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The research is an exploratory and aims to explore the main aspects of a problem, following three research questions: what are the opportunities for formal education and training for adults in Bulgaria, how the connectivity of educational stages and degrees is ensured and at what extend adults participate in formal education and training? The objectives of the work are: 1) Based on the existing law regulations to present the main types of formal adult education. 2) Analysing the significant factors influencing the provision of adult education and the flexibility and permeability of the system in the sense of existing connectivity and access. 3) To study of national research results (secondary research data) that show the extent of adult participation in training. The methodology considered three closely related issues: 1) The basics of research and analyses are currently ‘in action’ normative documents – laws in the field of education and training. 2) The research questions are focused on understanding the current situation – the study gather data (secondary research data) at a single point in time.3) Тhe research explore concepts and develop understanding. The design is flexible and developed through the data collection process. Taking into account these issues the research methods are qualitative and descriptive and the analyses are thematic – interpret patterns and meanings in the data. The methodology includes: 1) Desk research of existing law regulations of the opportunities for adult education and training. 2) Analyses of factors influencing the provision of adult education and flexibility and permeability of the system 3) Analyses of a secondary research data that has already been collected by government survey of the National Statistical Institute and has been published in the National Information System for Adult Learning. The study takes into account all advantages and shortcomings of chosen methodology. The main findings and discussion is about the flexibility and permeability of the system for formal adult education. First, the flexibility and permeability of the system in its two segments: pupil learning and adult learning. Second, the flexibility and permeability between different stages of the formal adult education system. The conclusions show that: • In the context of the education system, there is no clear definition of an adult learner. Its determination is determined by the compulsory schooling age. In the context of the employment enhancement system (an economically determined system), an adult learner refers to engaged in training 1) person who is between 16 and 65 years of age and is economically inactive, or 2) person who is unemployed and looking for work or 3) person who is employed and wanted to upgrade knowledge and skills. • On the surface, it appears that the formal adult education and training system is flexible and permeable in the sense of existing connectivity and access. When we go into depth about the conditions related to the way education and training are provided, it can be seen that formal education and training is still looking for its specificity and connection with the self-directed learning of adult learners. The discussion on flexibility and permeability of the system opens ongoing discussions on several levels: conditions for the existence and development of the system; participation in and reasons for adult learning; system characteristics in the context of lifelong learning and adult self-directed learning; sustainability conditions. This article presents a part of research within the framework of project N 80-10-44/25.04.2023 "Evening schools in the context of lifelong learning ("Mission education" or why adults return to school?) financed by the state budget of the Sofia University "St. Kliment Ohridski" for scientific research for 2023. [ABSTRACT FROM AUTHOR]

The aim of this paper is to highlight some little-known aspects of the educational and methodological work of Gino Fano, one of the most outstanding Italian algebraic geometers. Fano adopted the main pedagogical and epistemological assumptions of algebraic geometry and its community and developed them in an original way, combining the legacy of Klein’s vision and the challenges of the Italian educational debate of the time. Fano’s commitment, though sporadic, was characterized by some very peculiar elements. In particular, he was engaged in women workers evening schools, and was in favour of mixed university curricula in Mathematics and Physics. [ABSTRACT FROM AUTHOR]

