The author outlines the basic requirements of moral education, discusses obstacles to it, and suggests that practical possibilities for its acceptance may be found in international cooperation and in research and development efforts. (SJL)

Program development in the area of cross-cultural experiential learning is the direction in which educators in undergraduate liberal arts education should be moving, both on the home campus and in off-campus offerings. (Author)

Suggests developing a five-dimension rating scale to assess participants' perceptions of both the process and the product outcomes of the Group Projects Abroad (GPA) experience, a federal program funding foreign study by curriculum development teams. Outlines the rationale for each dimension and proposes guidelines for constructing scale items.…

Results of research to estimate net investment in education in the United Kingdom from 1951 to 1971 are reported. Statistical tables include total expenditure, maintenance, and net investment; net investment in education in relation to other investments and total output; and average costs per pupil at 1960/61 prices. (KC)

Proposes family choice in education in Great Britain. The plan is to issue scholarships or vouchers to all families to be used to pay for their preferred school. The impact on educational practice and implications for political parties are discussed. (KC)

Examines the role of the philosopher in the educational system. Discusses contributors to philosophical thought in education and analyzes current educational trends and needs in the United Kingdom. (KC)

Argues for renewal of the tradition of a liberal education. Suggests that a feature of the liberal tradition has been the retention of subjects and styles of study which admit differences and encourage individuality. Human resources must be liberated to achieve the active citizenship essential for survival. (Author/KC)

Traces the post-war development of comprehensive educational reorganization in Great Britain by examining central government policy and local education authority (LEA) practices. Emphasizes the role of LEAs as implementors of policy and discusses the limitations of central control. (Author/KC)

Discusses British involvement in educational reconstruction in Germany after World War II and the influence of Lord Lindsay of Birker in setting up the Royal Commission. The Commission consisted of German representatives from institutions of higher education, trade unions, churches, and the land authorities. (KC)

Recent experience of test development in Ireland, which had no tradition of formal standardized testing, is described, in order to highlight a number of practical and psychometric problems. It is pointed out that some conventional procedures for developing norm-referenced attainment tests have limitations, especially in countries with centralized…

In 1976, the Columbian Government set up PAN to combat the country's serious malnutrition through coordination of the public and private production, distribution, health, sanitation, and education sectors. After describing PAN, this report considers its problems and approaches relating to nutrition education for both PAN professionals and its…

In discussing the curricular needs of the United Kingdom's immigrant minority children, the author analyzes various social accommodation models (melting post, cultural pluralist, multicultural) and proposes a "human rights" model of education, with curricular adaptation to specific minority problems: identity conflicts, communication problems, and…

The Nigerian Government is attempting to create a national identity and eliminate inefficient indigenous educational practices. The author argues that quick implementation of this plan to regulate indigenous private education and craft apprenticeships could aggravate the employment situation and restrict the ability of localities to meet their own…

After commenting on the underrepresentation of foreign countries in the directories of the International Clearinghouse on Science and Mathematics, the author describes his survey of 12 environmental science education programs in Europe, Asia, Australia, and Oceania and 56 American projects, comparing them on curriculum development, topics, and…

The author reviews and critiques C. E. Beeby's four-stage model of change in the primary schooling of developing nations. Beeby's reply follows on pp439-44 and the author's response on pp445-49. A related article by Beeby appears on pp451-74. (Editor/SJL)