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LIMITED FACILITIES HAVE BEEN RESTRICTING EXISTING AND PROPOSED PROGRAMS IN ADULT EDUCATION AT THE UNIVERSITY OF WASHINGTON. THIS REPORT DESCRIBES A CAMPUS CONTINUING EDUCATION CENTER, WHICH WOULD AID IN THE EFFECTIVE PRESENTATION OF SHORT COURSES, CONFERENCES, INSTITUTES, AND SEMINARS. SUCH A CENTER SHOULD BE ABLE TO MEET 85 PERCENT OF THE SHORT COURSE AND CONFERENCE DEMANDS MADE OF IT IN 1975 FOR INSTRUCTION, DINING, LIVING, AND PARKING. RECOMMENDED AUDITORIUMS, LECTURE ROOMS, SEMINAR ROOMS, BANQUET AND DINING ROOMS, LIVING QUARTERS, ADMINISTRATIVE AREAS, AND PARKING FACILITIES ARE DISCUSSED. THE PRIORITY OF TYPES OF FACILITY IS SUGGESTED SO THAT A CORE FACILITY MIGHT LATER BE ENLARGED TO ITS MAXIMUM EXPANSION. ESTHETIC CONSIDERATIONS ARE OF PRIMARY IMPORTANCE. ANALYSIS OF PROJECTED PHYSICAL NEEDS, LISTS, AND DESCRIPTIONS OF SPECIFIC ROOMS ARE OUTLINED IN DETAIL IN THE APPENDIXES. (JA)

RECOMMENDATIONS WERE MADE FOR A REMOTE CONTINUING EDUCATION CENTER OPERATED BY THE UNIVERSITY OF WASHINGTON IN A SECLUDED AREA NEAR MANCHESTER, WASHINGTON, COMPLEMENTARY TO AN ADJACENT MARINE BIOLOGY RESEARCH CENTER. THE OPTIMUM CAPACITY SUGGESTED WAS FOR 60 PERSONS OVERNIGHT AND 150 FOR DAILY INSTRUCTION AND DINING. FACILITIES WOULD INCLUDE LECTURE, SEMINAR, AND COMMITTEE ROOMS, A LIBRARY, DINING ROOMS, KITCHEN, LIVING UNITS, LOUNGE AND ADMINISTRATIVE AREAS, PARKING, AND SEPARATE CABINS FOR FACULTY, RESEARCHERS, AND DISTINGUISHED VISITORS. OUTDOOR RECREATIONAL FACILITIES WOULD BE PROVIDED. FUTURE DEVELOPMENTS AND EXPANSION WERE CONSIDERED. APPENDIXES LIST AND DESCRIBE PROPOSED ROOMS, AREAS, AND SPACES, AS WELL AS ESTIMATED OCCUPANCY AND INCOME. A MAP OF THE PROPOSED SITE WAS INCLUDED. (JA)

This report consists of three documents: the report proper, the abstract, and appendixes. The major objective of the project was to demonstrate the adaptability of the IPI System (Individually Prescribed Instruction) to the needs of ABE centers. This was accomplished by field testing the IPI program, modified for adults, in a number of ABE centers. The tests indicate that administrative and teacher training programs must be modified, and a variety of materials distribution and organizational models are needed to meet the requirements of the different ABE centers. The "streamlining" of the elementary program resulted in: the new ILA (Individualized Learning for Adults) Mathematics Continuum, presented in five areas rather than 13; the average number of pages in a skill booklet has been reduced; and the Placement Testing procedures have been simplified. The program has also been broadened to include an Applications Area, and the upper level of all areas include topics to assist the student in preparing for the GED examination. The Reading program is being extended into a Communications Skills program. Data collected for the evaluation served four purposes: Description of the Field Test Sites; Evaluation of the Implementation of the IPI System; Program Content Modification; and Estimation of Student Gain. Results of the ILA Mathematics Achievement Test show that students do learn in the Adult-IPI system. (Author/DB)