After being identified as a school in need of improvement, one struggling inner city high school implemented an evening school alternative program to reduce their suspension, failure, and dropout rates. In its first year, the program graduated 100% of the student participants, all of whom were in danger of dropping out, or being kicked out of high school. This case study, completed during the second year of the program, identifies characteristics of the evening school program that contributed to its initial success and shares information on the experiences and perceptions of students and staff members involved in the program. Student participants, many of who were experiencing problems related to physical altercations, involvement with gangs, and use of illegal substances, shared their educational and career aspirations. Study findings suggest these students appreciate the structure of the program and the opportunities they are being provided. Implications for schools and school leaders are presented. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses the barriers to school continuation for pregnant girls and young mothers living in low-income and marginalized contexts in Nairobi, Kenya. In the article, I suggest adopting a girl-centered framework in the policy formulation process (Moletsane, Mitchell, & Lewin, 2015). This perspective puts girls' voices at the center of the policy formulation process to help address the persistent gender inequality in education through problem identification and an exploration of ways to combat the challenges faced by girls. The article, which analyzes studies of government's education policies, is supported by data from my recent fieldwork investigating young mothers' challenges to school continuation and re-entry in Kenya, within the context of Kenya's re-entry and continuation policy effected in 1994. I discuss the school re-entry and continuation policies in low-income contexts using the framework of critical feminism. I argue that there is need to integrate multi-pronged, participatory and feminist frameworks to promote systematic government educational policy reforms to shore up gender equality (King & Winthrop, 2015). To support this argument, I develop three main claims: (a) broad conceptualization of the causes of teenage pregnancy will promote the use of multipronged approaches to the design of school re-entry and continuation policies; (b) formulation and implementation of any robust policies on re-entry and continuation require strong integration of the voices, perspectives and the lived experiences of pregnant teenage girls and young mothers; and (c) the use of participatory visual methodologies will give voice to pregnant girls and young mothers, and promote policy dialogue while at the same time empowering them and spurring their agency to become part of policy formulation and implementation. [ABSTRACT FROM AUTHOR]

University class structure is changing. To accommodate working students, programmes are increasing their offerings of long night classes – some lasting as long as six hours. While these long classes may be more convenient for students, they have unintended consequences as a result of cognitive load. Using a panel of 124 students (372 observations) and a differencing approach that controls for student characteristics, we show that student exam performance decreases by approximately one-half letter grade on content taught in the second half of a long class (significant at the 5% level). [ABSTRACT FROM AUTHOR]

This article reports on a case study of a language school in Greece, with a view to putting forward an understanding of the drivers that sustain or delay curricular innovation. Key to this understanding is the construct of intentionality, defined as ‘purposes’ that drive teaching and learning activity. In the article, we describe three main intentionalities that were present in the language school: (1) ‘credentialism’, an imperative to provide learners with certification; (2) ‘supplementation’, a drive to attain learning outcomes that students failed to attain in the state school system; and (3) ‘protectionism’, an unstated agenda of maintaining the status of local Greek L1 ELT practitioners. We describe how these intentionalities generated fluctuating dynamics, from which different pedagogical patterns emerged. Finally, we discuss the implications of this perspective for understanding and managing change and innovation in ELT settings. [ABSTRACT FROM AUTHOR]

This essay examines a video poem curriculum for Lesbian, Gay, Bisexual, Transgender, and Queer ( LGBTQ) students of color at a continuation school in Los Angeles, California. In this close reading of a video poem that draws from a larger research project of a community-based learning curriculum, I have found that for LGBTQ students of color whose lives often intersect multiple oppressions, it is in the reflexive pedagogical work of 'storying the self' ( Goodson, 1998) where they develop a critical consciousness through an interrogation of their own bodies as they confront HIV, survival sex, and violence. The racially queered self/body, particularly in media work, becomes a rich representational tool used to facilitate reflection and praxical thinking about the multiple, often simultaneous experiences of Latino and African American LGBTQ students. It is in this pedagogical space where the urgency and necessity of a radical politic emerges from the analysis of intersection and intermeshment in student experiences, and where a 'theory in the flesh' that is derived from youth bodies may literally save your own life. [ABSTRACT FROM AUTHOR]

Abstract: The roles of textbooks in postcolonial states is increasingly complicated, even more so when engaging a gendered analysis. This is in large part due the pressure national education ministries face considering the demands of the international aid community, particularly since implementation of the United Nations’ Millennium Development Goals, nation-building, and cultural diversity. Using Kenya as a site of analysis, this article uses interviews conducted with Kenyan primary school students to determine how their perceptions of their textbooks relates to their lived realities. Focusing on images depicting labor in and out of the home, research shows that students’ perceptions of textbooks demonstrate that there exists a continuum of gender identities, particularly visible when images of transformative gendered roles for women that are incongruent with student realities. [Copyright &y& Elsevier]

