Five problems involved in the task of presenting a number of different education systems in statistical terms that are meaningful and useful to educational researchers, planners, and laymen are discussed. They include developing a classification system and conversion guides, providing a framework for updating work, and coordination among…

Power in the university is seen as the academic division of labor that creates a number of self-sufficient units responsible for the production of academic work. Two kinds of reforms in higher education, efficiency and participation by disenfranchised groups, have affected the power structure of higher education institutions. (Author/MLW)

In England and Wales the lack of effective articulation between each adjacent sector of formal education within the public system of education is characteristic. It is seen as likely that deeply ingrained characteristics of dualism, elitism, and extreme localization will prevent real improvement in articulation. (Author/MLW)

The development and implementation of a far-reaching reform of secondary schools in Germany is described. The process of implementation and the new organizational pattern is reviewed. Issues arising from the reformed upper-secondary school, with particular emphasis on subject specialization and the role of the university, are discussed. (MLW)

The past few years have seen a 'deflation' in the value of the French baccalaureate degree, partially due to the development of mass education. More stringent selection/admission procedures are suggested. (MLW)

The way the Dutch system sifts out those permitted to participate in the most prestigious types of education is outlined. The admission policies for higher education are identified and a description of the structural changes in universities enacted by Parliament in January 1981 is provided. (Author/MLW)

Trends in the social origins, with respect to level and type of education, of Polish students are identified. It is suggested that these trends are probably more the result of self-selection than of selection based on objective school assessment. (Author/MLW)

Some features of present-day Scottish education with particular emphasis on the articulation between secondary and postsecondary sectors are examined. A disturbingly large proportion of young people leave school at 16 and cease to have any further contact with education of any kind. (Author/MLW)

Sweden has had a long tradition of open access to higher education for all who successfully complete a full program of academic secondary schooling. In more recent times, Sweden has considered manpower planning as a factor in deciding educational opportunities. Massive changes in the 1970s are discussed. (Author/MLW)

Higher education policy-making in France, Sweden, and the United Kingdom, and whether it fits the national policy styles of those countries, is investigated. Aspects of policy change, centralism, consultation, openness, conflict level, and deliberation are discussed. (Author/MLW)

The late 1970s may be regarded not merely as lacking in significant reform in higher education, but also as a period characterized by a loss of momentum in certain ambitious reforms previously initiated. Some reform strategies succeeded and others did not. (MSE)

Enrollment data are presented in tabular form for the period of 1965-66 through 1977-78 (in some cases also 1978-79) for Austria, Belgium, France, Germany, Italy, Japan, the Netherlands, Norway, Sweden, the United Kingdom, and U.S.A. Trends are analyzed briefly, for overall, university, and nonuniversity sectors. (MSE)

An overview is presented of trends in expenditures on higher education in 19 European countries, including six eastern countries. Data, presented in tables and analyzed briefly, are derived from UNESCO and OECD surveys. Data include expenditures in national currency and American dollars, and in constant and current prices, since 1961. (MSE)

The issues of academic freedom, institutional autonomy, government involvement in higher education, and students' part in the power structure are analyzed for several European countries. Recent influences, political and economic, are reviewed. (MSE)

It is suggested that higher education and lifelong education have been mismatched, and a dialogue between them is needed. Lifelong education seems to be, in Europe, more of an addition to the existing system than a new policy concept pervading the universities. (Author/MSE)