A tour to obtain a broad picture of the state of development of adult education in cities of the United States, of Canada, of India, and of the United Kingdom is described. The objectives of the tour were to examine: (1) the provision made for residential adult education overseas (the U.S.); (2) the relationship between the various agencies providing adult education, and, in turn, their relationship with the formal structure of education; (3) examples of the provision of adult education "at a distance," that is without the presence of a tutor at the point where the students are studying; and (4) the use of frequency modulated broadcasting in adult education. The introduction discusses the use of the term "adult education" in North America and the British usage. Areas of education included in the term "adult education" are External Degrees, Continuing Education, and Liberal Education. Other topics discussed in the report are: Residential Adult Education; Workers' Education; The Use of Technical Resources; Co-operation between Agencies; Adult Education at a Distance (discussion group programs, correspondence programs, the Open University); and financing Adult Education. Two appendixes present a List of Organisations Visited and Individuals Interviewed, and a Submission to Committee of Inquiry into Frequency Modulation. (DB)

A history of the Independent Study Project (ISP) as well as a report of the progress of the Project is presented. The presentation is divided into several parts: the history of the Project, what is actually proposed, what was done during the first six months of the Project, and what is being attempted now. The presentation concludes with an evaluation of the Project in terms of the whole area of higher education. The second presentation included in this document is taken from a paper presented at the Southwestern Regional Meeting of the College Entrance Examination Board and the College Scholarship Service Assembly on February 17, 1972. This presentation contains essentially the same information as the first with a slightly different slant. (Related documents are: LI003916, 003918 and 003919). (NH)

To outline what has been accomplished within the first six months period of the Independent Study Project (ISP) without delineating minute detail is the purpose of this report. While it is a "state of the art" report, it should be recognized that a continual trial and error and evaluation process has been and is still being engaged in by all participants. The SMU faculty's interest and cooperation in the total project and the empathy of those who have conducted workshops and provided tutorial guidance have greatly enhanced the image of ISP. The statistical sheet which indicates College-Level Examination material requested, number and types of inquiries, and the number of study guides taken is attached. A copy of the first workshop schedule is also attached. At the end of the first six months of ISP it is obvious that tremendous numbers of independent students rushing through the library doors is not happening. No one knows how many independent students should be expected to come through those library doors. It is too early to say more than that the Project has been a stimulating library learning experience. (Related documents are: LI003916, 003917, and 003919). (Author/NH)

The Independent Study Project of the Dallas Public Library has as its primary goal the testing of the feasibility of utilizing an existent public institution, the library, for enabling qualified persons to earn credits toward a degree through independent study and examination. More proximate goals are: (a) the assessment of demand locally for college credits through independent study, and (b) an assessment of the Dallas Public Library's capability for meeting the demand within its present resources for personnel, book funds and equipment. In the first report, and evaluation of the attainment of these goals is premature and can only be descriptive of what has occurred since the inception of the program in September 1971. The second report is the analysis of feedback information from individuals who have made inquiries about the Independent Study Project. Items included on the questionnaire will be utilized in assessing the following aspects of the program: (1) Information Media Through Which Participants Heard of ISP, (2) Type of Information Received, (3) Activity Level of Participants in Program, (4) Aid Received From Librarians, (5) Participation in Workshops, (6) Demographic Profile of Participants, and (7) Personal Characteristics of Participants Related to Their Activity in Program. (Related documents are LI003916 through 003918). (Author/NH)

In January 1970 the Council on Library Resources (CLR) arranged a meeting to introduce the Dallas Public Library to the College-Level Examination Program (CLEP) and to the idea of a project in which the Library would assume the role of acting as a center for CLEP information and providing assistance to CLEP candidates. The historical background of this project is presented in this report. It was agreed that, to determine the effectiveness of the public library in this area of adult education, a project of two years duration would be required. In determining the Library's effectiveness, the Library would be demonstrating whether or not public libraries are at this time prepared to assume this role in adult education. Five Branch Libraries of the Dallas Public Library System were selected to act as model public libraries in the project; they differ from each other in size of facility, staff, and collection, and they serve quite different socio-economic-cultural-ethnic communities. A copy of the proposal for the project is appended. (Related documents are LI003917 through 003919). (Author/NH)

A learning center project to "improve and expand the educational and employment opportunities for all residents in the Portland, Maine, Model Cities target area who are 16 years of age and older and who have not reached the grade eight education level" is described. The five-phase project proposes to: "(1) design an experimental educational facility; (2) develop new...techniques for teaching adult basic education...; (3) develop a...coordinated approach to...relating education and career orientation to employment; (4) develop...educational and employment ladders...; (5) establish and implement a...research and evaluation program." As a working model of intensive Adult Basic Education programs in other urban communities, a cyclical Design for Adult Learning was developed. The Design is planned to generate research that will be useful in the development of Adult Basic Education programs in other urban communities. The design also permits the testing of innovative programs, which can be refined or discarded, depending upon the results of the assessment. (Author/CK)

