Sets forth some generalizations about the involvement and influence in state education policy-making of four kinds of actors: state boards of education, chief state school officers, governors, and educational interest groups. (Author)

On the premise that social policy analysis necessarily occurs within a political and ideological perspective the author outlines a radical perspective and examines the educational issues involved in developing and presenting the radical view of social policy analysis in social work education. (Editor/JT)

The managerial problems encountered in the merging of two schools of education are discussed. (JD)

The author suggests that, as public agencies make more of our decisions, we lose our power. Soon citizens will no longer be able to continue to make their own choices in education, and large portions of our population will be deprived of fundamental political freedom by the year 2000. (KC)

The author presents an 18-point action plan to develop youth's job skills and job opportunities. He calls for a comprehensive youth development policy including job stimulation, mastery of basic competencies and employability skills, and the establishment of local-state-federal youth development councils. (MF)

The author discusses rural employment and training programs and rural manpower policy under various federal laws. He indicates that separate manpower policies for rural areas may be justified, as rural areas may require greater remedial efforts. (MF)

Defines the technology assessment (TA) movement as an attempt to link research and policy-making communities in federal government. Decision oriented, TA is used to: (1) identify problems, issues, and applicable technologies, (2) establish relevant effects and impacts, and (3) develop and evaluate policy and decision alternatives. Procedures and…

A new approach is described for building a bridge between evaluation and policy-making functions in the Florida Department of Health and Rehabilitative Services. This linkage, the evaluation analysis and policy development process, has important implications for the utilization of evaluation findings and for the career evaluator. (Author/GDC)

In response to a growing need to involve faculty to a greater degree in its activities and policies, the College Board created the Council on Academic Affairs. The Council's charges, concerns, and challenges are described. (Author/LBH)

Summarizes a report presented at the First UNISIST Meeting of Experts in Regional Information Policy and Planning in Southeast Asia. The report briefly reviews the trends and developments of scientific and technological information activities in Australia. (VT)

Discusses data collection ability of modern technological societies and evaluates the extent to which this ability constitutes an invasion of privacy and freedom. Maintains that social studies teachers have a special responsibility to help students understand pressing social problems such as invasions of indivudual freedom. (Author/DB)

A research program at Trinity College in Ireland is reported that focused on the decision-making process, particularly the committee structure. Described are the role of individuals within committees, centralized versus decentralized decision-making, costs, sources of rigidity, and problems of the concentration of power. (Author/LBH)

Typically, applied social research is of much lower quality than one would like to see in light of its importance in social policy formation. It is conducted by social scientists who are not yet rewarded by high standing, and the end results are often irrelevant to the ongoing policy formation process. (Author/CTM)

Examines the relationship between the life course and social change in light of differing definitions of life situations by successive age groups of people. Also considers the consequences of these age groups' definitions for further social change. (DB)

The author addresses the trends that characterize the interrelationship of Congress, the Administration, and the nation's education interest groups, and suggests that the system of policy-making for education is in transition, and its outcome will have much to do with the quality of Washington's response to the nation's educational needs.…