Major issues raised during a meeting of representatives from ten media and educational technology units in Great Britain in 1973 are briefly discussed. Areas covered include the responsibilities of the units, organizational structure, financing, staff, and some problems of evaluation. An outline of national policy relating to these media and…

In 1971, the specialized schools serving 16-to-19-year-olds were consolidated into integrated upper secondary schools. This report describes the rationale and course structure of the new type of school and its impact on vocational education. Conclusions about comprehensive vs specialized schools are drawn. (SJL)

How free are developing countries to develop systems of education tailored to their own individual needs? Considers the need for relevance in educational policy, the effect of colonial educational practice upon developing nations trying to create policies appropriate for their educational and political development, and the influence of the…

Examines West Germany's Comprehensive Educational Development Plan which formulates the objectives for the further development of the educational sector in a budget plan for 1985 and 1990. Compares 1985 expenditure projections with actual educational budget development and demand, explaining the differences between the two and considering future…

This report examines the United Kingdom's (UK) capability in foreign languages and reports on what the nation should do to improve the situation. It is argued that despite the fact that English is rapidly becoming an even more dominant language in the world--it is clearly the international language of science, law, banking, business,…

Bilingual education programs in Nigeria, the Sudan, and the Phillippines are described. Although some approaches differed, educational planners in all three countries felt that they could best introduce children to formal education by using the language which they bring to the classroom for initial instruction. (FG)

This article describes the scope and content of the Nicaraguan National Literacy Crusade of 1980, its organization, workings, and outcomes. Special attention is given to those aspects of the crusade that relate to the goals of integrating previously excluded groups and transforming the political culture of the country. (Author)

Two questions provide the focus for this paper: (l) Does England have a policy in regard to multicultural education, and, if so, what is it? (2) If it does have a policy, how and when did this policy get formulated? "Multicultural" is used here to mean Black-White. (Author)

Examines recent attempts to restructure French secondary schooling in order to provide equal opportunity and more relevant curriculum. Discusses some impediments to these reforms, particularly the opposition of teachers and their unions. (SJL)

The author summarizes some of the spoken language policies of the People's Republic of China and the Republic of China of Taiwan, including some statistics on dialect speakers in the population, methods for promoting Mandarin in the schools, and attitudes toward the maintenance of minority languages. (SJL)

Noting that, as a developing socialist society, China requires an educational system which develops in the individual both political loyalty and technical skill, the author surveys China's efforts, from 1949 to the present, to implement these two potentially conflicting educational objectives. (SJL)

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…

The process is recounted by which the U.S. Office of Education (USOE) picked up an NIE-developed innovation (Experience-Based Career Education) for broad demonstration, confirming the viability of a separate research arm, USOE's ability to cooperate with that arm, and the vo-ed community's receptivity to proven educational innovation. (Author/AJ)

The National Institute of Education recently initiated a three-year effort to encourage implementation of the Experience-Based Career Education program and to study the process by which it occurs. Emphasized are: transferring financial support to States and local systems, developing a network of program sites, and diffusing essential technical…

Assesses efforts to standardize the Malian languages, including the standardization of orthography and the creation of terminology in the Mandingo-Peul Project. Points to conflicts between technical and political considerations, and between local tendencies and balances among languages and the need to respect the ecolinguistics of the country.…