This evaluative instrument provides the prospective evaluator with a means for systematically viewing nine common elements of Adult and Continuing Education Centers. These elements are: (1) setting and students; (2) philosophy and objectives; (3) facilities and equipment; (4) instructional programs; (5) administrative organization; (6) personnel; (7) services; (8) community relations; and (9) student achievements. The instrument is designed to be used as either a self-evaluation tool or as a common means whereby outside evaluators may systematically observe a center's program over a period of one or two days. The major portion of the document is comprised of the actual evaluation instrument. (CL)

A list, with descriptions, of all late responses - received after May 30, 1972 deadline - to the survey conducted for the main Directory is given. Only institutions/organizations reporting activities and/or research in comparative adult education (or at least studies of adult education abroad), or those reporting to have a library or documentation center, were included. In editing reports on activities carried out or in process or planning stages, areas of work, interest and activities, with titles of studies and projects, were listed rather than full bibliographical data, which is outside the scope of the directory. (Author/NF)

The Middle School in Beachwood is a unique site for a teaching center due to its open-space architecture, its team teaching organization, and its flexible curriculum. The faculty of the Middle School are utilized as supervisors of teacher education students with the belief that such work is of tangible benefit for the children in the Middle School. For teacher education students, the Middle School is a thorough training experience as the school provides a climate of continuous stimuli. The plan of action at the center should encompass three spheres of experience for veteran teachers and teachers in training: experiences that all teachers should have; experiences some teachers should have, and special experiences developed and directed by each individual teacher. The total picture that should emerge of the center's work should suggest a school enterprise in which every person is responsible to and for one another. (JA)

The impact of the College Level Examination Project (CLEP) upon the total community has been good but not widespread enough to be classified "successful." Within the academic community there has been the overwhelming acceptance of CLEP and a continuing upgrading of credits to the benefit of the student, with a growing standardization of acceptable scores from institution to institution. The Regional Office of CEEB attributes these successes largely to the Dallas Public Library Independent Study Project (ISP). ISP has been included in newspaper articles as a worthwhile opportunity for persons in the community, including returning veterans. The Project was listed as one of the "major achievements" in a Goals for Dallas Program progress report. Students and prospective students call the Project Office daily and express appreciation for the "beautiful program." Librarians at the five Branch Libraries hear from pleased students. The analysis of data collected by a telephone questionnaire survey of participants is divided into seven areas: (1) The ISP Newsletter, (2) Branch Library Used for Books or Study, (3) Help from Librarians, (4) Time, Frequency and Use of Library, (5) Workshop Attendance and Evaluation, (6) Progress in Independent Study Program and (7) General Comments on Program. (See also: ED 068 121 through 068 124) (Author/NH)

These proceedings are presented in four parts. Part I contains eight addresses related to one of the following topics: The External Degree as Radical Change; Forms of External Degrees; and Changing Patterns in University Organization, Structure, and Relationships as They Affect Evening Colleges. Part II presents 11 reports from Special Interest Discussion Groups. Part III is the report of the business section. Part IV, Appendices, is comprised of 18 committee reports, program of the convention, and rosters. (DB)

In this address, Dr. Bartlett relates the beginnings of University College of Syracuse University and its Continuing Education programs. He then suggests that as professional goals for Continuing Education are reviewed and priorities established, the need for new "services" will be thoroughly explored. Dr. Bartlett believes that this is the appropriate time for Higher Education to increase its "services," and that Continuing Education should act as the institution's agent in making known what the services are and how they might be used. As an illustration of one type of service that the university might offer, Dr. Bartlett discusses a frame-of-reference educational service on major current happenings, which would utilize non-commercial television stations and university faculty and community participants. From this, it is hoped, interested adults would be provided with an opportunity to review the many aspects of a public issue. At the conclusion of his address, Dr. Bartlett expresses the hope that more of his colleagues will become more familiar with what has made Higher Education so successful, including University College and Adult Education at Syracuse University. He also urges everyone in Higher Education to recapture the art of saying "thank-you" to those who help the colleges and universities. Dr. Bartlett reiterates the need for an expanded array of community and social services, changed annually, and centrally administered by Continuing Education. (DB)

