Describes the nature and scope of deliberate involvement of adults in formal and nonformal part-time learning activities in Ontario. (Author/AV)

In Italy the term "150 hours" means the study time entitlement won by metal workers during contract renewal in 1973. The article explains the "150 hours" system, its history and initial development, and projects its future in the Italian context. (Author/AV)

Describes two mass media educational programs in Ecuador which utilize radio as an instructional medium. One stresses professionalized communication and has adapted American commercial advertising methods. The other stresses participatory communication and has extended the community development methods of the rural Latin American parish priest.…

Explores the nature of book publishing as a communications industry on a global level. Looking only at nonfiction in academic, scholarly, educational, and reference spheres, the author reviews the effects of transnational publishing on readers and authors. He concludes that internationalism is an intellectual benefit, but that metropolitan…

The author describes (1) how public education transmits the cultural values that make up the technological world view, (2) how the school socialization process transmits social reality in a way that obscures underlying assumptions of the cultural belief system, and (3) how to alter the socialization process to transmit culture at a more explicit…

The school as a political entity is described as a center of power relations between persons in authority and persons under authority. The process of education for independent thinking is seen to continually initiate alienation from existing authority and tradition. (AV)

The combination of education and production can have significant economic, social, and pedagogical benefits. Two approaches include (1) incorporating productive work into the curriculum of educational institutions, and (2) providing organized educational programs in existing and new workplaces. (Author/AV)

Schools must combine productive manual labor with academic learning, especially in developing countries, in order to create self-reliant and responsible citizens. (AV)

Describes goals, procedures, and outcomes of attempts to introduce manual productive activities into schools in the Third World. Areas of agriculture and crafts are emphasized. (Author/AV)

Examines education and manual work in Tanzania in terms of the nation's political philosophy. Structural changes in the school system and problems of implementation are discussed. (AV)

Describes curricula and vocational guidance in Soviet schools which prepare pupils for socially useful work. The educational programs take account of student aptitudes and the economy's needs for skilled manpower. (Author/AV)

Since 1974, Panama has instituted a program of educational reform to provide practical skills and knowledge, especially in rural areas. District centers of integrated educational development which identify and meet local economic and social needs have replaced traditional schools. (Author/AV)

Since the mid 1960s, the Philippine government has developed non-profit self-help schools including barrio high schools and community colleges in poor rural areas. The innovations have helped to equalize educational opportunity and to provide education relevant to individual economic and social needs. (Author/AV)

Since the Chinese proletarian cultural revolution in 1966, rural and urban schools have combined classroom study with productive labor. Students at all grade levels participate in the new system, which is designed to reduce differences between town and country, worker and peasant, and mental and manual labor. (Author/AV)

Describes the increasingly global nature of education in terms of the mobility of students, workers, and teachers. Innovations in the learning process, diversification of studies, new experiential opportunities, and demands of development have generated a mobility which affects all individuals involved in education and continuous training.…