The Far West Laboratory for Educational Research and Development is designing the employer based career education model. The model, now at the advanced design phase and soon to be pilot tested, reflects: (1) a comprehensive educational program, (2) the needs of youth, ages 13-18, (3) an educational system to be controlled by public and private…

Describes educational practices in the Cameroon related to moral and civic education with an international orientation. Learning activities involve students in research on the United Nations and UNESCO, celebration of international festivals, and collecting folk tales from senior citizens. (Author/DB)

This is the concluding part of an article published in the August 1983 edition. A number of arguments are developed to demonstrate the inadequacy of behaviorally defined objectives as a basis for curriculum planning. (SSH)

The method used to analyze and redefine a set of educational objectives is described on which a new course of teaching general practice in the later clinical years is based. The course, learning methods, behavioral attainments, and evaluation techniques are included. (Author/LBH)

It is argued that the objectives identified by the Minnesota Educational Computing Consortium should not be viewed as a list of what should be taught, but as a picture of what was actually practiced in 1978 and 1979. Future courses are viewed as having heavy emphasis on computer-student interaction. (MP)

Described is a model for developing and implementing criterion-referenced instructional units. Advice concerning the development of units and tests as well as classroom organization and management are provided. (SD)

The author proposes competency statements" as stating behavioral objectives in their best sense. He goes on to state specifically when, why and how competency statements should be used. (Editor)

The purpose of this paper is to state the rationale for expanding applied scientific efforts to the area of early education and to suggest some goals for the resulting technology." (Author)

The pros and cons of the value of behavioral objectives in a classroom situation are discussed. (CK)

Four central questions that need answers if the process of curriculum development is to proceed are discussed. (DB)