Formal educational structures create social inequities which nonformal schooling can partially remedy in developing countries. The author describes the potential usefulness of nonformal education in mass education, reducing urban and rural differentiation, and providing job credentials. Programs can be operated within primary schools or community…

The successful development, implementation, and validation of a comprehensive forecasting model for postsecondary education in Manitoba during the 1970s have provided insights into the effectiveness of human planning in complex environments. (MSE)

Describes a plan of action developed at an Illinois high school that involved staff in communicating needed improvement in curricular programs. (MD)

Maximum gain from teacher staff development programs can be assured through careful planning that accommodates novice and experienced teachers. Establishing clear student achievement goals linked to staff development is also important. Includes tables and references. (MD)

The St. Joseph School District (Missouri) developed a school counseling program to fit its own unique circumstances. The Gysbers model (1981) provided the structure from which the program developed its priorities. Includes a figure outlining the four components of a counseling program. (MD)

Offers suggestions on planning for positive long-lasting effects from one-day in-service teacher workshops. Providing follow-up support after workshops is important. (MD)

Offers an analysis of the current restructuring of higher and specialized secondary education systems in the USSR by an American Soviet studies expert. This article is followed by six articles on various aspects of this topic which were recently translated from Russian. (JDH)

The author defines educational articulation and presents considerations involved in the transferability of course credit. He discusses specific types of articulation and how to establish articulation arrangements. He also describes an articulation manual developed by the National Association of Trade and Technical Schools. (CH)

Reviews the recent history and impacts of the reorganization of English comprehensive secondary schools. Maintains that curriculum and management have emerged as the dominant means of viewing what is happening to the system rather than the more established perspectives of psychology, sociology, philosophy, and history of education. (JDH)

The Aurora Public School System (Colorado) has devised a plan to ensure implementation of the adopted curriculum. By developing a program monitoring process and incorporating it in a handbook, staff can rate their behavior and use "green flags" or "red alerts" to characterize subject area strengths and deficiencies. (MLH)

Calls for realistic attitudes among educators who are attempting to include the arts, especially music, in the basic school curriculum. States that unrealistic hopes and expectations invite disappointment and frustration and risk the dissipation of resources. Examines the questions of what to teach and why, who will teach, and who will be taught.…

Discusses the debate surrounding the education of gifted students in Hungary, examining whether an elitist or a democratic solution should be adopted. Considers the educational past, current problems, and psychological and pedagogical issues. Concludes that the best solution would be a democratic system that minimized social inequalities. (GEA)

Describes how the reform of the traditional Soviet school system gradually developed into a movement for a comprehensive reorganization (Perestrojka) and democratization of the educational system. Discusses demands for school autonomy and a new pedagogical thinking based on child-centeredness and partnership. (GEA)

Presents the National Endowment for the Arts' summary of educational needs, program emphases, and future directions as contained in its "Five-Year Planning Document, 1990-1994." Provides an overview of the 1988-1994 planning document, as well as a comparison of previous and current observations regarding the National Endowment's…

Norm setting is a type of student-teacher planning that develops mutually acceptable rules for specific class situations. The teacher guides students through a process that gives them ownership of the rules and therefore responsibility to live by them. (JOW)