Search

This resource guide for community college teachers and administrators focuses on hardware and software. The following are discussed: (1) individual technologies--computer-assisted instruction, audio tape, films, filmstrips/slides, dial access, programmed instruction, learning activity packages, video cassettes, cable TV, independent learning labs, simulations; and (2) programs of interest--pervasive problems (getting faculty to take advantage of resources, training faculty, the need to create incentives to facilitate the faculty's use of instructional innovations), Central Piedmont Community College, Oakland Community College, and Monroe Community College. A bibliography of additional resources is followed by a list of places to obtain more information about ongoing projects. (KM)

This report lists 236 books and articles of which 192 have been rated by a panel of 14 qualified futurists. The findings of this survey are being made available to aid in the professionalization of the field of futures research; to encourage more and better surveys such as this one; and to provide a somewhat authoritative list of selected readings for policymakers, professionals, students, and concerned citizens who wish to further their understanding of futures, futurists, and futuristics. The documents are rated according to merit and reading audience. Futures documents are annotated and classified according to (1) general overviews; (2) general symposia and anthologies; (3) technology and its impacts; (4) population, resources and environment; (5) government and international relations; (6) business and economics; (7) the individual, the family, and youth; (8) communications and education; (9) futures "classics"; (10) utopias and science fiction; (11) methodology; and (12) bibliographies and directories. From these documents, 36 were selected as a recommended basic library for futurists. The review also includes information about how to acquire the documents surveyed. A related document is ED 061 636. (Author/DN)

This document is the fourth in a series of studies designed to examine the legal aspects of various potential educational problems in our society. This particular study deals with the case of a private university in New York State that sues the State University of New York for exceeding its statutory authority. The private school accuses SUNY, in particular, of developing programs that already were offered at the private institution, thus attracting students away from the private school, wasting state funds on duplicated programs, and adding to the financial burden of the private school. Ninety percent of the attorneys surveyed were of the opinion that such a case could appear in the courts within 5 years; 95% believed that private colleges are a must for our society; and 80% see the event as reported as being threatening to society. Some of the implications that such an event might have for the future of higher education are: (1) the State would subsidize the private educational institutions; (2) a collectivist curriculum would develop in which the public institutions would be allowed to offer only what the private institutions do not; and (3) the expansion of a universal higher education system would be hampered. (HS)

This document is the third in a series of studies designed to examine the legal aspects of various potential educational problems in our society. This particular study deals with the case of a young man who, when denied admission to the only institution in the State University of New York that offered his chosen field of study, was forced to obtain admission to a private college in the State. The young man argued that since he was not rejected by the SUNY institution because of lack of qualifications but only lack of space, the State should offer financial aid sufficient to cover the added costs of the private institution. Eighty percent of the attorneys surveyed were of the opinion that the case would come to court within 5 years; 60% saw other public institutions such as hospitals coming under attack; 75% felt that student action for equal protection is invalid; and 60% saw the event as beneficial to society. The possible implications for the future of higher education arising out of this case are the death of private schools and more freedom of choice for the poor. (HS)

This document is the second in a series of studies designed to examine the legal aspects of various potential educational problems in our society. This particular study deals with the case of a highly trained aerospace technician who sues the social security trust for loan benefits, arguing that he is economically disabled and has been retired by society. All the plaintiff wants is an opportunity to retrain himself through education with funds that he believes rightfully belongs to him. Seventy percent of the attorneys surveyed are of the opinion that the case will come to court and succeed within 3 years; 70% see the emergence of the concept of life-long education as a right as the primary implication for the future; 80% estimate between 1 and 5 million people would need similar service by 1980; 75% estimate the cost of such a service to be in excess of $150 million a year; and 85% see the effects of this case, if successful, as beneficial to society. (HS)

This study was conducted to ascertain the validity of persistent and widespread reports of a surplus of highly educated manpower. The results of the study are both optimistic and pessimistic. There seems to be no particular danger of a fundamental surplus in the output of B.A.'s in the 1970's, but we are entering a period of surplus of elementary and secondary school teachers. A definite surplus of master's degrees and Ph. D.'s is also evident, and persons obtaining doctoral degrees with the intention of becoming college professors are in for a rude awakening upon graduation. This surplus, however, is not projected to cause a massive state of unemployment. Rather, underemployment is a much more qualified term for what is predicted. Persons holding higher education degrees will be able to find jobs, but their qualifications may far exceed the skills demanded by the labor market. (HS)

