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These seven papers on library management and networks focus on: (1) computerized access to archival and library materials, describing the methodological problems associated with a pilot project in the German Democratic Republic, as well as the efficiency of data bank systems; (2) present and future development of libraries and information centers in the Jamahiriya (Libya), providing statistics such as student population and library users, describing various library types and listing recommendations to improve the library situation; (3) library networks in the Federal Republic of Germany, emphasizing their application functions and software and database design requirements; (4) an international MARC network, focusing on issues confronting such a network and priority needs for research and development; (5) management system of librarianship in the Soviet Union, including its development, the state's influence, and the responsibilities of the State Interdepartmental Library Committee; (6) management and technology in library associations, centering on the utilization of modern management methods and new information technology to improve services to members; and (7) a state program of bibliographic development in Czechoslovakia, and a report on an international symposium on national bibliography automation. Provided are 20 references and five tables in three papers. (RBF)

The Ljubljana seminar, whose background and working papers are presented in this volume, was an outcome of the United Nations' consideration of the problems of ethnic and linguistic minorities. The twenty-five papers cover topics such as the study of multinational societies; the protection of minorities and minority rights in Yugoslavia, Czechoslovakia, Austria, the Soviet Union, India, Africa, Southeast Asia, Israel, Britain, and the Caribbean; cultural diversity; and immigrant problems. Chapters 1-3 are background papers, commissioned by the United Nations Secretariat in preparation for the seminar. Chapters 4-23 are working papers, contributed by the participants and presented in regional groups, starting with Central Europe and going on to include Asia, Africa, and North America. (Author/CLK)

A need for concerted efforts in devising a more profound socialist education for the younger generation, and a strengthening of ideological ties joining the socialist nations was revealed in conference papers on: (1) the conference's significance (K. Tmej); (2) inaugural address (J. Kuberski); (3) Marxism-Leninism on the task of schools and teachers in building-up communism (M. I. Kondakov); (4) the teacher's role in forming a socialist set of values for children and youth (J. Wolczyk); (5) the teacher's role in the communist education of school children in the German Democratic Republic (G. Neuner); (6) the teacher's task and preparation in the period of building-up socialism in Cuba (M. F. Aranjo); (7) the teacher's work and training in the Hungarian People's Republic (S. Miklosvari); (8) the training of teacher cadres in the period of building-up a mature socialist society (Z. Atanasov); (9) the teacher as the most important factor in educating a new man (N. van Le); (10) the training and further education of educational personnel in the Rumanian Socialist Republic (V. Radulian); (11) theoretical problems of teachers' and educational personnel's lifelong education (K. Cepicka); and (12) Mongolian teachers' struggles to educate man (B. Davaasuren). Short presentations were made on: (1) the school and the teacher's task in personality forming in an advanced socialist society (O. Balaz); (2) forms and methods of training and of further education of educational personnel in an advanced socialist society (J. Jelencik); (3) education towards the teachers' scientific world outlook in the spirit of Marxist-Leninist ideology (J. Matejcik); (4) problems of teachers' further education in Czechoslovakia (K. Tmej); (5) the functional unity of the ideological-political, educational, and professional components in the training and further education of teachers of vocational and practical subjects (M. Klimova); (6) the teacher as educator (M. Hargas); (7) the problems of methodology and methods of research on questions of teacher education in Czechoslovakia (O. Franc); and (8) the personality of the teacher and the profile of graduates trained to teach at the first stage of basic schools in Czechoslovakia (M. Korinek). (CJB)