This document is a compilation of off-campus study centers for government employees. Listings are shown on an agency by agency basis, and the location of each center and a description of the courses and degrees available to governmental personnel are given. An institution index and a subject index are included at the end of the document. (CK)

Selected aspects of the Adult Basic Education Program of the State of New York are evaluated, and the program's effectiveness in providing basic education that is suited to the capabilities, problems, interests, and needs of the adult participants is assessed. The evaluation and assessment are presented in three parts: Part I provides the setting for the study; establishes the parameters; describes the research design; and highlights the findings, conclusions, and recommendations; Part II consists of a description and analysis of the program in terms of the students, their characteristics, and factors related to their success or achievement; and Part III provides a current description and analysis of the program in the areas of instruction and instructional technology, methods and materials, use of human and physical resources, program development and coordination, management and supervision, and staff development. (Author/DB)

The Thomas Jefferson Junior High School and Community Center was conceived to accommodate combined services while conserving land and funds. The objective was to create a "community growth center" to be primarily an educational plant with focus on the middle years of youth as well as providing a "school for people" with interests for all ages. School and county agencies joined forces to acquaint the public with the "community center concept." These agencies consented to a mutual acceptance of architects and consultants, and to joint planning, facility use, and participation in reviewing the development of construction documents. The functions and the members of committees involved in the project are listed. (Author/MLF)

Two speeches on residential adult education were given on the occasion of the dedication of The Continuing Education Center at Rutgers University on June 1, 1970. After a brief review of the development of residential education, the first speech discussed the challenges presented to those responsible for the functions to be planned for the building. The second argues for greatly enriched and flexible programs of adult education and a commitment on the part of universities and the public in general to public service. (EB)

This book contains information on the educational opportunities available for adult learners in the diverse programs of the Chicago Public Schools. The programs are available to Chicago residents over 16 years of age who are not enrolled in regular day elementary or high school programs. The services of the Department of Education Extension of the Chicago Board of Education are provided through five types of programs: (1) Day Centers (Adult Basic Education, G.E.D., and E.S.L. classes), (2) Summer Programs (day and evening), (3) Evening Schools (A.B.E. (Elem), High, and Vocational), (4) Americanization (Americanization, Naturalization, and Urbanization), and (5) In-Plant Education. A chart is given of the 1971 Adult Centers/Schools. In addition, classes held in day centers, the types and special programs of evening schools, and the subject areas that are covered by each school are charted. The subject areas are: Business, English, Fine Arts, Foreign Languages, Home Economics, Mathematics, Civil Service Preparation, Physical Education, Sciences, Social Studies, Technical Subjects, and Apprenticeship Training Programs. (DB)

This report lists nearly 450 continuing education programs for women, which were in operation in early 1971. The rising interest of mature women in returning to college is related to a desire to understand the complexities of modern life, as well as to the realization that additional education can provide them with job skills that are useful. The six appendixes of the report contain detailed information relating to programs or services for adult women. Appendix A, Schools with Special Programs or Services for Adult Women, by State, contains a partial list of colleges and universities with continuing education programs or special educational services designed primarily for adult women, totaling 376 programs. In Appendix B, Related Services or Programs for Adult Women, by State, a partial list is given of miscellaneous organizations that offer related services or programs designed primarily for adult women, totaling 60 organizations. Appendix C, Guide to Selected Features of Programs and Services Reported, provides an index to miscellaneous types of program features by colleges, universities, or other organizations mentioned in Appendixes A and B. Appendix D contains a list, supplied by the Office of Education, of Federal funds for continuing education programs, by state, for years ending June 30, 1966, 1967, 1968, 1969 and 1970. Appendix E provides Questions for Program Planners. (DB)

