Ohio State Universities; building project programing for the University of Chicago physical science building; computer applications at Duke University; and capital and operational budgeting for Macalester College and the University of California. (EA)

A series of recommendations to the Director of the National Institute of Education (NIE) is presented. In the main, these focus upon effecting compliance with Congressional intent by modifying the existing programs of the National Center for Educational Communication (NCEC) to conform with the mission, functions and program thrust of the NIE. The paper proposes a comprehensive program of research, development, demonstration and service in the area of dissemination and implementation. In addition, recommendations are made concerning the placement of the operating units of NCEC within NIE's organizational structure. Lastly, a budget is proposed for functions which are to be transferred from NCEC to NIE. (Author)

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)

Papers stressing school and community coordination presented at the institute were: (1) "Using Advisory Councils and Committees to Improve Vocational Programs for Rural Students" by C. Dellefield, which emphasized the need for small and rural schools to establish vocational advisory councils in their communities so that effective changes can be made, (2) "Strategies for Utilizing Community Resources in a Comprehensive Supportive Services Program" by C.R. Shack, introduced a conceptual model for identifying students and assessing their needs which leads to a program based on these needs and coordinated with community resources, and (3) "Strategies for Utilizing School Resources in a Comprehensive Services Program" by B. VanZandt, discussed the characteristics of personnel who would coordinate services for students, and identified services other than traditional instruction which could be provided by schools. (SB)

Five papers discuss cooperative work-study agreements between schools and vocational rehabilitation services in the western states. Areas discussed include the advantages of cooperative agreements, the forms and disadvantages of third party agreements, basic concepts of the programs, and an outline form to use when applying for matching funds; the relationship of special education, rehabilitation and cooperative plans, programs, and agreements; and California's past and present work study programs for the mentally retarded. Also reviewed are research demonstrating the economic feasibility of vocational training for the educable mentally retarded in the public schools and communication problems in work study programs. The conference summary considers the purposes, goals, essence of, and necessity for cooperative agreements. (MK)

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)

This brief statement of policy and proposed action by the regents of The University of the State of New York covers a wide variety of situations from the high school graduate who requires additional occupational training in noncollegiate institutions to the secondary school student who is headed for college and graduate school. A discussion of the problems of discontinuity is presented, followed by a description of potential forces for change. Four broad goals of the regents are listed, and their recommendations are outlined and broken down into six areas of concern. In order to implement these recommendations fully, action needs to be taken at the local, regional, and state levels. The statement concludes that the articulation process is never completed. Review and revision of procedures, reorientation of personnel, and continuing communication between sectors of the educational system are all necessary for the success of the articulation program. (Author/BW)

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)

The primary objective of this project was to produce a suggested plan for promoting and guiding the development and expansion of occupational education in Oregon high schools and community colleges. To achieve the major objective, special task force groups were assembled to work on specific aspects of the total project: labor market data, curriculum articulation, curriculum coordination, and open enrollment relations. Task force reports on labor market data and on curriculum articulation are included in this document. The task force groups included representatives from high schools, community colleges, the Oregon Board of Education, Oregon State University, and the State Employment Service. The plan must ultimately provide for articulation of occupational preparatory curriculums from the senior high school to specialized vocational-technical preparation in the community colleges; for coordination and distribution of occupational preparatory curriculums among community colleges; and for operation of student services that promote effective development of human resources and efficient utilization of physical resources. (CH)

Many of New York City's 35 private institutions of higher education are in financial difficulties and need the help of the City. This report by the Council of Higher Educational Institutions in New York City (CHEI) outlines 12 steps that can be taken to assist these institutions. These steps include: (1) absorption by the City University of New York of all private institutions now in financial trouble; (2) a tuition increase that would cover operating costs and other expenditures; (3) an annual subsidy on a per head basis; (4) the development of an operating plan whereby all credits can be transferred freely between all institutions; (5) a cooperative plan for hiring faculty; (6) the establishment of a New York City advisory corporation under the Mayor which could help the institutions deal with their financial problems; (7) the recruitment of a strong industry-education committee to be used as an advisory board; (8) launching a Council of Trustees to discuss mutual problems; (9) a study through the CHEI of all private institutions in the city; (10) a research project through the CHEI to develop special programs to be shared by the institutions and which would form the basis for ten years of cooperative planning; (11) the development of a strong City Department of Higher Education; and (12) the appointment of a CHEI steering committee to meet regularly with the Mayor. (AF)