The extent of what engineering students in daytime and evening classes know about the concept of academic credit, the way it is used in time management planning, and its influence on the quality of education are analyzed in this study. Industrial engineering students enrolled in daytime and evening sessions at several universities in Bogotá were surveyed. The respective statistical hypothesis tests were run on the population parameters of interest in each of the sessions, and a decision was reached With lo% significance. The findings show students who attend night school cannot comply with the study time outside class required by the number of credits for which they are enrolled. Alternatives are proposed to resolve the problem, without detriment to the quality of education. [ABSTRACT FROM AUTHOR]

This study focuses on the transformation of pro-Beijing labour education in the socio-political context of Hong Kong. It explores the reasons that Hong Kong pro-Beijing educators initiated Workers' Night Schools for adults; the organisation of schools in many locales and the transformation of labour education that workers received in these educational settings. The history of the development of this organization is deeply intertwined with the politics of education and the social transformation of that period. That development provides an understanding of how the pro-Beijing educators constructed an alternative culture that opposed the colonial government and was later transformed to serve as a pro-hegemonic force in the post-1997 era. In addition, rapid and widespread changes were taking place throughout Hongkongese life. Labour education was once viewed as a radical project to enhance working-class's anti-hegemonic consciousness, socialist practices and political activism in the colonial Hong Kong. The introduction of international standards, global benchmarks for career and technical education and the transfer of sovereignty have created a new situation forcing these pro-Beijing educators to respond quickly. This article aims to see how the pro-Beijing educators related to international standard for vocational training and how the schools transforms itself to fit into the industrialized, market-oriented and globalized society of HKSAR (Hong Kong Special Administrative Region). [ABSTRACT FROM AUTHOR]

An increasingly popular, but underresearched, initiative aimed at reducing high school dropout is raising the compulsory school attendance age. This study used a national data set from academic years 2001-02 to 2005-06 to examine the grade level at which students drop out, rates of dropout over time, and high school completion by state, region of the country, and compulsory school attendance ages of 16, 17, and 18. Results indicated that the compulsory school attendance age had a small relationship with the timing of dropout but no meaningful relationship with high school graduation. Also, no discernible pattern of reductions in drop-out rates was evident for states that raised their attendance ages. Implications and the effective prevention strategies are discussed. [ABSTRACT FROM AUTHOR]

This paper examines the expansion of compulsory schooling in fifteen Western European countries over 1950-2000. We show that a convergence process has occurred across these countries since 1950. We argue that the major driver of this phenomenon is the existence of decreasing aggregate returns to education that have limited the extension of compulsory schooling. Then we test whether convergence holds when confronted with other explanations described in the literature. Conditional convergence does hold and we find that openness has been another significant determinant of compulsory years of schooling, reflecting the need of a skilled labour force in an increasingly globalized world. [ABSTRACT FROM AUTHOR]

The article presents a summary of the academic dissertation "Evening Schools and Child Labor in the United States, 1870-1910," by Linda K. Carter of Baylor University. An overview of the chapter-by-chapter contents and structure of the work is given, noting its use of census data and other primary document reports from regulators and administrators within the period. Subjects addressed in the work include the extent which young workers took advantage of the available educational opportunities, the connections between literacy and employment, and evaluating the overall results of the movement.

Program evaluations in the literature for evening classes generally fail to examine impact-related questions and focus instead on satisfaction with services and curricular offerings. This study examined the consequences for students if evening classes were not available. All student groups reported negative impacts on degree completion and increased time to degree without these courses, among other problems such as difficulty scheduling courses and an inability to accommodate work schedules. While nontraditional students depended most on evening classes, traditional students and graduate students needed these courses as well, particularly to allow for student employment, clinical experiences, and practicum. The study results engendered greater support from university administration for the evening classes program. [ABSTRACT FROM AUTHOR]

