Suggests that both broad policy analyses and country case studies are needed to illuminate relationships between international aid agencies and recipient nations and to delineate the impact that agency educational policies have on international educational development. Part of a theme issue on aid to Third World education. (SJL)

Traces history of Catholic schools in Hawaii, focusing on missionary schools under the Monarchy, coming of religious teaching communities (beginning in 1859), organization of an Island Diocese during World War II, and end of the expansion period caused by rising costs, diminishing ratio of religious teachers, and declining enrollments. (JN)

Details the growth of technical-vocational education in Kuwait to meet the need for skilled workers and technical supervisors. Describes the impact of a 1975 UNESCO team visit. Outlines the Ministry of Education's strategies and resolutions establishing free technical-vocational institutions. Describes the institutes established and Kuwait's…

Major economic and political disruptions are likely to occur in the 1980s. The complex society of the United States requires that each citizen be as intelligent and creative as possible. Schools must assume a more central role in the lives of citizens and thus lay the foundation for a bright future. (CJ)

Examining literacy and adult education in the United Kingdom (U.K.), this issue is divided into four parts: (1) Introductory Survey, which discusses the U.K. experience in adult literacy; (2) The Provider, which presents agencies involved in adult education; (3) Resources, which describes the Adult Literacy Resource Agency; and (4) Learning…

The author argues that in certain sectors of a society, especially a developing one, the best plan for educational development may be no plan. To illustrate, he analyzes the day-to-day survival problems of the Latin American urban poor and the ways that formal schooling exacerbates these problems. (Author/SJL)

Describes the historical development of the United States Department of Education beginning in 1785 and explains the components that will comprise the new Department of Education. (LRA)

A study of the literacy situation in the Asian region served as the basis for a Unesco regional conference. Findings of the study indicate that more than half of the world's illiterate population is in the Asia and Oceania regions. Factors contributing to successful literacy programs are presented. (LRA)

This article suggests use of taxonomies of cognitive and affective domains to aid the teacher in: (1) setting up class goals, (2) suggesting practical considerations such as class size, (3) pointing out possible exercises to be included, and (4) suggesting possible evaluation techniques. (Author)

Discusses the importance of Taiwan's system of vocational-industrial education to its history of political stability and continuing economic prosperity. (JOW)

Presents the concept of colonial taverns and coffee houses as adult education institutions. They were of great importance in the development of impressions, opinions, attitudes, and knowledge about agriculture, business, shipping, economics, community and world affairs, and recreation. (CT)

Discusses four basic goals for adult education policies in Finland as defined by the Adult Education Committee. These goals are (1) increasing equality of educational opportunity, (2) developing vocational skills; (3) developing skills in dealing with questions in society, and (4) developing personality. (JOW)

Examines program development: diagnosis, design, and delivery of a program idea and refers to "level two" programs in sections on diagnosis and design and to "level one" programs in sections on delivery. It is meant to stimulate some ideas for new approaches to establishing successful student services programs. (Author)

Describes the Appalachian Regional Commission's work with regard to vocational education in the region, the economic investment, and the new economic freedom that education is bringing to its residents. (JOW)

TICCIT has been a prominent feature of the instructional environment of the Alexandria Campus of Northern Virginia Community College since 1974, and its presence has pervaded all the operations of the campus, both instructional and administrative. Positive and negative impacts have been recorded by two evaluations. (Author)