In presenting a complete program of occupational education for the Denver metropolitan area, this proposal offers 12 criteria for consideration in conjunction with a particular occupational need. The purpose of the criteria is to provide guidelines for determining in which level of school a program should be offered. The criteria include factors such as age of the students, length of time required, faculty availability, facilities needed and available, what related programs are available, accessibility, size of school, nature of related training needed, and field experience. Illustrations of clusters or families of occupations covering the spectrum of preparation from high school through 4 years of college are provided. The recommendations include the need for vertical articulation--that is, the planning of a sequence of programs from high school through junior college and 4-year programs. (CH)

This paper traces the concept of complexity as it has been employed in empirical investigations of organizations over the last decade, presents a brief description of a doctoral dissertation in which complexity was one of the key variables, and then offers some summary comments on the utility of the complexity variable for school analysis. (Author)

This report presents three seminar papers and associated discussion session reports from the Adelaide seminar which focused on education as it relates to the advancement of international understanding. In the first paper, A. M. Thomas stressed the necessity for continuing cooperation among nations to solve problems of friction and poverty. Education in areas such as human rights could bring progress in international understanding. T. Miller, in the second paper, examined the implications for education of the development of international education. He argued first, that individuals need to be helped through education to develop to their full potential before they can handle concepts of international understanding adequately; secondly, that curriculum units need to be developed which deal satisfactorily with international understanding concepts. The third paper, with an economic bias, presented by Derek Healey, analyzed the community's responsibilities in the development of international understanding. Discussion sessions centered on the implications of teaching for international understanding in both the primary and secondary schools in the areas of curricula, teaching emphases, teaching-learning methods and environments. (Author/SJM)

This paper introduces organizational development and describes its potential utility to the planning community. The paper first points out some current practices in educational planning that may violate principles of effective human behavior in educational organizations. The centralization of goal setting and decisionmaking and the failure to consider the motivational and political implications of information are examples of such violations. The paper then describes organizational development and concludes with an outline on how and where organizational development methods can be used in conjunction with educational planning. (JF)

Seven papers and an extensive annotated bibliography deal with the relationship of State and Federal government to higher education. The authors and titles of the papers are (1) Samuel B. Gould, "The University and State Government: Fears and Realities," (2) Daniel G. Aldrich, Jr., "Maintaining Institutional Identity and Autonomy in Coordinated Systems," (3) Lyman A. Glenny, "Politics and Current Patterns in Coordinating Higher Education," (4) John F. Morse, "The Federal Government and Higher Education: Old Answers Breed New Questions," (5) Charles S. Benson, "The Effects of Federal Support on Allocation of Campus Resources," (6) Fred Harvey Harrington, "The Compact for Education," and (7) T. R. McConnell, "The University and the State--A Comparative Study." (HW)

Accepting the 1965 Carnegie Commission Report's suggestion that guidance should be comprehensive and coordinated between secondary education and the community college, this paper presents a synthesis of current literature covering guidance programs and a proposed coordination program between secondary schools and community college guidance services. This proposal suggests that three major obstacles must first be dealt with: financing, personnel acceptance and time allocation of staff. The central guidance coordinating institution should be the community college with the secondary schools becoming associates. The community college guidance program should serve as the focus and resource center for associated schools. Three functions of the community college guidance staff should be to: (1) maintain complete occupational information; (2) coordinate student programs to smooth the transition from high school to community college; and (3) act as a resource or referral agency for students with emotional problems. The secondary school counselor should be a consultant to the community college guidance personnel by advising them on the particular needs of entering students. (MN)

