The author concludes that testing in basic education is indispensable. Several objections to external testing are discussed. (Author/MLF)

This article argues that present youth are inarticulate, that oral communication is a vital competency, and that programs in aural and oral skills should be implemented. (MJL)

More than just learning to draw, art education is complementary to other areas of the curriculum. (Author/JM)

Two prominent leaders in education, Charles Suhor and Jane Stallings, are interviewed concerning the present status and significant effects of the basic skills movement, the effect the National Commission on Excellence in Education report will have on basic skills education, and the number one priority for education in the future. (DCS)

Contends that the small cultural lag that normally occurs between the schools and society makes education a constant target for criticism. Maintains that schools are still the best hope for the nation's future. (Author/JM)

Interviewing, fact checking, writing, research, analysis, meeting deadlines--all are necessary skills gained from journalism training. The Journalism Education Association recently reported that students taking high school journalism courses and working on student publications performed better in college than students without such training.…

Discusses literacy and quality of education problems in the United States, provides literacy statistics (including school dropouts and immigrants), and identifies factors contributing to the problem. Presents unencouraging National Assessment of Educational Progress 1980 survey results, links the need for technical literacy to vocational…

Explores the relationship between knowledge and change and asks what knowledge is of most worth. Outlines 10 knowledge skills providing learners with the basis for coping with change. Failure to master these skills will leave future adults powerless in a complex, power-driven world. (MLH)

Examines some disturbing tendencies in curriculum content and descion-making. Argues that a rigorous, neoconservative back-to-basics program, coupled with use of corporate school management models, is not the answer. Excessive standardization could increase the dropout rate and cause the deskilling of teachers. Societal influences need to be…

If schools are to teach fundamental skills and attitudes to all students for success in a fast-changing world, schools will have to concentrate on teaching the basics and leave vocational courses to the post-high school institutions. (DCS)