A systematic approach to strategic planning in universities is outlined. Available from: Pergamon Press Ltd., Headington Hill Hall, Oxford OX3 OBW, England; $68.00 annual subscription. (Author)

Occupational therapists (n=29) completed treatment plans based on case study data. Analysis indicated they often identified goals not addressed by the consumer/client. They significantly selected more simulated than real activities and more activities designed to change the person rather than the environment. (SK)

A three-dimensional, question-based approach to educational design involves technical, sociopolitical, and ethical dimensions. It combines enduring principles from classical planning models with newer contributions from varieties of feminism, postmodernism, critical theory, and multiculturalism. (SK)

Describes school administrator preparation standards, especially those related to planning, developed by the Interstate School Leadership Licensure Consortium, a joint effort of the Council of Chief State School Officers and the National Policy Board for Educational Administration. Includes overview of planning models and analysis of knowledge…

Explores to what extent the business practice of strategic planning can be applied to the educational system in Cyprus. Offers a strategic analysis and plan for the country's educational system. (EV)

Some special issues of concern regarding adult literacy in the South Pacific are considered and questions are posed that go beyond the provision of classes and materials. Language diversity, ideological issues, adult literacy planner's profiles, and planning and training are among the topics discussed. (18 references) (LB)

This 12-step interactive model for adult-education program planning is based on four assumptions: (1) educational programs should focus on what participants actually learn; (2) program development is negotiated among numerous stakeholders; (3) parts of the model should be used only when applicable; and (4) planners should be ethical. (SK)

Adult educators (n=226) recalled incidents of power and influence behaviors in designing and planning programs. Cluster analysis identified four behaviors: shotgun, tactician, ingratiator, and bystander. These power and influence styles related to organizational contexts. Planners' personal characteristics did not affect choice of style. (SK)

Explains the importance of understanding the centrality of social context to learning. Describes forms of situated learning in practice: cognitive apprenticeships and communities of practice. (Contains 28 references.) (SK)

Reflects on the process of planning programs for adults; discusses how outcomes were influenced by planning models, personal educational philosophies, and negotiation among leaders and participants. (SK)

Suggests that research, development, and evaluation of social and educational programs should routinely be integrated through a planned variation approach that involves the design, implementation, and evaluation of an enhanced, as well as the standard, variation of a program. Compares the planned variation approach to other types of theory-based…

Five steps that can help ensure the success of workshops, conferences, or forums for extension volunteers: constructing the steering/planning committee; contracting facilities; planning the program; arranging for food, meals, and catering; and developing the budget. (SK)

A pilot test with 102 adult educators and a validation study with 226 supported the validity of the Power and Influence Tactics Scale. The instrument depicts how power and influence tactics reflect planning behaviors. (SK)

Using secondary data and new survey evidence from local LSC's, this article assesses the progress of the Learning and Skills Council (LSC). It does so with particular reference to three current policy priorities: to ensure national coherence but with sensitivity to the local context, to increase the demand-led element of education and training,…

This article draws on a case study of district educational planning in Nepal to explore how education for all priorities and targets impact on educational practice at the sub-national level. It raises questions about the extent of local ownership of education and development targets and highlights the micro-politics of data collection exercises.…