This article briefly reviews the status of global education in Western Europe and points to new developments and trends. Interdisciplinary curriculum efforts in Scotland, West Germany, and Sweden are cited, along with national curriculum plans in the Scandinavian countries and teacher education programs in Great Britain. (PP)

Political education in Canada remains, for the most part, in the mould of traditional civics. Textbooks concentrate on legal-historical descriptions of government institutions. Students learn about politics through history or social studies courses which promote nationalism rather than political efficacy or literacy. Most teachers lack training in…

Since 1975 all Belgian students in state schools must take a religion course (Roman Catholic, Protestant, Jewish, or Islamic) or a moral education class. Teachers of moral education get a specific training according to the grade level they teach. Their very popular courses involve students in researching various topics. (RM)

The educational philosophy of Julius Nyerere, President of the United Republic of Tanzania, is examined, including that which was published in "Education for Self-Reliance" (1968). Major changes and reforms that have taken place in the Tanzanian educational system are reported. (CJ)

Activities in the field of senior staff training for secondary school administrators in five European countries--Norway, Sweden, Denmark, The Netherlands, and France--are reviewed. Underlying problems and areas needing study are identified, and possibilities for international cooperation in professional development are noted. (Author/PP)

German public school teaching certificate requirements are quite different from standard bachelor of music education degree requirements in the United States. (RM)

Provides an overview of the educational theories of John Dewey and Homer Lane, then offers a fictional dialogue between the theorists to contrast their views on the question of whether students should be allowed to be personally responsible for deciding their own school curiculum. (DMM)

In this response to Ronald J. Duhamel, the need is expressed for a "conceptual leap" that would allow theory and practice to be seen as equal partners in educational administration. Aspects of research that go beyond solving practical problems are discussed. Difficulties researchers face getting funds and school information are cited.…

Reviews and critiques T. W. Moore's position on the role of educational philosophers and his contemporary model of educational theory. Argues that contemporary educational philosophers should bring their special resources to bear on educational questions. Describes how students can be initiated into the contemporary philosophy of education. (WL)

Presents an overview of the educational system of Portugal, with emphasis on attempts to increase literacy, implementation of compulsory education, the problem of implementing national educational plans, and attempts to improve the quality of teacher education. (DB)

This article is intended primarily as an exposition of the essentials of current theory and approved practice, together with some indication of major problems and shortcomings as perceived by the Russians themselves. (Author)

The overall picture of high school teaching since 1900 is striking in its uniformity. In this summary of his research findings, the author suggests measures for teacher improvement that might be taken in schools of education and in district inservice training. (Author/MLF)

Discusses the need for organizational and educational reforms in Italian universities. The author stresses the need for coordination of research funding, curriculum revision, and improvements in university teaching methods and teacher training. (AM)

Describes the issues considered at the 1979 "Communicative Competence and Language Teaching" conference held in Venice, Italy. Participants discussed teaching methods which could enhance second language competence. A model for determining language learning objectives is discussed. (AM)

Twenty-two papers presented at the International Seminar on Research in Music Education (held in Dresden, East Germany, July 15-22, 1980) comprise the bulletin. They represent current research in music education around the world as well as some current philosophies of music education research. Seminar participants included 28 music educators from…