Presents guidelines from the U.S. Department of Labor for developing an affirmative action employment program for the handicapped. Includes checklists of affirmative action items and a sample program policy plan. (MF)

The trends toward competency-based teacher education (CBTE) and its basic characteristics are described. The meaning of CBTE to the foreign language profession as a whole, to secondary school foreign language teachers, students preparing to be teachers, and college faculty is discussed. A model for program development is presented. (SW)

Analyzes the concepts of "planning and reallocation" and "pruning and grafting" as approaches to reducing academic costs when reductions are inevitable. The former concept involves long-range planning and organizational analysis of present programs and future goals; the latter focuses on elimination and consolidation of courses in accordance with…

Outlines Hawaii's plan for reading improvement that concentrates its efforts in four interrelated areas: instructional programs, inservice training, curriculum management and parent involvement. (Editor/RK)

Reviewed are developments in the area of special education in Sri Lanka, a British colony. (IM)

A position paper advocates the inclusion of a Black American element in bilingual-bicultural curricular materials for Mexican American children. Guidelines are given for determining the nature and scope of the proposed curriculum. Reactions to the proposal are made by four educators who are intensively involved in multicultural education: James A.…

The American Vocational Association (AVA) Board of Directors met during the annual convention and took action on several fronts. Given high priority were increasing vocational education appropriations for 1979, improving CETA, increasing AVA membership, and strengthening black vocational education participation. (Editor)

Describes the pilot project RENEW (Referral Employment Network for Elder Workers), a five-state model older worker employment project which trains people fifty-five or older and places them in local job service employment offices, finding jobs for other older workers of all incomes. (SH)

Describes an arts in general education program in the Minneapolis school system, its objectives and effects. Discusses the role of the teacher in implementing an AGE program. (RK)

Describes a planning system to meet the training requirements of specialized project personnel. This training planning system provides for an organized assessment of personnel training needs and the use of all available training media. It also provides mechanisms to document acquired training and to develop new training resources. (EM)

The first of five articles on how to plan an implement a supervisory training program focuses on establishing a philosophy and setting the right job climate. The philosophy of the organization should clearly communicate three levels of responsibility for the development of supervisors: supervisory, managerial, and organizational. (EM)

Suggests looking at adult continuing education as a product in a buyer's market. First presents four questions that should be asked about the consumers of adult education, then lists questions designed to view the product from the consumer's standpoint in terms of quality, assortment, location, and time. (EM)

The author describes a two-year experience of mobilizing attention around values questions at The University of Michigan. He identifies issues important to consider in attempting to raise consciousness about values questions on a large university setting. (Author)

An outline of the nature of the timetabling problem, suggesting the kind of requirements that arise in practice and the criteria used to evaluate timetables, was presented. (Author/RK)

Presented are eight brief articles written by regular and special education teachers and administrators on secondary learning disabilities programs and issues in the Madison, Wisconsin Metropolitan School District. (MH)