A faculty committee, consisting of members from various departments and from the Audiovisual Center at Washington State University (WSU), investigated the feasibility of establishing a two-way television network in the southeastern Washington area for participants in continuing education studies and for certain graduate classes. The committee surveyed the faculty of various university departments to find out what their attitude was toward such a system and how much they thought it would be used by their department. They approached potential vendors of equipment for such a system and obtained cost estimates. Based on their survey they recommended that WSU take the initiative in establishing a model or prototype system. The proposed system would eventually cover the state of Washington and would include one and two-way television communication and channels for voice communication, data, teletype, and facsimile reproduction. They estimated that the university would use the system for 177 hours per week and thus would require two duplex broadband dedicated channels. They found a wide variety of attitudes among faculty members toward the system, ranging from enthusiasm to skepticism, and a wide variation among departments as to their estimates of the amount of time they would use it. Several ways of financing such a system were suggested. (JY)

In 1969, 790 questionnaires in four languages (Arabic, English, French, and Spanish) was sent to all governmental and non-governmental organizations to obtain details of methods and techniques used in adult literacy projects. The replies of 74 organizations in 52 countries, with a total of 100 projects and 133 courses, are included in this report. The seven categories into which the replies are categorized are: organization, programs (courses), methods and teaching aids, materials, participants, drop-outs, and instructors. The replies are discussed and presented in statistical tables and graphs. Examples of instructional materials used in some of the projects are included. Conclusions reached include (1) greater interest by the governments would aid considerably in solving project problems; (2) the literacy level attained in most projects is too low to prevent relapse into illiteracy; (3) large classes are more effective than small ones and also decrease the number of instructors needed; (4) a gradual transition from traditional to functional literacy programs is desirable, with training of instructors and seminars for project planners a concomitant necessity; (5) the high rate of drop-out shows a need to study prospective participants; and (6) systematic studies and experiments should be undertaken in various cultures. Annex I is a copy of the questionnaire; Annex II are names and addresses of the respondents; and Annex III is a tabulation of the replies. (DB)

This collection of readings was compiled to provide background information on adult education in Australia, as well as to indicate future aims. The papers discuss goals in adult education; the government's part in adult education; and institutionalizing adult education in universities and in other bodies. Institutions that offer adult education programs are named and their programs discussed. Methods used for teaching these programs are described, and standards utilized in these programs are presented. Surveys of the students who participate in adult education classes are described as to results. Appraisals are made of adult education programs from 1944 to 1965. A subject index is provided. (DB)

This inventory and its supplement serve as a catalog or basic reference of external degree programs and proposals in the United States. The first section consists of a list of operational external degree programs, including the degree that can be awarded and the institutions from which it can be obtained. The second section includes information about external degree proposals that have been advanced during the course of the past two years. Sources of information for this section include speeches, copies of proposals to foundations, newspaper, magazine, and journal articles, memoranda, papers, and records of staff visits and meetings. The total number of external degree programs is 31; the number of programs at the undergraduate level is 21; and the number of programs at the graduate level is 10. A total of 26 proposals is given. (DB)

The major premise of this paper is that morale in retirement is achieved through involvement in intellectual, social, and physical experiences which are meaningful to the person and his social milieu. The paper posits that these experiences are to be found in continuing education. Presented are 12 hypotheses dealing with old age and the process of aging. Included are descriptions of three operational systems for delivering educational programs to older adults, and reaction statements from people involved in these programs. (Author/LKP)

Since 1967 the Appalachian Adult Education Center in cooperation with thirteen State departments of education has established several adult learning centers to provide services to the hard-core educationally disadvantaged and to test one specific method of operation to meet individual needs most effectively. Through this document, an attempt is made to formulate a broad and comprehensive design for an operational learning center, including objectives, physical structure, materials, requirements for directors and staff members, and student recruitment techniques. A program of diagnosis, prescription and evaluation is outlined; sample record sheets, enrollment forms, study schedules and other forms make up a large part of the document. An evaluation of the learning center program, Ohio Module, is offered in tabular form. In a comparison with traditional classroom adult instruction, the learning center showed 1.5 times the gain per hour in reading for 100 hours of instruction, and home instruction by paraprofessionals working out of learning centers showed 2.5 times the gain of the traditional classroom. (AJ)

