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Educational changes and innovations needed to improve the quality of American elementary and secondary education were studied. The study sought to do the following: (1) identify the central problems, issues, and directions of American education to 1980 and beyond; (2) project a reasonably attainable set of conditions and changes to be achieved for coping with these problems, issues, and directions; (3) articulate strategies for maintaining continuing change; and (4) propose structural arrangements to support desired changes and strategies. The focus is on metropolitan settings. The report is divided into two parts: Part I contains, in an abbreviated form, the essential arguments, proposals, and recommendations of Part II; and Part II contains four task force reports: A. Education in 2000; B. Education and Schooling in 1980; C. Strategies for Change; and D. Institutional Arrangements in 1980. Recommendations related to dealing with change are: (1) Continuous planning must be effected by creating autonomous, national policy planning centers; (2) There must be decentralization in the formulation of regulations and in the decision making process; (3) Educational opportunity must be provided on an individualized basis; (4) The curriculum must be overhauled; and (5) Research must be conducted in all the stated areas. (For related document, see ED 058 473.) (DB)

This final report of the Model-Cities-Related Planning Project discusses its development direction and performance with regard to services and programming for the Urban Campus of Delaware Technical and Community College. The project activities were focused on the following objectives: (1) developing a comprehensive community college with strong emphasis on acquiring occupational skills and knowledge; (2) providing programmatic flexibility to allow for constantly changing educational needs and ability levels; (3) developing a strong guidance system to help students attain realistic, personal, educational, and occupational goals; (4) promoting the integration of instruction, guidance, and administration to facilitate and accomodate students' changing interests and needs; (5) increasing individual ability to contribute to the economic base of the community; and (6) promoting programs that stimulate knowledge of self in relation to personal, vocational, economic processes and growth. The sections of the report are: Orientation and Institutional Awareness; Community Characteristics; Organization of the Facilities Planning Advisory Committee; Liaison with Community Groups and Human Service Agencies; Responding to Identified Community Needs; Summary and Recommendations. In addition, seven appendixes provide: Work Schedule for Continuous Planning; Job Description (Project Planning Coordinator); Facilities Planning Committee; Questionnaire for Facility Planning (in English and in Spanish); Planning Schedule; the agendas for two seminars; and a listing of the seminar staff. (DB)

Designed as the basis for continuous planning in the area of higher education in Minnesota, this report utilizes research generated by the Commission's comprehensive data collection system. It aims to: project needs, assess the current status and future directions of higher education in Minnesota, clarify the role of each of the components in the higher education system, recommend basic state policies, and identify areas that should receive special attention. Discussions, enhanced by figures, cover: present and projected enrollments, academic programs, location of institutions, recommendations for new institutions, the need for a metropolitan area study, interstate cooperation, counseling facilities, financial needs, teaching, research and public service functions, productivity, professional personnel, instructional costs, the structure of higher education in Minnesota, and funding. The Appendices contain a report on manpower needs, a review of new programs and suggestions for coordination, and information on faculty salaries and library resources. Proposals for establishment of new junior colleges, for a program change at the Southern School of Agriculture, Waseca, for the metropolitan area study, and for a Minnesota-Wisconsin Higher Education Agreement are also included. (JS)