Surveys were carried out to assess the UK government's anti-bullying pack "Don't suffer in silence" in 1996 (after the first edition) and 2002 (after the second edition), to investigate what schools are doing about bullying, and the effect of anti-bullying policies becoming a legal requirement. Schools in England were approached,…

This kit of materials is intended to assist local operators providing early childhood services (ECS) in evaluating their entire program or some aspect of it. Contents which are presented in topical outline form (1) stress the importance of objectives and list characteristics of a useful objective; (2) discuss planning an evaluation by deciding…

The paper presents a systems model for the evaluation of prevocational preparation programs for the learning disabled in Australia. The need for accountability in the area of the development of programs for the prevocational preparation of the learning disabled is discussed. Various approaches to evaluation are explored, and a systems model is…

Issues in preservice preparation of Canadian school administrators, with a focus on the effectiveness of a principal certification course implemented by the Ontario Institute for Studies in Education (OISE), are described. A review of current preservice practices in Canada concludes that traditional programs are issues oriented and lack conceptual…

A guide for Franco-Ontarian educators concerned with the provision of French-language programs for English-dominant students discusses issues in program planning and development. An introductory section outlines the theoretic bases and background for the discussion. Subsequent sections focus on defining the program needs and issues (questions to…

A guide to help identify strengths and weaknesses of study abroad programs is presented. Questions about the major components of these programs are listed, along with answers illustrating the most positive and negative responses. The components are classified under four headings: basic information, academic aspects, interaction with the host…

This document is designed to help adult and community learning (ACL) services across the United Kingdom complete the annual self-assessment reports (SARs). The guide begins with background information on the purposes of self-assessment, the new context of ACL and the elements and format of the new SARs. The remaining four sections examine the…

This document is intended to assist senior managers and governors of colleges in the United Kingdom that are faced with serious difficulties. The first section provides an overview of how the issues of college recovery were handled under the Further Education Funding Council. The second section examines crisis and recovery in corporations and…

Guidelines are presented for applying cost-effectiveness and cost-benefit analysis techniques to nonformal education (NFE) programs in developing nations. The methods are based on workshops conducted in Kenya, Tanzania, Indonesia, and Guatemala. The manual is designed for those personnel responsible for planning, administering, and evaluating NFE…

This document is intended to guide further education colleges and work-based learning providers through some of the commonly used tools, techniques, and theories of quality management. The following are among the topics discussed: (1) various ways of defining quality; methods used by organizations to achieve quality (quality control, quality…

This document presents practical advice to help managers of adult learning projects in communities across the United Kingdom manage their community projects for change. The following topics are discussed in sections 1-12: (1) the benefits of adult learning projects; (2) characteristics of adult learning projects and quality assurance mechanisms;…

This document is a practical guide to help managers of adult and community education programs in the United Kingdom address equality and diversity in the context of the Learning and Skills Council (LSC) remit and the Common Inspection Framework. The following are among the topics discussed in Sections 1-4: (1) learner-centered approaches…