The Delphi technique is a questionnaire method for organizing and shaping opinion through feedback. Although Delphi was originally intended as a tool for scientific and technological forecasting, its more promising educational application appears to be as (1) a method for studying the process of thinking about the future, (2) a pedagogical or teaching tool that forces people to think about the future in a more complex way than they would ordinarily, and (3) a planning tool that could aid in probing priorities held by members and constituencies of an organization. Related documents are EA 004 239 and EA 004 240. (Author/RA)

This report discusses two existing devices for social policy formulation, details their current shortcomings, and reports on modifications designed to improve them as tools for policymakers and institutional planners. The two tools are Delphi -- with its modification, Focus Delphi -- and Cross-Impact Matrix -- with its modification, the Cross-Purpose Matrix. The Focus Delphi is a tool to help planners identify existing consensus and dissensus among various groups in society. The process systematically collects perceptions of interested publics and keeps separated their responses about the goals and needs under examination. The Cross-Purpose Matrix brings the proposed strategies of the several goal advocates into the open to aid priority assessment. This process arrays the competing goals in a matrix and forces an examination of the relative value of each with reference to all others. Related documents are EA 004 240 and EA 004 241. (RA)

This paper explains some of the problems with, and their importance to the application of, the Cross-Impact Matrix (CIM). The CIM is a research method designed to serve as a heuristic device to enhance a person's ability to think about the future and as an analytical device to be used by planners to help in actually forecasting future occurrences. The author makes no judgment about CIM's usefulness as a heuristic device; but he does fault it as an analytical methodology. He partitions the analytical problems into two categories: (1) theoretical -- including questions about underlying assumptions of the model, the meaning of inputs, the ability of experts to perceive accurately, and the ability of mathematics to handle the inputs; and (2) practical -- including invalid mathematical formulae and questionable use of simulation techniques. Related documents are EA 004 239 and EA 004 241. (Author/RA)

Re-socialization as renewed social assimilation and accomodation, with emphasis on the possibility of such renewed stress to bring out self-redefinition, is discussed. The discussion is centered around (1) a tenative typology of forces for re-socialization, (2) a view of adults as having three basic attitudinal strategies toward life, and (3) a flow-chart that may serve as a paradigm for re-socialization theory. The three major forces for re-socialization are cited as being: (1) Cultural transition; rural to urban area, migration to new country, career shift, and social status shift; (2) Critical social interaction: social conflict, social institutionalization, and brainwashing; and (3) Personal crux: physical accident, familial loss, responsibility shift, religious experience, and age crisis. The three major additudinal strategies that can be attributed to the individual are: problem-solving types, conforming types, and ambiguous types. These three types are described as to traits and behavioral responses to the environment. The re-socialization paradigm, in the shape of a tree, shows the basic influences on a human organism (genetic developmental, and environmental), two basic socializations (general and occupational), a disturbance to the norm, re-socialization, and three possible re-directions that occur. (DB)

A. Inkeles' cross-cultural work is reviewed. Inkeles studied young factory workers in six developing countries (Argentina, Chile, India, Israel, Nigeria, and East Pakistan) to determine their "modernity" characteristics versus their "traditional" or rural orientations. The use of the "modern man" thesis in this study, that is, that the factory can be an educational tool for modernization, is criticized because the term is used loosely and factory work is used as a norm. This "norm" imposes class and psychological status on rural migrants. In addition, factories tend to manipulate rather than educate workers, that is, the individual becomes an instrument for production rather than a functioning unit in society as a whole. Inkeles' view that "psychic unity" is developing as a result of urbanization processes is considered highly "middle-class" in its mentality and ambitions. There is no concept of man as "change agent" in the modern syndrome. Some of Inkeles' points about modernization trends and nonformal training and education by factories are significant. However, his thesis is stretched too far in trying to envision these trends as normative, good, and unifying. (A. Inkeles, "Making Man Modern," American Journal of Sociology; v75 n2 p208-225 Sep 1969.) (Author/JS)

