The work of universities in developing countries is reviewed. Closer links between the school and university systems are recommended with a view to improving teacher education, the creation of school curricula more relevant to current needs, and flexibility in relation to admission to postsecondary education. (Author/MLW)

Describes an arts and crafts program initiated at Hayden House, a low-income, racially integrated housing development in Phoenix, Arizona. The program, designed to promote pride and community cohesion, presented workshops and cultural events for both children and adults. This article is part of a theme issue on multicultural art. (SJL)

Presents a case study of the integration of a community survey and a community development seminar into a total community effort. Describes the results which included the initiation of new action programs in recreation and housing, the involvement of more citizens in leadership roles, and the development of communication networks. (LRA)

A Missouri study conducted to determine agricultural extension usage patterns found that heavy users of extension publications tended to be younger farmers, those with a relatively large amount of land, and pork producers. Extension meetings were a less frequent source of information than either publications or county extension office visits. (LRA)

Presents excerpts from interviews with Zella Jackson, Title I Coordinator in New York City's Community School District 5, Central Harlem. Offers a glimpse of one perspective on life in Harlem, particularly its educational environment. (RL)

Explanations for the inferior socioeconomic status of Blacks are examined and strategies for improving the status of Blacks are discussed. It is concluded that changes in the distribution of wealth will require changes in the structure of the economic system itself. (Author/MC)

Compares social reform strategies in Britain and America. Illustrates how programs in both countries had similar difficulties, including diffusion of research findings, clarification of objectives, and political manipulation of social research. (SK)

Three issues are addressed that bear on the integration of education and development within communities: the need for models, the power structure and how to use it, and values and ideologies to be applied in creating such community education and development programs. (MSE)

Reflects upon the importance of education to community development, summarizing opportunities for informal and formal education. Poses questions about educational objectives and expectations vis-a-vis the responsibilities of learners, community college administrators, and the electorate. Discusses the changing financial needs and goals of…

The 1981-83 American Association of University Women's proposed Association Legislative Program is presented, based on members' input through the Every-Member Legislative Survey. Issues considered include: equity/advancement for women, rights of the individual, community, cultural policy, educational policy, and foreign policy. (MLW)

The social-educative and cultural districts established in the areas of Charleroi, Belgium are presented as an approach to solving educational disparities within a region between different social groups. (JMF)

That preservation and recycling of unused school buildings to other community uses is both economically and socially sound is illustrated by several examples. Information on federal grants for conversion of unused school buildings to community education and activities centers is included. (MF)

Two small communities in New Jersey, Peters Valley and Salem, are restoring old buildings and crafts with funds from the Comprehensive Employment and Training Act (CETA) and other public and private agencies. Activities of resident craftsmen, interns, visiting experts, and CETA workers in both communities are described. (MF)

Reassesses the role of the school in the black community, concluding that the devaluation of the power of the school to politically, economically and culturally develop the community has hidden "the profound and pervasive influence of the school in shaping the lives of black Americans." (Author/JM)

World War II dramatically increased the scope of higher education/university extension. Two other forces creating educational change were the GI Bill of Rights (1944) and the President's Commission on Higher Education (1947). New directions included postgraduate professional training, labor education, human relations training, interagency…