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Projects that aim at meeting the educational needs of a community and also at creating a framework within which the overall social needs of the community can be taken into account have been the subject of detailed case studies, each devoted to a given country. In addition, these individual studies have served as a basis for a further analysis aimed at identifying common problems and at proposing strategies for action. The texts brought together in the present volume concern England and Australia. Three reports are devoted to the English experience. The first, "Facilities for Education and Other Public Purposes in England and Wales," constitutes a substantive introduction that examines, among other things, the different forms that facilities coordination takes in England. Two particular cases are then described. The first, "Yateley School and Community Centre," reflects a situation frequently encountered in which coordination develops empirically with the facilities and the use made of them. The second, "Crewe Central Area Project," illustrates a new approach to coordination in the form of a network of facilities combining old and new buildings as part of the renovation of an old town center. The descriptive paper "Recent Developments in Australia" describes the present situation regarding coordination of school and community facilities, then gives some specific examples. (Author/MLF)

"Journeys Unlimited," a piece of theater-in-education performed by Australia's Bouverie St. Theatre-in-Education team during one term in 1979 and described in this paper, formed an integral component of a larger curriculum development program undertaken in Australian primary schools. This analysis of "Journeys Unlimited" is intended to apprehend the multidimensional nature of a dramatic experience. The criticism that appears in this analysis allows teachers to plan for and be prepared to accommodate both the possible and the unusual and to avoid dead end situations that undermine the whole fabric of drama. The analysis is divided into five columns. The narrative/script column provides the verbal interaction between actors and actors, and actors and children. The structure column describes the space and everyone's movements around it. The actor/teacher's role column outlines the way the teachers function within the drama and the effect they directly have on the meaning that can be extracted from it. The student's role column explores the position in which the children are placed in relation to both the content and the actors and the learning which results from this arrangement. Finally, the language development column extracts the specific linguistic demands which are placed on the students. (HOD)

Intended primarily for student teachers and beginning teachers, this paper provides a base from which teachers may develop their own approach to classroom management and suggests ways of fostering a classroom climate conducive to effective management and student self-discipline. The discussion begins by considering four factors influencing classroom practices in New South Wales, Australia: the school system, the school, the classroom, and the home. Managerial and disciplinarian approaches to controlling students are differentiated, and a list of questions designed to help teachers organize classrooms is provided. Three basic causes of misbehavior and four purposes of student attacking and defending behaviors are identified in a discussion indicating the hazards associated with using reward and punishment in instructional settings. Behaviorist, motivational, and Adlerian models for managing behavior are sketched, and various suggestions are offered about nonverbal messages, principles for effective management, ways of facilitating self-discipline, and teacher self-appraisal. Supplementary "Do's" and "Don'ts" and other hints are also offered. In conclusion, guidelines for student teachers and their cooperating teachers are offered. (RH)

Youth unemployment is hardly new, but in the 1980s it poses unprecedented problems because economic growth no longer seems to provide the necessary jobs. Youth labor markets are being stripped of entry-level jobs by new technologies, changes in the global division of labor, and the upgrading of occupational structures. This paper describes government policies and practices on youth in selected countries that have a bearing on the transition from youth to adulthood. Data were gathered in extensive interviews with embassy officials and through analysis of documents provided by them, national education authorities, and the Organization for Economic Cooperation and Development (OECD). The countries surveyed were: Australia; Britain; Canada; Finland; France; Federal Republic of Germany; Hungary; Ireland; Japan; Norway; and Sweden. Findings are presented in the following areas: (1) Demography of Youth; (2) National Policies; (3) Administrative Structures; (4) Education and Training; (5) Socioeconomic and Gender Inequalities; (6) Guidance, Counseling, and Placement; (7) Financial Support; (8) National Service; and (9) Youth Organizations. Data are presented on five tables and three appendices. (BJV)

This databook for the final report of the 10-year plan to redevelop services for individuals with intellectual disabilities in Victoria, Australia, presents results of three studies. The major study provides a functional profile of people with intellectual disabilities living in State-run institutions (Residential Training Centres) or attending Adult Day Training Centres (ADTCs). On a statewide basis, data are analyzed in terms of numbers and gender, age range, length of institutionalization or other living arrangement, family contact, secondary disabilities, and skill strengths in activities of daily life. Similar profiles are then offered for each of 10 individual training centers. The second study offers the views of 1,348 adults with intellectual disabilities living in institutions, toward proposals put forward in the interim report of the 10-year planning process. Respondents indicated that key issues in the redevelopment of intellectual disability services were access to community housing, employment, and further education. The third study presents, in summary form, a picture of the diversity of programs provided to clients by the ADTCs, such as vocational, pre-vocational, independent living skills, socialization, behavior management, paramedical services, recreation, and transport. A working paper relating to the prevalence of intellectual disabilities in Victoria is also included. An appendix contains a client profile checklist. (four references) (JDD)

A social studies unit and student workbook explore changes in land use that have occurred over time in a semiarid area of eastern Australia, the Back Lachlan District. Part of the "outback," the District consists of a huge level plain with low rainfall, only one river, and vegetation ranging from timber to grass and shrub. Chapter I elaborates on its physical characteristics. Chapter II explains that it was inhabitated by Aborigines from 30,000 years ago until the 19th century. They roamed in small nomadic groups, looking for edible plants and animals, camping near water. They had a Stone Age technology. Chapter III characterizes the white pioneer grazing stage from 1820-1866 as a period of increasing cattle grazing. Graziers moved cattle into the District from northern breeding areas to use it as a fattening area before the stock was driven south to market. Chapter IV relates a stage of deteriorating environmental conditions from 1866-1900 due to overgrazing. sheep raising replaced cattle grazing, expensive technological apparatus were required, operating costs increased, rabbits overran the land, and the human population decreased. Chapter V describes 20th century subdivision of the sheep-raising properties into smaller single-family farms. The government has introduced controlled stocking policies to prevent further environmental deterioration. The student workbook contains activities and questions to enhance student comprehension of each chapter. (AV)