Laboratory education is discussed from three viewpoints: (1) as an instrument for adult resocialization, (2) as an educational challenge which promotes personal but not social reconstruction, and (3) as a value medium which operates against the intellectual and independence modes. Criticism is focused on what the laboratory education technique does not do and for what it overlooks rather than its power. In a section on a typology of forces for adult resocialization, four forces which may serve as catalytic agents for adult crisis are discussed. These forces are: cultural transition, critical social interaction, personal crux, and/or educational challenge. Alternative adult responses to situational change include readaptation and social reintegration, alienation and social isolation, or major adult development or change. Sensitivity training teaches task-oriented conformity, with little consideration given to the importance of educating people to stand up for their principles or beliefs. Intellect and independence are not encouraged in sensitivity training. Consequently, sensitivity training should review its own purposes and direction in a society aimed toward control, manipulation, ideological confusion, and what has been termed "eternal verities." (JS)

The purpose of this memorandum is to outline and briefly discuss a variety of public non-economic effects of higher education--i.e., social benefits and costs that do not involve specifically economic concerns. Appendix A briefly summarizes the data on private non-economic benefits, or the social consequences to the individual of attending college (from which various consequences to the public can, in part, be suggested). Appendix B discusses eight additional areas of possible benefit or disbenefit that are not included in the main body of the memorandum because of ambiguity as to their extent, permanence, and/or value. Appendix C raises four fundamental questions bearing on the question of the social costs and benefits of higher education. The benefits discussed in this memorandum are as follows: (1) Benefits from Liberal Education--citizenship, parenthood, and volunteer services; (2) Benefits from All Higher Education--symbolic benefits, removal from the labor force, and other educational services. Disbenefits from "Credentialism" discussed are: Artificial demand for education; artificial restraints to learning; and artificial social classes. Higher education as a vehicle for attaining equity in our society is seen as having both benefits and disbenefits, with the middle class benefitting most. (Author/DB)

This publication contains 200 bibliographic annotated entries representative of the available literature most relevant to the future of American education. The content scope covers futures methodology, general societal trends and futures descriptions, general educational trends and futures descriptions, educational policy proposals, and publications for social and educational planners. A related document is ED 047 406. (RA)

The three position papers on reading disability and illiteracy offer a description of the present position and boundaries of the problem which the current state of knowledge, research, and experience affords us. The first, "The Costs of Illiteracy" by A. Dale Tussing and Laurence B. DeWitt, attempts to describe these "costs" as the quickest way to demonstrate that this affluent, highly-educated society is confronted with a severe problem; the second, "An Attack of Reading Disability: Some Policy Issues and Suggestions" by Ralph Hambrick, Thomas B. Corcoran, David R. Fendrick, and Gerhard Kutsch, addresses the most obvious location of the problem: the schools. The third paper "Breaking the Cycle of Illiteracy: Focus on Adults" by Michael Marien and Roger DeCrow, suggests that the solutions to a problem depend in good measure on its definition. It questions "If adult illiteracy (parental) is the major factor in the reading disabilities of their children, can we successfully attack either aspect of the problem independent of the other?" The basic conclusions are: policy formulation should precede program development and action, and policy analysis should precede policy formulation. (Author/LS)

The paradigm outlined in this paper is designed to aid in writing scenarios of alternative futures. Specifically the author outlines major conditions and processes in social life which should provide a scheme to be used in constructing or in criticizing scenarios developed by other methods. This scheme should provide assistance in several ways: 1) it should make forgetting or ignoring major actors in the social system less likely; 2) make the steps in the movement from one time to another more explicit; 3) increase the probability of explicit recognition of alternative developments; and, 4) assist in making the scenarios more plausible and more likely confirmed by future developments. The paradigm itself consists of four major parts: 1) the bases and varieties of the social units; 2) the fundamental social process among and within the social units; 3) the basic conditions of the units; and, 4) the interrelations of processes and conditions and variations in the outcome of different processes. (Author/AWW)

