This article discusses how partisan mutual adaptation developed when efforts were made to change the existing authority system in classrooms and schools in the Rand Corporation's study of federal change-agent programs. (RC)

This article discusses the problems and potentials of nonformal education in India by reviewing a number of booklets, surveys, speeches, and government documents which analyze directions of nonformal education over the past three decades. (KC)

Reports on a seven year study indiating that adults each year conduct five learning projects, each one requiring an average of one hundred hours. While some projects rely on instructors and classes and some on friends and peer groups, over 70 percent are self-planned. Some high priority directions for the future are suggested. (Author/CSS)

In this conference presentation, the author presents ten humanistic, process-oriented protocol rules to guide the instructional development efforts involving a design specialist working with a client (content expert). (EM)

The prospect of declining enrollments challenges those in higher education to plan creatively for the future. For illustrative purposes, the concerns of mental health, aging, and criminal justice are related to higher education and examined in terms of four primary planning variables: programs, people, facilities, and funding. (JMD)

Although Planning-Programing-Budgeting Systems (PPBS) may be inappropriate to the higher educational setting, it is clear that some of the underlying principles of program budgeting have had an important influence on college and university management. The development, application and influence of PPBS are examined. (JMD)

Outlines guidelines used at Cowley County Community College (Kansas) in the planning process, which should be participative, systematic, action-oriented, simple, and flexible. The planning model is organized into five parts: mission setting, trends and projects, needs and resources, goals and objectives, and plan of action. (MB)

Presents an activity to involve student and community groups in the complexities of desegregation planning and to stimulate among participants the desire for additional data on a variety of desegregation questions. The activity is based on an imaginary city under court order to desegregate. (Author)

Colleges which will prosper in the 80's will not mislead prospective students and parents. Success will be determined by ability to create a distinctive campus lifestyle, to develop auxiliary academic programs with the purpose of generating nonrestricted funds, to demand strong administrative leadership, quality instruction, and a realistic…

A handful of educational reformers from each generation effectively muster and sustain public support in efforts to advance their visions for education. Here is an account of the efforts of Horace Mann and Henry Barnard acting as educational advocates and consensus builders who evoked public responsiveness and guided their constituencies toward…

Presented as a paper at the Annual Regional Teacher's Institute at the Maryland School for the Deaf in October, 1977, the article examines the educational needs of a variety of hearing impaired children and programs for such children in light of the statewide planning process. (DLS)

Based on engineering teaching experience in Africa and Asia, ideas are presented on educating civil engineers for developing countries, especially those in Africa. Some of the problems facing educational planners, teachers, and students are addressed, including responsibilities of a newly graduated civil engineer, curriculum development, and…

Reviews, editorally, aspects of the planned reorganization of federal education programs. (SL)

Suggests that planners for higher education in the Soviet Union consider society's needs for specialists in production, management, design, and scientific research. (Author/DB)

Considers concerns in forecasting higher education needs in the Soviet Union. One major concern is the need of various sectors of the economy to meet increasing demand. Concludes that evening and correspondence courses will be directed more and more toward meeting economic demands and popular demands for education. (Author/DB)