Purpose - In Germany, basic nursing training still takes place at technical colleges. This type of training lacks standardisation, leaving considerable freedom to colleges and their providers. The purpose of this paper is to identify the reasons for the continuation of technical college training for nurses in Germany. Design/methodology/approach - The paper adopts an actor-based approach which restricts the notion of "actor" to the level of organisations. The interplay between these actors is put in a context in which institutions maintain traditional structures of training. The study employs the method of document analysis. The method of analysis is qualitative content analysis. Findings - The investigation shows that it is an interplay between key actors involved in a conflict over nurses' education which, together with institutions, is responsible for the persistence of technical college-based nursing training as the standard basic qualification. The relevant institutions are those regulating the health professions and institutions to which a model of ancillary nursing work is oriented. These are in turn embedded in the German system of health care provision and the corporatist health care governance. The study exposes several cross-relationships between actor-based and institutional explanatory factors. Research limitations/implications - The empirical study is limited to the extent that it excludes the micro-level of nursing work. It provides a framework for comparative research on educational standards in health care in that it pins down specific variables. Originality/value - The paper develops a framework for analysing the reasons for the continuation of national educational standards of health professions despite a general European process of changing these standards. [ABSTRACT FROM AUTHOR]

This work presents some preliminary results of the ongoing research "Institutional Workshops as a means of analysis of teaching practices in a night high school", which is being carried out in the Comahue National University and which takes as a starting point an extension project carried out in the same school in the city of Viedma (Río Negro). The students who attend this school come from different socio-cultural contexts and have previously suffered school failure. These peculiarities seem to affect the teachers' representations about themselves, about their representations with respect to their profession and about the importance they assign to their function. From a qualitative perspective, our approach makes it possible to rescue the singularities, the significations and the symbolizations put at stake by each member of the teaching staff in the institutional workshops. The process of construction of knowledge is based on and refers to the critical and coherent recovery and integration of all the representations and knowledge educators display during the interchange which takes place in these workshops. [ABSTRACT FROM AUTHOR]

The article focuses on democratic education in the U.S. It notes that schools were modeled on factories and emphasize mass production and cost-effectiveness, rather than democracy or individuality. It states that democratic classrooms suggests that democratic education is grounded in the premise that individuals are naturally curious and have an inborn desire to learn and grow. It cites that democratic classrooms provides the happy prospect of destroying factory schools and refocusing on student voice and choice.

The rapid increase in digital signal processing (DSP) applications has generated a strong demand for electrical engineers with DSP backgrounds; however, the gap between industry needs and university curricula still exists. To answer this challenge, a sequence of innovative DSP courses that emphasize hands-on experiments and practical applications were developed for continuing education in electrical and computer engineering. These courses are taught in the evening for night-school students having at least three years of work experience. These courses enable students to experiment with sophisticated DSP applications to augment the theoretical, conceptual, and analytical materials provided in traditional DSP courses. The inclusion of both software and hardware developments allows students to undertake a wide range of DSP projects for real-world applications. Assessment data concludes that the digital signal processor fundamentals course can increase learning interest and overcome the prerequisite problem of DSP laboratory experiments. This paper also briefly introduces representative examples of some challenging DSP applications. [ABSTRACT FROM AUTHOR]

Criminal justice professionals are a potential source of students for many criminal justice programs, especially those in metropolitan areas. This study explored factors that influenced the higher education decisions of 480 Northwestern Ohio criminal justice employees (e.g., municipal police officers, sheriff deputies, jail staff, and prison staff). Most indicated a desire to pursue higher education. Among those indicating an interest in earning a degree, cost and convenience were the most significant factors in their choice. The availability of evening and weekend classes, availability of a part-time curriculum, availability of financial aid/tuition reimbursement, total credit hours required for the degree, the field experience of faculty, and flexibility in admission requirements were all significant factors. Location was also very significant. Most respondents indicated that they would not travel more than thirty minutes to attend classes. [ABSTRACT FROM AUTHOR]

This article presents some preliminary results about the investigation "Institutional times as an analysis instrument in the teacher practices at a Night Secondary School" which is being developed at the Comahue National University (2005-2007). This paper shows a synthesis of the different pedagogical positions about conflicts in education institutions. It analyses some teachers' discourses in connection with what they consider as conflict situations in the institutional spaces of a night center of education. The Teacher Training is questioned --related to a pedagogical and even social model-- to consider if it allows the teachers to see some questions inside schools, to face what it is happening there and to act and analyse the assumptions that back up the specific teaching practices. That's why it is necessary to analyse the representations that teachers have about conflicts, how they place themselves in front of these situations and which is the impact their training has when they have to solve or deal with conflicts. [ABSTRACT FROM AUTHOR]

The article presents that the Montgomery County Public Schools are one of the largest and diverse school systems in the United States. The Montgomery County Public Schools in Maryland are helping students from all races and ethnic backgrounds by the use of study circles. The study circles are an action and change strategy that uses facilitated, small-group conversations to help people from diverse backgrounds find ways in which schools can work better for everyone. The website address is given.

