The author reviews the history of Nigerian educational policies from missionary through colonial to national leadership. He calls for a more explicit set of national goals and values upon which to found an effective policy, one which takes advantage of past experience and supplies a spark of national unity. (JH)

The author writes in favor of gearing educational systems to long-term manpower requirements as he responds to Professor Mark Blaug's article ("Prospects" v2, n4, Winter 1973) which advocates cost-benefit analysis as a tool for educational planning. (JH)

The author responds to Mr. Sanyal's comments which preceed his and which are addressed to the author's article ("Prospects," v2, n4, Winter 72) by discussing the issues of over-expansion of higher education in developing countries and the usefulness of manpower-forecasting in educational planning. (JH)

The three functions of a university -- producing, transmitting, and applying knowledge -- are related to socio-political environment to determine the form a university will take. The author applies this conceptualization of the university to its ability to satisfy the demands of modern society. (JH)

After establishing the university's integral position in society, the author defines the functions of the university and sites the increasing demands placed upon it by our quickly evolving, technological world. To meet the crisis created by these demands, he suggests a more diffuse, open ended view of the institution both physically and…

Given the university's participation in scientific research, the author discusses the nature of that research at universities in Eastern and Western Europe and the USSR. In particular the university's research prioities, its coordination with outside research, its financing, and its staff workload are analyzed. (JH)

The recent reforms exemplified by the restructuring of the Humbolt University, Berlin, and described in this article are the result of national goals to unify the educational system and gear it to the needs of the people and are the third in a series of reforms begun in 1945. (JH)

The comprehensive university, or "Gesamthochschule" described in this article is an attempt in Germany to solve the crisis of higher education caused by massive secondary education and lack of mobility within the tertiary level of education. (JH)

This paper is a review of the existing sytem of self-management and its development in Yugoslav universities. The Belgrade University serves as an example of this self-management which is an expression of the social and political aims of the country. (JH)

"Life-long education," a spin-off mass secondary education, born of egalitarianism in education, reinforced by technological exigences, is a concept that needs close examination for it contains the seed of illiberality just as it offers a means of social engineering and a commitment to an open society. (JH)

This bibliography was compiled by the International Association of Universities, the International Bureau of Education and the Division of Higher Education (UNESCO). Most of its forty-nine entries are publications from the 1970's' the remainder are from the late 1960's. (Author/JH)

This study, describing the Free Gymnasium in Denmark complied by a committee of pupils and teachers, sets forth their experiences in working to innovate within the traditional education system. (JH)

In recognition of the importance of out-of-class time in fostering intellectual development and broadened interest among students, the Ukraine has established the numerous "out-of-school" institutions described in this article. (JH)

Trends in comparative education are analyzed in terms of attempts to collect and classify data more systematically and in terms of the contribution comparative education can make to understanding educational change. The growth in comparative education literature and the work of some non-governmental agencies are also discussed. (RM)

The educational planner will always find himself or herself face to face with a conflict of interest from which the plans and ultimate decisions will eventually emerge. Lessons learned by an educational planner involved in long-term planning with the Ministry of Education in Hungary are discussed. (RM)