The Huntsville Module proposed a model program for the training and use of volunteer recruiters that could be used in other Adult Basic Education (ABE) systems in the Appalachian area; specifically, to (1) define procedures for identification and selection of volunteers, (2) provide an eighteen-hour training program, (3) compare recruitment and retention of students with those not receiving volunteer services, and (4) define strengths and weaknesses of recruiters in relating to undereducated adults and influencing ABE enrollment. Thirty-eight carefully selected volunteers attended twelve training sessions before their door-to-door recruitment of non-readers; this personal approach brought students into the programs's lower levels and held the withdrawals to 24 percent, compared to a 43 percent rate in the control group. (Components of the Appalachian ABE Demonstration Center are detailed, and a 20-page annotated bibliography of educational materials given. Fifty pages of appendixes include an evaluation chart for selection of volunteers, agendas for training workshops, student recruitment handouts, evaluation forms.) (AJ)

This report presents objectives, activities, and results of the three Appalachian Right to Read Community Based Centers from May, 1972 to August, 1973. The primary function of the Centers has been to demonstrate direct home instruction, by paraprofessionals, of individually prescribed reading instruction to isolated rural Appalachian adults and their families. The Centers served 103 families, including more than fifty pre-schoolers, with six paraprofessionals, at a cost per family of approximately $394. The report outlines development of a county-side learning center facility, recruitment and training of indigenous paraprofessional teachers, coordinating the learning center-home study model with a developing public community school, reading-readiness instruction for parents of pre-schoolers, and an evaluation of the effectiveness of adult basic education home study as a route in recruiting adults to recurring education in the community school. Twenty brief case studies are included. (AJ)

This document is a prospectus for a program of the National Education Association (NEA) to establish a network of teacher centers. The prospectus is divided into three parts: part one attempts to answer 10 general questions about the NEA teacher center program; part two contains information briefs for options I and II; and part three contains information briefs for options III. The definitions of the options are given as follows: option I--unified state or local association (potential member of the NEA teacher center network); option II--nonunion state or local association (potential affiliate of the NEA teacher center network); and option III--other than the above (potential) cooperating agency in the NEA teacher center network). (Authors/JA)

Details relevant to the operation of the Association for Continuing Education (ACE) for the year ending June 30, 1973 are presented. ACE is a non-profit corporation offering live, televised courses to employees of cooperating firms in the San Francisco area. Using the television facilities of Stanford University, instructional programs are broadcast to students at their places of work, three times daily, five days a week; a two-way FM audio link makes the classes fully interactive. Courses are currently offered in business administration, cybernetic systems and supervisory management. The report includes some general information about ACE, lists of corporate officers and board members, a roster of member companies, annual reviews of operations and programs, a consolidated balance sheet, an audit and the outlook for the future. (PB)

A proposal for a continuing education center for Alaska points out that there is a need for expanded adult educational opportunities on several levels. A more extensive program of adult basic education is necessary particularly to help prepare the native segment of the population for employment. The expected growth of the petroleum industry will bring a need for training in new skills. The growing population will have expanded educational needs. Interest in the state and its development, and in Arctic research, indicates that it would be most useful to have a site which could be used as a residential continuing education and conference center. It is suggested that such a center be established, to be affiliated with the University of Alaska. (MF)

This annotated bibliography contains 113 entries, mainly 1964 or later and most with abstracts, covering the residential method; historical reviews (including the rise of the Scandinavian folk high schools); bibliographies on instructional methods and techniques and related aspects of residential education; directories of facilities, programs, and learning resources; conference planning and administration; program descriptions from such areas as professional education, management training, inservice training, sensitivity training, labor education, family life education, and the contemporary folk schools; proposals for continuing education centers; programs and institution surveys; clientele surveys; and foreign residential education. The document includes notes on availability, a list of ERIC/AE publications, and instructions for ordering from the ERIC Document Reproduction Service. (ly)

In 1960 Dr. Mohan Sinha Mehta, Vice-Chancellor of the University of Rajasthan, proposed the Department of Adult Education. Canada was chosen as a source of help, because the comprehensive purpose and program of university extension in North American approximated the needs of India. Dr. Mehta sought financial help from Canada via the Canada External Aid Office, which later was aided by the University of British Columbia. In 1964 a contract was approved; in November, the first two Canadian advisers arrived at Rajasthan and immediately conducted a state-wide exploratory study to find out how university resources could best serve the people. The followup resulted in the beginning of five programs: correspondence study; evening colleges; both a Center and an Institute for Continuing Education; and a degree program in adult education. The entire 4-year project can be evaluated as a success if the criterion was that a good adult education department was set up and being run by Indians by the time the Canadians left. (se)