This paper explains why expansion of post-secondary education will not bring about a redistribution of certain other goods in American life. The educational system must distribute its benefits in certain ways, to certain people and for certain purposes. These factors all relate to problems of access, quality and goals. The American educational system is sequential, offers schooling up to a level that everyone must complete, and is selective beyond that level. No society has been able to expand its educational enterprise to include participation of the lower class in proportion to their numbers until the system is first saturated by the upper and middle classes. Thus, as the group of last entry approaches the target level of education, the target moves. This type of growth at the top results in more people spending more of their lives in the educational system, but not in fundamental changes in the system. Universalizing higher education makes it not a choice but a necessity. We should consider moving toward a national policy that provides for each individual a litigious claim to 15 years of education at public expense. But there should be no requirement that the years be spent consecutively in formal core or peripheral institutions, nor any but the most general restrictions as to content. (JS)

Disaffection with the schools stems largely from a crisis of purpose. The schools' client population can be sorted into 3 main groups: the makers and the non-makers (both of whom see the schools as vehicles for attaining adequate success) and the post-makers. The post-makers take material well-being for granted and reject the traditional image of the schools as a means for achieving economic success and happiness. There are different types of disaffection: that of the non-makers who fail to make it through the schools and that of the post-makers who are dissatisfied with the schools' purposes. Schools are dominated by the makers who are likely to view non-makers as ignorant failures and post-makers as unrealistic or dangerous. The 2 latter groups, in turn, view makers as sell-outs. Disaffection and conflict in the schools is likely to continue and the post-maker group is likely to grow. Policy prescriptions are more in the nature of "don't" than "do's." It is clearly important, however, to maintain a truly pluralistic school system and, in seeking new purposes for schools, to keep in mind that it is more important that post-makers find a purpose in life than that schools find a new reason for being. "But there ought to be a connection." (JS)

Both students and society have similar interests in higher education. It is valued by students as the key to lucrative and desirable careers and society needs trained personnel. Secondly, a college education can provide aesthetic and intangible experiences and society needs an enlightened and culturally concerned citizenry. The primary interest of colleges and universities, however, is in maintaining prestige. To maintain status, the "best" schools enroll the "best" students; their graduates, in turn, are the most valued. Interms of 2 major concerns--the welfare of and the equitable treatment of individuals--it can be contended that all college applicants should have an equal chance of being admitted to the college of their choice. This could be accomplished by adoption of a random admissions procedure such as a lottery system. (JS)

This paper argues that government agencies have traditionally been concerned with recording and reporting only the dimensions of the formal "Core" of educational activity--the sequential ladder ranging from kindergarten through graduate and professional schools. Missing is a similar recording of participation in the "Educational Periphery"--vocationally oriented programs in business, government, the military, proprietary schools, and anti-poverty programs as well as culture and leisure oriented programs in Core institutions such as religious education, television, correspondence courses and private associations. According to data drawn from various sources, the total learning force, in terms of 1970 head count participation, is about evenly divided between the Core and the Periphery. Public and governmental acknowledgement of the Periphery's size and significance should lead to a re-evaluation of educational priorities, to innovation within Core institutions, and to a new understanding of the variety of alternative possibilities for individual learning and for public policy. (JS)

Postsecondary education in the United States is in a state of financial crisis. The two reasons for this are: (1) the college age population increased at a rate of 4.2 percent per year during the 1960's; and (2) during the 1960's the locus of growth in the number of years of formal education completed by the young shifted from secondary to postsecondary levels. During the 1960's, the average number of staff members per student declined at a rate of minus 1.5 percent per year, and dollar expenditure per staff member increased by only 1.0 percent per year, as opposed to a 3.3 percent increase for the average U.S. family. Because a college education can help the individual achieve a higher lifetime income, it cannot be restricted to anyone for arbitrary reasons. More important, a college education gives a person an opportunity to enhance his skills and abilities, and it is society that ultimately benefits. Society should therefore finance the future growth in postsecondary education by creating two new programs of educational aid. One should be a general per student-year grant sufficient to provide a basic minimum level of resources to any non-profit organization that provides educational services of a nonexclusive nature. The second program would permit students to finance as much of their expenses as they wish through a government postsecondary education tax foundation. (AF)

