In 1975, an experimental school program was introduced into three Indian villages, in order to make school schedules, curriculum, and teaching more relevant to village life; to select local residents as teachers; and to involve parents in planning. This article describes this program's implementation and notes its subsequent extension. (Author/SJL)

Describes the structure of the Chinese rural school system and its operational ties to the communes, which provide the "productive labor" component of Chinese education, various resources and facilities for schools, and governance of agrotechnical education at the middle and secondary level. (SJL)

Describes the management of the International School in Hamburg, West Germany, which serves children from 42 countries, and the school's attempts to formulate a workable curriculum responsive to heterogeneous needs and frequent changes in the national composition of the student body. (SJL)

Three forms of research activity are defined: free, policy-oriented, and development. In the United Kingdom, structures for each have developed rapidly in the past 20 years. Present weaknesses are lack of collaboration between research institutions and the small scale of financial support. (Author/SJL)

This article probes the similarities and connections between health and education, reflects on the present political and professional state of preventive health services, and sketches a conceptual framework involving principles of good practice for cooperation between the two professions. (Author/DB)

Discusses educational research on school differences and points out features which often negatively influence research results, including failure to control for home background of students, use of inappropriate modes of statistical analysis, and failure to correctly interpret research findings. (Author/DB)

Defines various types of community schools and explains how the philosophy and activities of community schools differ from those of other schools. Suggests that researchers clearly define what is meant by a community school in any particular instance and that educators remain flexible and allow for new approaches to schooling in accordance with…

Follows the evolution of thinking on the role of education in development since the 1940s. Data are taken from statements made by the departments and ministries of education in various nations, the International Bureau of Education in Geneva, and reports of international organizations. (DB)

Summarizes some key findings emerging from a recent reappraisal of the worldwide crisis in education which began in the late 1960s. (MP)

Presents a conceptual framework for understanding the interrelationships among formal, nonformal, and informal education. (MP)

Following a brief review of the existing interactive dimensions of three modes of learning--formal, nonformal, and informal--the author comments on policies proposing further integration of modes. (MP)

Argues that learning can be divided into three sectors (informal, formal, and nonformal education), asserting that through the harmonious combination of these sectors the principles of a global and integrated lifelong education can be implemented. (Author/MP)

Three categories of learning structure are examined: formal, nonformal, and informal. Other possibilities for grouping the structures are also indicated, including learning for society and learning for oneself. Various modalities of articulation are presented, and a distinction is made between those appropriate for school level and those useful…

Stresses the significance of rural development oriented toward anti-poverty for developing countries, indicating the need to identify the educational implications of such a strategy. (Author/MP)

After considering the objectives of higher education and its role in the socioeconomic development of a country, the author analyzes the relationship between the world of work and the higher education system, exploring alternative higher education structures. (Author/MP)