Educational progress in developing nations has often had adverse effects as objectives were designed after those of well developed countries; tomorrow's educational objectives should be directed toward the development of the individual's aptitude, imparting the ability to learn constantly and attain full development of all faculties for the whole…

Schools exist to prepare non-adults and adults for various functions in the community. The five aims discussed here are: (a) duties of a citizen, (b) professional work, (c) participation in social life, (d) private life, (e) organization of leisure. (JB)

Educational history verifies the importance of institutional embodiment of reforming ideas but too little attention has been paid to the need for it in planning for educational development in the last two decades. (Author/JB)

Alternatives to current practices and policies in education in developing countries are presented to optimize investment in schooling; conventional educational systems have been disappointingly inefficient in the production of literate and skilled young people. (Author/JB)

Lifelong education can be the primary agent of change in the educational system, such change being necessary to prepare humans to cope with the demands upon them in today's world. (Author/JB)

Identification of the clientele of adult education programs will prevent difficulties which may arrive when individuals with varying degrees of literacy are combined under one learning program; findings indicate those for whom the programs are truly intended (the illiterate) drop out because of inferior feelings. (Author/JB)

A radical re-structuring of traditional schooling requires research into effective means of offering the whole population of developing nations access to the educational system: the role of mass media, means and limits of functional education, institutionalization of lifelong education. (JB)

The new British University began teaching in January, 1971, is financed by the Department of Education and Science, is open to all 21 and over, has no academic entry requirements. Using multimedia, having no restrictions on time used to build course credits toward degrees, it will build to an undergraduate population of over 40,000 part time…

The preparation of a curriculum for teaching given limited occupational skills consists of job analysis and compilation of the curriculum on the basis of such an analysis. (Author)

Author describes ways that educational departments may assist in improving programmes of working life. (CB)

Author suggests alternative forms for training programs other than university training. (CB)

The Finnish Society for Educational Research invited representatives in the fields of research and instruction, and planners of training programs to a joint seminar in which the parties informed each other of their activities and expectations concerning future cooperation. (CB)

The training in working life consists of familiarization (reception training and guided work practice), the maintaining and development of occupational skills (in-service training, further training, retraining and special training), safety and therapeutic training, and retirement training. (Author)

Author describes the three facets of Finland's state personnel training: (1) individual offices and institutions; (2) the State Training Centre; and (3) the Coordination Section of the Ministry of Finance. (CB)

Author describes teaching of educational planning, a program started in the Fall of 1971 at the University of Helsinki. (CB)