Extensive data is presented which clarifies the number and percentage of persons who complete high school and college. Historical trends for the elementary, secondary and college levels are included. The report takes note of a number of growth and constraint factors: (1) wars, depressions, and the higher social cost of post-secondary instruction; (2) the Higher Education Facilities Act of 1963 and the Higher Education Act of 1965 and the resultant growth of community colleges; and (3) the G.I. bill. In general, elementary and secondary education are nearly universal, while the college B.A. continues to be a minority commodity. Decreasing attrition rates and increasing costs are also discussed. A quantitative model is proposed which suggests the manner in which future enrollment might be distributed by level under different policies for the growth of post-secondary instruction. Within the context of this model, two possible future states for the quantity of instruction are illustrated. (Author/TL)

From 1968 to 1969 the EPRC focused on: staff development, definition of a specific research program, and development of methods to deal with educational policy issues in the context of longrange futures. The research program of the center is organized around educational futures and policy planning. Specific methods include Delphi techniques, goal analysis, cross-impact matrix, and other forecasting methods. Appendixes present some relevant materials from the center. (Some graphs may reproduce poorly.) (RA)

This bibliography of materials relevant to educational policymaking is confined to trends, forecasts, and proposals -- i.e., documents on changes that are taking place, on future states of affairs, and on recommended changes. The material is organized into seven sections: (1) general, (2) elementary and secondary, (3) higher education, (4) other educating institutions, (5) planning and plans, (6) miscellaneous, and (7) addenda. More than 80 percent of the 936 items cited are books or book-length documents. Four indexes are supplied: major author, organization, selected subject, and bibliographic. A related document is ED 047 406. (Author/MLF)

This annotated, worldwide listing of 42 individuals and organizations represents an initial attempt to define ongoing futures documentation activity in its broadest sense. Due to the limited resources available, the list is incomplete, and descriptions of projects sketchy. As additions and changes appear in quantity, notices will be published in the World Future Society Bulletin. Annotations include mention of publications and reports already completed by the author or organization, as well as ongoing activities and future plans. Scope of the listing covers both general futures groups, such as the World Future Society, and special topics, such as education, peace research, technological change, and world resources. Subject, source nation, and individual name indices to the listing are provided. (Author/JLB)

Physically integrating social services with schools might be a feasible way of providing social services at a lower cost and/or might lead to improved social services. Examination of 10 school/social service complexes reveals an attempt to redefine the neighborhood at the same time enlarging and rendering it less parochial. The rapidly expanding community education movement offers new models for effecting environmental and individual improvement. The potential advantages and disadvantages of meshing social services with schools include analysis of dollar cost trade-offs; legal restrictions; racial integration; bureaucratic constraints; and educational impact. Six appendixes provide more detailed information on the 10 schools in the case studies; community education legislation and development; the college and community services; and law enforcement and mobile units as potential services to be included in neighborhood centers. (Author)

On November 20, 1972, a complaint was filed by Suzanne Martinez of the Youth Law Center against the San Francisco Unified School District and others on behalf of an 18-year-old plaintiff, identified as Peter W. Doe. Peter Doe had graduated with average grades, had never encountered serious disciplinary problems, and had maintained a regular attendance. Reading specialists who examined the plaintiff after his graduation from high school indicated that he was reading at the fifth grade level. The plaintiff later subscribed to reading tutoring and made significant progress. The complaint presented nine legal grounds of school district liability in the four general areas of negligence, misrepresentation, breach of statutory duties, and constitutional deprivation of right to education. At the conference recorded here, Ms. Martinez and a number of educational experts discussed the case and its implications for the future of litigation in this area. (Author/JF)