The aim of this study was to evaluate patterns of sleepiness, comparing working and non-working students. The study was conducted on high school students attending evening classes (19:00–22:30 h) at a public school in São Paulo, Brazil. The study group consisted of working (n=51) and non-working (n=41) students, aged 14–21 yrs. The students answered a questionnaire about working and living conditions and reported health symptoms and diseases. For seven consecutive days, actigraphy measurements were recorded, and the students also filled in a sleep diary. Sleepiness ratings were given six times per day, including upon waking and at bedtime, using the Karolinska Sleepiness Scale. Statistical analyses included three-way ANOVA and t-test. The mean sleep duration during weekdays was shorter among workers (7.2 h) than non-workers (8.8 h) (t=4.34; p<.01). The mean duration of night awakenings was longer among workers on Tuesdays and Wednesdays (28.2 min) and shorter on Mondays (24.2 min) (t=2.57; p=.03). Among workers, mean napping duration was longer on Mondays and Tuesdays (89.9 min) (t=2.27; p=.03) but shorter on Fridays and Sundays (31.4 min) (t=3.13; p=.03). Sleep efficiency was lower on Fridays among non-workers. Working students were moderately sleepier than non-workers during the week and also during class on specific days: Mondays (13:00–15:00 h), Wednesdays (19:00–22:00 h), and Fridays (22:00–00:59 h). The study found that daytime sleepiness of workers is moderately higher in the evening. This might be due to a work effect, reducing the available time for sleep and shortening the sleep duration. Sleepiness and shorter sleep duration can have a negative impact on the quality of life and school development of high school students. [ABSTRACT FROM AUTHOR]

An exploratory study finds that parents who meet frequently with teachers about their child's school are not also likely to report they attend evening school or parenting programs. The research is based upon a take-home survey administered to parents of elementary school children in an inner-city type school district that is close to a major metropolitan area but separated from it by a major river. Parents in the district have, in the aggregate, fewer years of education, and less income than those in the surrounding county, yet typically report frequent contacts with school personnel. The author concludes that these parents distinguish between meeting with school personnel for the welfare of their children and all other programs that do not have this pragmatic utility. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyze how part time evening high school students change the self definitions which they have once constructed, and also to reconsider from a sociological perspective the educational significance of part--time high schools that contribute to this process of redefinition. This paper looks at part time evening high schools, which have generally been overlooked in the recent reforms of high school education. These schools were established after World War II to serve young working people, based on the fundamental ideology of equal educational opportunities. They contributed to the universalization of high school education. However, in recent years the number of such schools has been decreasing. The students absorbed into those schools have been placed as the bottom of the credentialist hierarchy, and have been analyzed as such in sociological studies. However, part time evening high schools are unique public educational institutions, organized primarily for a diverse variety of working students both in age and in career. Thus, it is very important to investigate the role they play as educational institutions for adolescents and what actual conditions they are in from a sociological perspective. This also leads to a reconsideration of educational reform. The paper draws the following conclusion: from the narrative of part time evening high school about how they decided to make a new commitment to their schools and society, it emerged that they use various resources in the process of re defining themselves, such as the distribution of time, and identity based on schools, occupations and other human relationships. Information also acts as a resource for them. Therefore, this paper focuses on the organization of resources: time, information, and identity (Sandra Wallman, 1984). Moreover the results of the analysis confirm that after entrance into a part-time evening high school, students gain wider choices in their activities as organizing resources. This is peculiar to part time evening high schools. Therefore, through their personalities, the motives and sense of value of their own social, educational environments is realized as this paper closely analyzes their narratives as a process of absorbing organizing resources. At the same time the following two aspects that exist in the institution of part time evening high school are obtained. First, there is an opportunity for education to get new relations and knowledge. The second and more important finding is that there are possibilities for self re definitions as unexpected consequences. (1) Many students gain experience working. This makes them to reconsider the "inside" of the school. (2) There is a process of "symbiosis" which is un artificial at school. Finally, students need the processes of self redefinitions through various interactions, from which for the first time they can shoulder their 'self-decision' and 'self responsibility' subjectively. Through its examinations, this paper attempts to present one perspective for reconsidering educational reforms. Accordingly, it is necessary to continue to focus on this issue. [ABSTRACT FROM AUTHOR]