A 4-day institute attended by 21 persons representing vocational education, general education, and state and federal government was held to review the state of the art in vocational teacher education. Discussion activities centered around state of the art papers, and this book contains these chapters based on revisions of the major papers: (1) "The Quality of Life in the Seventies and Implications for Vocational Teacher Education" by J.C. Willers, (2) "Assumptions Underlying Preservice Programs for Beginning-Level Vocational Teachers" by J. Moss Jr., (3) "Assumptions Underlying Inservice Vocational Teacher Education Programs" by A.D. Hill, (4) "Curriculum Development in Vocational Teacher Education: State of the Art and Developmental Needs" by E.J. Simpson and M.L. Ellis, (5)"Organizational Structure of Vocational Teacher Education" by R.E. Taylor and A.J. Miller, (6) "The Context of Vocational Teacher Education" by R.E. Taylor and A.J. Miller, (7) "The Need for Vocational Educational Personnel" by T.G. Foran and J.J. Kaufman, (8) "Critique of Manpower Projections for Instructional Staff in Vocational Education" by G.G. Somers, and (9) "Evaluation of Vocational Teacher Education" by D. Sjogren. (SB)

The number of academic consortia, cooperating groups of institutions, have exploded in recent years in response to several societal and internal forces. While others have examined aspects of consortia, this paper reports the first intensive effort dealing with effectiveness. The study is divided into 2 parts: (1) What constitutes consortium effectiveness? and (2) In what ways are the Great Lakes Colleges Association and the Associated Colleges of the Midwest perceived effective? Part I found that consortia exist for their member institutions and are effective if they meet the needs of their members. It also disclosed a 5 category framework of institutional needs that consortia should meet, the 5 E's expanded student and faculty opportunities, promotion of greater managerial efficiency, promotion of experimentation and change, promotion of exchange through interpersonal contacts among the members, and entrepreneurship. The study found both associations perceived as effective in providing programs in the need areas of the members. It also found both the unusual preliminary survey mechanism and the 5 category framework to be useful research tools. (Author/HS)

This conference paper reports the development of African and Afro-American Studies in a six institution consortium. Following introductory material, three phases of the project are reviewed: curriculum development and cultural enrichment in the areas of social science and literature, arts and humanities, and life sciences. Additional information concerns faculty and curriculum development, implementation of the project 1972-73, dissemination of project outcomes, and project evaluation 1969-72. A brief summary is included. (MJM)

Public education has become interested recently in the vocational system for the wrong reasons and is approaching it from the wrong perspective. Vocational education is not a separate discipline. Rather, it is an approach to the disciplines and the learning processes which, properly used, could reconstruct the American educational system for greater relevance of general education. Much of today's social unrest is the result of a steady decrease in the availability of jobs for the unskilled and a simultaneous increase in the number of young people who are totally unprepared for skilled employment. The blame belongs to the schools and colleges, for their failure to prepare students for today's world of work. Today's students are career-oriented. A liberal education is not enough. A redefinition of vocational education is needed to encompass the career theme. An educational program can, at one and the same time and at all levels, prepare students not only for better lives but also for better occupations. The current initial general education, then specialization, is inappropriate. The intertwining of liberal and vocational elements in an educational program should be integrated throughout the entire educational experience. Some Ford Foundation-assisted pilot programs to help achieve this end are described in this paper. (MF)

There has been a trend in state government toward tighter and tighter centralization that, though done in the name of greater economy and efficiency, is in large part a reach for political power. Not all services of the state can be performed well if integrated into a single monolithic administrative pyramid with all other state services and functions, and this is especially true of public higher education. The university or college almost always has its legal corporate identity, and as a center of learning develops an integrity and morale of its own: it is a living organism. At the same time, most agree that some form of coordination is essential within the statewide system. In some states the desire for coordination has led to the creation of one statewide governing board. In other states coordinating boards were established with only advisory authority, while in other, boards with a semblance of coercive powers were created. For higher education, a style and technique of intercommunication and liaison, not of hierarchical control is called for. Some thought is also being given to applying centralization to the whole state educational system, including the junior colleges, the private institutions, and the pre- through high school system. This paper discusses some of the efforts in this direction and the pitfalls. (AF)