This report and its appendices are the results of a study of recruitment and retention "problems" in the various engineering technology programs offered by the community colleges of the State University of New York (SUNY). The focus of the report and all but one of the appendices is upon the recruitment problem. There are five sections in the report proper. Section one provides a brief description of the methodology employed by the research group of the Educational Policy Research Center. The second section examines some conditions under which recruitment might be perceived to be a "problem" that requires policy action. In the third section, an analysis is made of the factors that influence individual decisions to enroll or not to enroll in engineering technology programs, their relative weight, and their tractability. Section four describes some of the recruitment procedures that have been found to be effective. The fifth section contains the recommendations of the Educational Policy Research Center. The six appendices to the report are: A Forecast of Future Need for Technicians; Analysis of SUNY Enrollments by Type of College 1968-71; A Review of Factors Affecting Recruitment into Post-Secondary Technical Education; Recruiting Techniques; Intervention Strategies for Increasing Enrollments in Community College Technical Programs; and The Attrition "Problem" in the Community College. (DB)

Three papers in this book place the current movement of accountability and State assessment in perspective and point to the emergence of a different set of "arrangements" for education than those normally accepted by Americans and a different way of framing goals for education. In the first paper, Miriam Clasby draws attention to the intended and latent consequences of a period of heavy "Federal initiative" in education. Among the latent consequences of this initiative is the emergence of strong, well staffed interstate organizations and national lay associations with local school district constituencies that could organize opinion and support policies in ways that would permit direct and effective Congressional lobbying. In the second paper, Dr. Maureen Webster draws attention to the growth of legislation mandating Statewide assessment of schools and school systems. She gives reason to argue plausibly that such legislation may, in fact, unnecessarily shape the goals of schooling itself and determine the shape that the policy-planning process will have to take. In the third paper, Naomi White sets down one approach to the problem of determining the minimal skills to which the system of schooling should attend. In her discussion, Mrs. White raises the issue of the influence of accountability in defining the goals of education, as opposed to simply evaluating success or failure in attaining those goals. (Author/JF)

This bibliography represents a tentative, subjective judgment of the literature relevant to the future of American education. The scope covers how and why we look at the future, what is happening now, and what might and ought to happen in the future. The material is organized into five sections: (1) introduction, (2) highly recommended reading list, (3) selected bibliography, (4) author, organization, and subject indexes, and (5) evaluation questionnaire for feedback purposes. Items are arranged in a logical sequence, rather than alphabetically, by methodology, trends, descriptive futures, new directions, and alternatives and reforms. (Author/MLF)

The three position papers included in this publication are concerned with the broad area of illiteracy, with each individual paper presenting a specific point of view. The first paper, "The Costs of Illiteracy," discusses several complex relationships between illiteracy and its economic consequences for the illiterate citizen and for the country. The second paper, "An Attack on Reading Disability: Some Policy Issues and Suggestions," examines the inability of schools to successfully educate all children and concludes that attention must be given to the development of more insightful policy before new programs will be successful. The third paper, "Breaking the Cycle of Illiteracy: Focus on Adults," argues that solutions to the problem depend on its definition in terms of the group to be served and in terms of the adequate designation of goals. While some differences in viewpoint exist in the papers, the editors concur with the statement that policy must be formulated before programs are developed if programs are to be based on understanding and are to be successful. (MS)

The U.S. Office of Education (USOE) has developed the Comprehensive Career Education Models in response to certain perceived social problems. There is an enormous distance, however, between the perception of a social problem and the formulation of a policy or program. In this paper, social problems are examined from a different perspective than that of the USOE with the intent of helping further revisions of the models and in framing more reasonable expectations concerning the consequences of their implementation. Three problems that constitute the policy and programmatic context for the models are: (1) the perceived failure of the schools to provide people with marketable skills, (2) failure to transmit or develop habits, dispositions, or attitudes that make a good employee, and (3) alienation from the social employment system. Not every issue connected with these problems can be influenced by policy nor are all these problems educational or have their source in the educational system. Section I of the paper provides a discussion of the policy context while Sections II and III examine the ways in which the models deal with: (1) attitude toward work, jobs, and employment, (2) issues of tracking and comprehensiveness, (3) value of introducing time as a variable, and (4) the process of career development. (SB)

