Reviews in detail the legalities of curriculum development and adoption in West Germany, discussing constitutional guidelines, introduction procedures and practices, legal assessment, and educational objectives; and suggests cooperation between state parliaments and ministers of education. (CK)

Reports on the curriculum development process used as part of teacher education, identifying problems of teacher time and effort, relationship to the practical demands of classroom teaching, and links with other aspects of teacher's work. (Author/CK)

Traces changes in curriculums from conception to application by examining an educational program of the Volkswagen Foundation for Kindergarten and Basic School. (CK)

Characterizes Spanish universities during the period 1939-77. Examines the changing relationships that emerged during this period among the political establishment, the general social transformations that occurred in the country, and the people directly concerned with higher education and scientific research. (Author/AV)

Explores the dialectic of power in the workings of university autonomy. Defines the concepts of power and dialectic; examines the potential for autonomy in any university; and identifies external factors which may create obstacles to university autonomy. (Author/AV)

Using a model for higher education, the author explores the relationship between planning and university autonomy. He examines how the two imperatives can be satisfied at the same time. (Author/AV)

Many universities play a considerable role in their country's cultural activities, while at the same time maintaining their independence and enjoying a large degree of autonomy. This article explores the extent to which such independence or autonomy influences the cultural policy of governments. (Author/AV)

Analyzes reforms in English secondary schools since World War II in light of socioeconomic changes. Topics discussed include goals of educational policy, special reform efforts, curriculum and organizational trends, and practical effects of specific reforms. The conclusion is that more effort should be made eo adapt formal education to teaching…

Discusses problems encountered in France in developing a labor force skilled in areas needed by industry and in coordinating the supply and demand of these skills. Conclusions are that vocational training research must be promoted on a systematic basis and that socioeconomic factors and worker attitudes must be considered in addition to technical…

Investigates the effect of technical progress on educational reform in France. Factors considered include the lengthening of compulsory schooling, introduction of guidance and counseling facilities, vocational education reforms, and introduction of technology as a subject in the secondary school curriculum. (Author/DB)

Calls attention to objectives of educational policy in England and Wales for the 1980s. Education and training will concentrate on socialization of students to modern society; promotion of socially disadvantaged groups; and integration of general and vocational education. Curriculum policies and teacher training guidelines are discussed. (DB)

Discusses pedagogical reforms in French elementary and secondary schools since 1959. Major objectives of reforms were adaptation to economic and technological change and democratization. Identifies problems related to institutional obstacles, individual needs, and harmonizing social development and educational practice. (DB)

Objectives of Italian school reform include standardization of the upper levels of secondary school, reform of vocational training, reform of the examination system, and decentralization of educational policy making into local and regional initiatives. (DB)

Discusses reform in the Swedish public school system since 1962. Reform efforts have centered around equality of opportunity and meeting individual needs. Topics discussed include experimental high schools, open classrooms, student motivation, individualized instruction, and social integration. (DB)

Reports on topics discussed by delegates from 104 UNESCO member countries. Common concerns included (1) restructuring goals and content of educational and training systems to society's needs, (2) importance of lifelong education, (3) divergence between planned reforms and the facilities and resources for implementing them, and (4) development of a…