This study assesses the relationships among helping intentions and their exogenous antecedents by considering social network ties as mediators. In the model the need for power - prestige, outcome interdependence, and person - organization fit all indirectly influence the helping intentions through the mediation of social network ties comprised of instrumental ties and expressive ties. The model is tested by applying data from employees of different companies, who attend an evening college for advance study. The test results reveal that helping intentions are influenced significantly by expressive ties and instrumental ties, while the influences of outcome interdependence and person - organization fit on expressive ties and instrumental ties are both respectively significant. Finally, the influences of the need for power - prestige on expressive ties and on instrumental ties are insignificant. Implications of the empirical findings are also discussed herein. [ABSTRACT FROM AUTHOR]

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on the establishment and outcomes of the Young Men's Christian Associations evening law schools in the U.S. in line with the promotion of standards by the American Bar Association (ABA) between 1890 and 1940. Major reform proposals that were introduced by the ABA Section of Legal Education are outlined. Some of the pioneer YMCA schools include the University of Michigan and the Cooley Law Club. Patterns of enrollment rates in part-time law school are revealed during the period.

The article offers information about yahak or night school movement in South Korea from 1960s to the 1980s. It is stated that young intellectuals and Christians started the yahak practice to help workers to access education. The aim of the movement is to develop social change to break the passive and negative images of the oppressed individuals, particularly poor and disadvantaged. In 1980s, the movement reached its peak and raised matters related to labor issues and laws. Currently, yahaks have both generations of old and present teachers which sometimes clash due to different goals and understanding.

Presents a case study which focuses on how a continuing education department within the University of Glasgow in Scotland has utilized special funding initiatives to develop a flexible program of part-time credit-bearing courses. Widening of access to higher education for adults wishing to study in the evening; Demand for such opportunities within a framework of lifelong learning.

Discusses the implication for school principals of alternative schools. Definition; Operation; Dropout rates in US public schools and their cost to society and the individual; Perception of at-risk youngsters of the school environment.

The article presents an overview of some important results of the empirical study among about 1000 pupils and ex-pupils in 4 evening grammar schools (avondcolleges) in Netherlands. The avondcolleges offer the opportunity to obtain a preuniversity education, continued higher general education and continued intermediate general education certificates, which give access to the various levels of advanced education. In the study all the pupils from four schools who had passed their finals in the year 1958 up to and including 1960 (ex-pupils) were interviewed. The respondents comprised 357 students, 90 percent of the population. In this interview, as well as in the written questionnaire, a wide variety of questions about origins, background and past school education were included. Unmarried men in the age groups of 18 up to 25 with full-time jobs in the administrative sector form the greater part of the pupils. The girls, consisting of about a fifth of the total, have a full-time job considerably less often. The avondcollege draws to a greater degree on pupils from the lower educational levels.

The article discusses the early education of American artist Maurice Prendergast. In the account of Prendergast's brother, Charles, Maurice saved for his painting studies through weekend art activities during the late 1870's and 1880's. The state of Massachusetts in 1870 enacted a law that makes teaching of industrial and mechanical drawing in public schools compulsory. The Prendergast brothers benefited from this law either attending the Rice or Dwight school district due to their limited economic and social position. Evidences linked Maurice to the free evening drawing schools at the Starr King School in Boston in 1873 and 1877. In 1879, he was linked to designing show cards. Prendergast went to French art schools such as Julians and Beaux Arts and was a pupil of Joseph Blanc in 1891.