Two century-long goals in education have been pursued in this country: (a) growth in the average number of years of schooling completed, and (b) a reduction in the historic rate of school failure in the elementary and secondary schools. While in the past the two goals were closely compatible, it will not necessarily be true in the future. The two goals now imply strategies at two separate locations in the education system, neither of which need any longer enhance the other. If goal (a) is to be accomplished, then most of the future expansion that takes place in the average number of years of school completed must take place among persons who have already completed high school. If goal (b) is to be accomplished, there must be a reduction in the educational disadvantages which separate children of different social backgrounds early in their school experience. While goal (a) focuses on those who have already completed high school, goal (b) continues to focus on those who have not, and in all likelihood will not. It is of course possible to simply transfer goal (b) to higher education, whether or not it is attained at the elementary and secondary levels. However, as they are now defined, meeting both of these goals will mean, at least temporarily, an increase in funds devoted to each of the two parts of the education system. (Author/JM)

This selected bibliography contains literature from pre- 1950-71 on educational policy making, confining itself to trends, forecasts, proposals, and recommendations. A foreward to the work gives information on coverage, categorization, observations on the literature, and recommendations for further work. Each work is presented with an annotation, and topics range from general educational and social trends to facilities and curriculum in elementary, secondary, and higher education. Pre-school, adult, and religious education are included together with works on plans and forecasts in education. Relevant periodicals and bibliographies are presented. Indexes are included by major author, organization, selected subject, and bibliographies. This document was previously announced for microfiche distribution only as ED 051 571. (BRB)

This document presents a case and guide for a "Space/Time-Preference" (S/T-P) higher learning situation in which educational programs, plans, and proposals seek to promote learning beyond campus classrooms, while many of them are even flexible as to when and how a student learns. The purpose of the guide is to focus on the long-range problems and possibilities associated with the development of S/T-P higher learning, while raising fundamental questions for further investigation. The overlapping areas of concern deal with noncredited learning, the organizational structure or the new institutions and programs, the new technologies that will greatly enhance the possibilities for S/T-P learning, the variation in present S/T-P programs, institutional accreditation, equity, personnel, and relationships with the lower system. To summarize these problems and possibilities, 6 possible systems are sketched: the Extended Campus System, the Extended Credit System, the Variegated Extended Credit System, the Learner-Centered System, the Diminished Campus, and the Empty Campus. Also included in the document are an exploration of external degree programs, and a selected annotated bibliography on higher education planning. (Author/HS)

The problems confronting educators attempting to develop and implement competency based education (CBE) programs at the secondary and post secondary levels are indeed challenging. There is no uniformity with regard to key elements in competency based programs, such as educational goals, curriculum, institutional environment, pedagogical techniques, evaluation of student performance, and rules and procedures. This lack of uniformity makes definition of competency based education difficult. The author outlines some of the problems arising in the implementation of competency based programs in 24 areas, including staff recruitment, development, and evaluation, budgeting, credentialing, community relations, relations with parents, research and information acquisition, program evaluation, legal questions, organizational sturcture, and student admissions and advising. She concludes that considerable educational innovation is occurring under the rubric of CBE and calls for more assistance from the research and development community for harried educators. (Author/DS)

The principal problem of this work is to discover, perhaps construct, a pedagogical process for thinking about the future that makes use of the methods of forecasting, but makes use of them to create new attitudes and understandings on the part of institutional planners. The underlying concern is to develop a way for planners to address the future without forgetting the future of individuals. It is an attempt to set out a role for the citizen in future planning, and to develop an argument for the use of sustained divergence of opinion in planning, rather than the pursuit of consensus. Further, the work supplies the first pedagogy for the use of futures terms now generally used with no fixed meaning and details the rationale for a comprehensive training program for planners in moral understanding of the concerns they must address in planning the future environment for all men. Chapters include: 1) Delphi: A Tool to Develop Future Environments; 2) Expository Methods (Future Histories and Scenarios); 3) Value Shift Assessment: A Tool to Examine Goal Impact; 4) Future History Analysis and Review: A Tool to Examine Strategies; 5) Cross-impact Matrix and Cross-purpose Matrix: Tools for Planning; and, 6) The Study of the Sufficient Future: The Logic of Suspended Disbelief. (Author/JLB)