In November, 1982, the pedagogical faculty of the Charles University, Prague, Czechoslovakia organized a seminar called "Soviet Peace Policy and the Training of Teachers for Peace and International Understanding." At the seminar, all departments of the faculty demonstrated how UNESCO recommendations on education for international understanding, cooperation and peace, and for education concerning human rights and basic freedoms are implemented across the curriculum, including Departments of Preschool and Elementary Pedagogics, the Study Center of the Institute of Marxism-Leninism for Students Majoring in Civics, Department of Pedagogics for Students Majoring in General Education, Department of Special Pedagogics, and Departments of Human Biology and School Health Care, Czech Language and Literature, Russian and Non-Slavonic Languages, Mathematics, Chemistry, Work Education and Instruction Technology, Musical Education, Visual Art Education, Physical Training, Languages, and the Section for Language and Social Science Training of Experts of the Department of Russian and Non-Slavonic Languages. The papers and proceedings from this conference together with a selected bibliography constitute the contribution of the university faculty to the World Assembly for Peace and Life against Nuclear War. The bibliography contains an analysis of almost all Czech textbooks now in use and an annotated bibliography of books and periodicals published between 1972 and 1983 which are in some way related to peace education. (RH)

The Central European countries are currently in transition in all sectors. In education, the greatest challenge is providing sufficient English-as-a-Second-Language (ESL) instruction to meet the expanding demand, particularly after many years in which English was not taught widely in Hungary, Poland, and Czechoslovakia. High pedagogical standards are being challenged by serious shortages of well-trained ESL teachers and materials. In some cases, teachers weak in English language skills or lacking language teacher training are being hired to fill the gaps. Native English-speaking English language training professionals can make a substantial contribution during this time of expansion, but collaboration with local experts will be important to ensure that the methodologies and materials that are developed are appropriate to local cultures and expectations. There are many challenges and difficulties to overcome. Response to these needs in the next few years will lay the groundwork for the future of English language development in the region. (MSE)

In learning a language as a means of communication, children must first coin new word-forms to express meanings for words they do not yet know. Children learn at an early age that lexicon can be used creatively, and that creativity is not simply a matter of learning which word-paradigms are available in the language, but also learning adult conventions on the uses of word-forms that carry these meanings. In an analysis of innovations in children learning Czech as their first language, both the meanings of lexical innovations and the forms used to convey these innovations are considered. One focal point is the child's behavior in a situation when a new reality must be labeled. The following approaches seem to be the most common: (1) the child coins a completely novel naming unit that has no connection with those existing in adult language; (2) the child replaces the yet unknown naming unit by one already familiar; (3) the child provides the already mastered naming unit with a new meaning; (4) the child resorts to various modifications of already existing naming units. (JL)

The papers in this section of the proceedings of the 1981 World Assembly of the International Council on Education for Teaching concern educational reforms and how they can address national economic needs. An introductory article by Robert P. Neuschel, "Linking Education to the Economy: An Introductory Statement," discusses the relationship that should exist between educational systems and the business world. The first paper, "Education and the World of Work," by Aliu Babs Fafunwa, of Nigeria, cites case studies of human resource development in developing nations and offers a reorganized curriculum to introduce elementary school children to the world of work. The second paper, entitled "Education for Employment in Uganda," by John Bigala, outlines the changes in the Ugandan education system since its collapse from 1971 to 1979. The final paper, "Linking Eductaion to Community Development and Employment in Czechoslovakia," by Svatopluk Petracek, describes the structure and philosophy of the Czechoslovak educational system, which has emphasized access to education. (FG)

A report is given of an international colloquy which offered the opportunity for representatives of 11 European countries to exchange views and experiences on further education and self-education of teachers. Discussions centered around five areas: (1) the science of education as a means of raising the effectiveness of the educational process and as part of the initial and further education of teachers; (2) teachers as users of scientific educational information, and scientific information for the teacher, its specific character, sources, availability, communicability, currency, costliness, and other properties; (3) teachers' attitudes toward educational sciences--the fight against empiricism in the teaching practice and scientific control of instruction; (4) acquiring knowledge of educational sciences during the teacher education process and the possibility of purposeful control of this process; and (5) teachers as co-authors of educational knowledge, generalization of educational practice as a source for the development of education sciences, and development of teachers' educational creativity. Included in the report are a list of participants, keynote and response papers, and final recommendations. (JD)

