Focuses on higher education in socialist societies including USSR, Hungary, Romania, East Germany, and Poland. Topics discussed include the need for improvement in higher education, access to higher education institutions, political influences, general characteristics of educational systems, and the need for qualified personnel. (Author/DB)

Examines the need for developing a content of education which will meet the needs of students who will reach early adulthood by the end of the 1900s and live the greater part of their lives in the twenty-first century. Presents suggestions on developing a curriculum which will meet this need in European nations. (Author/DB)

Surveys educational development in Nigeria during the 1970s with emphasis on changes in educational objectives and administration since the colonial period, the role of education in Nigeria's drive for modernity, the rationale of educational planning, education and economic growth, educational goals, and constraints on innovation (poverty, lack of…

A foundation for imaginative and free thought about future thinking must be established in all classes so that students, on the basis of their interests and values, can choose topics on which to focus and participate in a dialog about a future relevant utopia. The teacher's role is discussed. (RM)

Of the four kinds of family education identified by psychological analysis--authoritarianism, tutelage, peaceful coexistence, and cooperation--it is cooperation that is most satisfactory from the standpoint of Soviet educational principles and psychology. Essential features of a family as a group and Soviet family educational tactics are examined.…

Discussed is the role of nonformal education in relation to six concerns in educational development faced by developing nations: (1) universalization of primary education, (2) post-primary educational opportunities, (3) early childhood care and education, (4) relevance of school experience, (5) efficient use of scarce resources, and (6)…

Discussed are four issues of importance to educational planners who want to implement nonformal education programs: (1) definitional and identity issues--what nonformal education is; (2) policy issues--role of nonformal education in the new distribution of goods and power; (3) institutional issues--the delivery process; and (4) curricular issues.…

Various financing structures for nonformal education are presented, using examples from Colombia, Brazil, Costa Rica, and Ecuador. Many resources of the formal education system can be used in the planning, coordination, and execution of nonformal education. The importance of community involvement and financial backing is stressed. (JA)

A recent community-oriented, evening education project for illiterate children residing in the rural Pune district of India is described and evaluated. Discussed are project organizations, requirement and training of staff, curriculum content, classroom equipment, course materials, and literacy results. (JA)

Because of the current high unemployment rate of British youth, traditional academic and vocational school educational methods are impractical for many young adults. Alternatives such as youth adult networks, evening literacy programs, cooperative theatre groups, and self-employment collectives are discussed. (JA)

Discussed are the achievements and lessons of the Rural Information Programme, the goal of which was to make the rural population of Chile aware of the importance of communication through the mass media in developing their organizations and to provide them with the means of solving their everyday problems. (RM)

Folk development colleges, modelled on the Swedish folk high schools, were started to prepare Tanzanians to develop their personalities and their capacity to think and to help them understand national policies, international affairs, further education, and ways to develop their culture. Program development and implementation are described.…

Programs using innovative methods to teach expository writing are described. Common approaches that these programs utilized to demystify writing--e.g., partitioning the writing task into stages, using peers to provide feedback--are examined. The article concludes with a discussion of other trends in the teaching of writing. (RM)

Maintains that the electronic learning revolution envisioned by Kupisiewicz and White (Prospects v14 n1, 1984) will fail for many of the same reasons the educational television (ETV) revolution failed. Reviews ETV research and concludes that we are doomed to repeat the past if we fail to confront the gap between our assumptions and available…

Maintains that much informal learning presently takes place through commercial television; that traditional conceptions of school learning are too narrow. Contends that much of the traditional school curriculum will be effectively taught by microcomputers, videodisks, and related high technology. (JDH)