The transition from upper secondary to undergraduate university education in Australia is examined. It is suggested that in the student's first year of university, the year 13, increased efforts must be made to make the student aware of the dual nature of education; i.e., the acquisition of knowledge as well as social responsibility. (LBH)

Describes a study of four Year 10 students' writing produced over a five-week period. Finds the need for (1) more time for teaching English, and (2) a whole-school approach to literacy. Points out that education policymakers should provide funding, resources, professional development, and guidance in the area of literacy. (NH)

This article is based upon an analysis of a questionnaire sent to 431 education welfare officers throughout local education authorities in England and Wales and follow-up interviews with 59 (13.7%) of the respondents. The questionnaire focused upon profiling the initial induction and continuing professional development needs of the staff. The…

This examination of the international state of giftedness research outlines two competitive paradigms (the psychometric paradigm and the paradigm of cognitive science) and argues that the paradigms should be regarded as complementary. The neglect of social psychology in the conceptualization of giftedness is decried, and applied and basic research…

This report on primary education in Iceland contains three sections which briefly describe: (1) aims, organization, and content; (2) changes in Icelandic schools in the last 10-15 years; and (3) educational trends and developments. Section I overviews preschool and elementary school programs through grade 6. Section II indicates changes…

This booklet on elementary and secondary education sets out the policy position reached by the Government of New Zealand following its consideration of the implications of the extensive reform of educational administration recommended by the Picot task force. It outlines the most thoroughgoing changes to the administration of education in the…

Four cameos that have important educational implications for Australia in the 21st century are presented. The first cameo discusses the concept of one world, emphasizing the United Nations' report "Our Common Future" by the World Commission on the Environment and Development. Second, discussed is the answer to the question: What is…

This document discusses the role of higher education institutions in less developed countries and the responsibility of these countries to higher education institutions. The university's role in these countries is reviewed in relation to the university as bearer of the culture, trainer of skills, service agency, and the university on the frontiers…

Specific social responsibilities of the college teacher in India are discussed with regard to his social position, his commitment to research, his representation of the intelligentia, and his obligations to youth and the community as a whole. (LBH)

A short historical approach to the problem is discussed, accounting for the concepts relating to the role of the teacher in both indigenous and western, Judeo-Christian Ghanaian society. These concepts are then related to the functions of the teacher in present-day Ghanaian society. (LBH)

Tanzania is experiencing an effort to make education relevant that is, in many ways, unique. Its policies in education are revolutionary in terms of the system it inherited at independence as well as in terms of the purposes of schooling as they have been implemented throughout history. (Author)

Examines samples of language usage from the Australian mass media, pointing to the media's influence on student language and to the need for teaching students how to understand media language usage. (RL)

Examines the issue of balance between community rules and personal freedom as it relates to who should control the education of children in Norway. Reviews the historical development of alternative education in Norway, including the growth of private schools and home schooling. Comments on future educational needs and the provision of good…

Urban community development has often become indistinguishable from community organization; other-direction, bureaucratic control, and lack of real community have diluted the original emphasis on activity-learning and attitude-changing. Consideration of the authors' categories (out-of-school, formal, non-formal, and informal education) might help…

Higher education in India must be developed to enable women to take their rightful places in society. Curriculum development must consider traditional attitudes to women's education, new patterns, and suggested courses. (LBH)