Eleven papers are presented from the International Round Table on Vocational Training and Employment. Introductory materials are the program and list of participants. The papers are as follows: "Evolution de la Formation Professionnelle en Afrique et Contribution du Ciadfor au Cours de la Derniere Decennie" (in French); "Educacion, Empleo y Formacion Profesional en Venezuela" (Rita Pucci de Liprandi, in Spanish with an English summary, "Vocational Education and Training in Venezuela"); "Labour Policies, Employment and Training: An Overview of the Fondazione Giacomo Brodolini" (Leonello Tronti); "Vocational Training and Employment in Czechoslovakia" (Jaromir Coufalik); "Review of Vocational Training Programmes of Selected Developing Economies of Asia-Pacific Region" (A. M. A. H. Siddiqui); "Country Paper--Arforghe (Tunisia)" (Abdessalem Ajmi); "Current Vocational Training in Latin America" (Joao Alexim); "Vocational and Technical School in China and Prospects of International Cooperation" (Y. N. Chen); "Interaction between Secondary Education and Productive Work in China" (Qian Tang); and "Education and Training for Employment in the United States of America" (Ray Ryan). (YLB)

The document contains papers from a symposium to confront the concepts of further education of teachers, educators, and other specialists in the field of care for the physically, sensorily, and mentally handicapped and socially maladjusted youth in individual European countries with different educational systems and different social systems. Following a report on the symposium, an opening address, and a greeting address are papers with the following titles and authors (partial listing of the 26 reports and 6 papers): "The Concept of the Further Education of Special Teachers" (F. Kabele, L. Edelsberger); "Special Teachers Training in West Europe Today and in the Future" (W. Lund); "Paralleled Between the Development of Special Schools and the Further Education of Teachers" (M. Gazi); "UNESCO and the Training of Teachers of Handicapped Youth" (N. Sundberg); "Training of Teachers of Handicapped Children in Belgium" (R. Vandevelde); "Qualities of the Teacher for Handicapped Youths in the GDR--Methodological Aspects for Compiling Study Programmes for the Training of Teachers for Physically and Mentally Handicapped" (K. Becker); and "Further Education of Special Teachers in the Reeducation (Resocialization) of Socially Maladjusted Persons" (E. Tomasik). Among conclusions is that one of the most important demands on the training of special educational personnel is a combination of current educational and scientific components to qualify them for not only education of handicapped youth, but for screening, diagnosis, evaluation, and study and control of the efficiency of reeducation and rehabiliation methods as well. (SB)

These proceedings consist of 12 papers examining various strategies used in different countries throughout the world for providing teachers with inservice training in counseling students. Included in the volume are the following papers: "Inservice Training of Graduated Teachers for Guidance and Counselling of Youth in CSSR" by Marta Klimova; "Teachers and Counsellors: Are Their Respective Roles Interchangeable?" by Gilbert Metraux; "Questions Related to the Improvement of the System of Psychological and Pedagogical Vocational Training and Guidance" by Jurgen Migdalek; "Problems of Training Specialists for Vocational Guidance in the USSR" by N. A. Chromenkov; "Significance of the Function of the System of Vocational Guidance and Counselling of Pupils" by V. F. Vitinsh; "Inservice Training of Graduated Teachers for Guidance and Counselling in the Folkeskole" by Tove Love; "The Work and Training of Study Counsellors in Finland" by Matti Partanen; "A Few Statements of Some Counselling Tasks in Education of Teachers in Norway" by Eirik Sjomaeling; "Role of the Teacher in Forming Psychological Readiness for the Choice of a Production Vocation" by Neno Nenov; "Forms of Inservice Training of High School Counsellors" by Zlatko Dobrev; "Experience Gained with Training School Counsellors in the North Moravia Region" by Kamil Pernicky; and "Assessment of the Model of the School Counsellor's Activity at Secondary Vocational Schools" by Karol Adamovic. Appended are the seminar program, participant list, final report, and adopted recommendations. (MN)