Author examines the character and function of educational objectives, discusses the variety of outcomes schooling might yield, and suggests a new set of methods for evaluating school programs. (Editor/MB)

A supervisory training program shows how classroom training results help predict potential foreman success. (Editor)

Discusses a vocational preparatory program which provided the adult learner with academic skills in math, science, and English needed for entry into one of Manitoba's Community Colleges. (Author/AS)

Discusses the Massachusetts and New York Evaluation Service Center for Occupational Education at Amherst, Massachusetts, which seeks to develop a mechanism to provide a continuous feedback of program evaluation information to local education agencies offering occupational education. (Author)

Several general models for program evaluation are described and criticized. The value of total program evaluation for making more scientifically-based decisions in programing is demonstrated, and agencies offering help in devising evaluation schemes for ongoing learning disabilities programs are recommended. (Author/KW)

Here, discussed in non-technical language, are four basic principles of evaluation in vocational education. (Editor)

Comparative evaluation programs developed at the state or national level tend to promote uniformity in course content and method of presentation, and may overemphasize learning in the cognitive domain. An alternative to preserve local variety and innovation, yet provide the same degree of accountability is described. (JO)

Briefly traces history of farm mechanics programs and discusses the changing terminology, policies, and objectives in planning and teaching the programs. (SB)