This report covers the current situation and general trends in correspondence study in France and describes two public institutions involved in it: Centre National de Tele-Enseignement and Radio-Television Scolaire. The evolution of correspondence study has been linked with the development of permanent education and the parallel transformation of correspondence study is calling increasingly upon audiovisual aids and teaching machines. Individual home study is now combining with various types of localized group instruction, in particular, using television assisted teaching. The Centre National de Tele-Enseignement provides instruction by the traditional medium of correspondence courses but supplements this with more up-to-date techniques. Radio-Television Scolaire, originally implemented for elementary and secondary education, is now enlarging its scope to include courses for adult home study, either with, or without, supporting study materials. (Appendixes include the experience of the Centre Universitaire de Cooperation Economique et Sociale and general documentation on the Centre National de Tele-Enseignement.) (NL)

This survey is based on clearly enunciated hypotheses with regard to the structure of our society, its probable development, and how we would like it to be. The introduction presents the purpose of the book. Section II attempts to outline the position of society and of education. Those reactions that obstruct change and which have to be explained in anthropological terms also form part of this initial situation. Section III states the objectives from the standpoint of principles, institutions, content, and methods. Section IV offers a few suggestions on how the proposed objectives can be approached. The conclusion draws attention to the political problems involved in such a prospective study. (NL)

This book discusses how the dearth of manpower policies at Federal, State, and local levels has resulted in weak programs that lack comprehensiveness in meeting occupational demands and efficiency in developing human resources. The author delineates the role of education in the development of manpower needs in our highly technical society, and suggests specific supportive action that should be taken. Elementary, secondary, and postsecondary institutions are identified as the agencies best equipped to produce comprehensive manpower programs. A conclusion is reached that there exists a need for a policy concerned with providing needed manpower to the labor market, educating and training those unemployable, and continuing the education and retraining of present workers. Priority should be given to the preparation of youth and adults for transition to work roles in a new and changing technological age. Historical approaches to and current trends in manpower development are also presented. (Author/JF)

Stanford University, in planning for cable television, should be aware of the future possibilities and the costs. It should join the City of Palo Alto in obtaining a cable system, assuming that Palo Alto selects a modern two-way (subscriber response capability) system. Interconnection with other mid-Peninsula cable television systems is desirable, not only for reasons of economy, but also for the opportunity of reaching larger audiences with Stanford originated material. At least 10 percent of the channels of the cable system should be reserved for educational and instructional program origination by local educational institutions, including Stanford. A minimum of 24 channels should be provided, with provision for increasing the number of channels, if needed. Innovative opportunities include low-cost videotaping of seminars, extended language laboratory capability, dial-access information systems, access to educational video cassettes, and computer-aided instruction. Experimental instructional service could be offered on an open enrollment basis to the surrounding community, expanding the potential for lifelong learning. The suggestion is made that the Federal Communications Commission allow some funds to be paid to local institutions for educational programing. (MF)

The Wilmington, Delaware, public school system plans to create a new educational facility designed to meet the special educational needs of urban students. To be called Brandywine Educational Park, this facility will consist of four interrelated centers, each one designed to correct a deficiency of the traditional academic public educational system. The Career Development Center will attempt to prepare students for economic roles, optimizing the fit between student expectations and job fulfillment. The Urban Center for Innovation and Continuing Education will pursue innovations to improve educational practices and will provide educational programs for persons who discontinued formal schooling. The Opportunity Center for Mentally Handicapped Children will provide a training program for retarded students. The Center for the Creative and Performing Arts will provide programs to stimulate students' creativity and imagination. It is contemplated that an existing urban high school can be transformed into such an educational facility. (RA)

Planned to provide management and training officials throughout the Federal Government with up-to-date information on agency operated training centers, this directory gives, for each center, the purpose, programs or courses offered, eligibility for attendance, and sources for further information. Ten regional centers of the Civil Service Commission are listed. Then follow: nine centers under the Department of Agriculture; one under the Civil Service Commission; six under the Department of Commerce; and others under Department of Defense; the District of Columbia; Health, Education and Welfare; Interior; Justice; Panama Canal Company; Post Office; Railroad Retirement Board; Small Business Administration; State; Transportation; and the Treasury--87 in all. There is an index of location by state and a subject index. (PT)