The article comments on the statements made by Professor Cooley on the "Control of German Schools." It explains that in the statement of Professor Cooley regarding the Lexis' table, is said to contain one or more inaccuracies at the time the book was written and added that several changes have been made since 1904 was quite misleading and asserts that German schools have made great advancement but no significant or marked changes have been made in the control since that date. It emphasizes that the industrial continuation schools of Baden are governed in the main by a board called the Landesgewerbeamt which is not a local board and is composed of certain state officials and members appointed by the Ministry of the Interior.

The article presents a list of educational literature published in various periodicals. They include "High School Journalism," by Allan Abbott, "The Compulsory Evening School," by Frank J. Adkins and "The Value of Compulsory Education Laws to School Attendance," by William L. Bodine. They are followed with "The Occupations of College Graduates As Influenced by the Undergraduate Course," by Frederick P. Keppel and "The Public Education of Exceptional Children," by D.P. MacMillan and "University Reforms," by Stewart Paton.

Adult night-school students indicated their attitudes toward presidential and California senatorial candidates in the 1964 elections. Measures were taken five days before the elections, two days after the elections, and one month after the elections. Festinger's dissonance theory predicts that pre-election attitudes among supporters of losing candidates become more favorable in postelection ratings. Results showed significant changes in the opposite direction. Lack of social support, measurement timing, and predecision dissonance reduction are seen to bear on these results. [ABSTRACT FROM AUTHOR]

The article discusses the findings of a study of the preparedness and the ability of students to do chemistry courses in junior college evening schools of Wright Junior College in Chicago, Illinois and Diablo Valley College in Concord, California. The article describes the design of the questionnaire. The study showed that motivation is the major reason of students for withdrawing from a chemistry course. However, no correlation is evident between motivation and withdrawals in preparatory courses. The article provides a brief overview of the educational background of students involved in the study.

The article provides a national view on graduate education in economics in the U.S. The number of universities offering graduate work in U.S. and Canada fluctuates. A large number of students opt for big colleges to small institutions for bachelor degrees. A small number stays in same institution for doctorate programs, while many move to another institution. The graduate institutions are selected by students on the basis of geographical proximity to home, cost of education and evening school. Majority of the institutions in the U.S. lack specialization and offer a standardized program with broad coverage of many fields. Economic education should make students familiar with the current developments in the field.

Examines adult speech education in the United States. Results of a study of the evening college speech programs offered in 1957 by the American institutional members of the Association of University Evening Colleges; Indication that speech as a subject figures most widely in the proprietary schools, and in university evening schools; Attributes of evening college speech education and the attitudes and concepts held by administrators.

This article discusses the educational policy of Sweden. Sweden has been always a forerunner in the educational reforms. The official Swedish report to the Organization for Economic Co-operation and Development suggests that the Swedish educational policy represents a social demand approach towards the students. In Sweden, the educational policy in the nine year comprehensive school, which includes compulsory education for students of 7 to 16 years of age, is based on the need to develop students' talents and interests. However, the senior secondary education is dictated by the need to prepare the future career of the student. There are two major changes being carried out at the senior secondary level. First, the tripartite gymnasium organization is being replaced by a new unified gymnasium and second, the two-year continuation school called fackskola is being established in the country.

Analyzes the building of a course of study for public speech in the evening high school set-up. Qualities regarded essential to the successful pursuit of learning; Problems that affect the stabilization of public speech teaching in the set-up; Difficulty posed by an indefinite machinery for separating individual students on the basis of intelligence quotients.

The article focuses on the educational systems of continuation schools in Wisconsin. The adaptability and flexibility of the continuation school is invaluable. It is generalized from the fact that Wisconsin has stressed the extent to which the practice of a trade may be and is acquired in the shop. The evidence of the new education would react upon and revolutionize the common-school systems . The continuation schools may be termed as a laboratory for the common school.

The article highlights various issues confronting the elementary school education in the U.S. Many citizens are complaining over the strong bias of night schools toward industrial subjects. Another complaint is targeted to teachers' agencies that are offering costly services. On the other hand, several state governments are enforcing special laws for teachers' employment bureaus.