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The purpose of the paper is to focus attention on the important period following apprenticeship, to review present facilities for post-graduate work during this period, and to consider the possibility of still more collaboration between industry and the universities. In order to develop the theme, a brief review is made of the basic education and training of electrical engineers up to the close of apprenticeship. The rate of increase in technical staff required to meet the steady expansion of the industry, without lowering standards, is then considered.A period of vital importance follows apprenticeship, for then the engineer should begin to develop creative power. The creative faculty is linked with concentration of effort, from which arises the need for specialization.The paper goes on to describe the present post-graduate activities in industry, the universities and the technical colleges, and in particular the collaboration between the authors' own organization and the local technical college. Special courses based on industry are described, particularly the advanced engineering course.The close collaboration between industry and the universities and colleges characterizing present activities should be extended to future activities. The proposed future activities are discussed at length, especially the problem of post-graduate research, which, it is suggested, might be done mainly in industry rather than wholly at the university. Quantitative data give the records of approximately 200 members of representative design departments.

During the course of a pilot study designed to determine the effect of basic education instruction on the attitudes of disadvan taged adults, problems were experienced in the use of standardized noncognitive measures. This paper outlines some of the problems of the reliability of these standardized instruments and makes recommendations about their utility. First, there are few standard ized noncognitive measures available for this population, and second, the standardized measures that were used in the study appear to have limited utility for investigating the effects of basic education on disadvantaged adults.

Basic education for adults has been one of our more popular remedial treatments financed under the War on Poverty. To date, though, very little is known about the effectiveness of this treat ment upon the economic well-being of individual participants. The need for evaluation is especially relevant, since adult basic education programs must compete for a limited amount of public revenue. However, serious methodological and conceptual prob lems, as well as the problems of definition, exist inhibiting sound evaluation. In an attempt to solve some of the difficulties associated with research in this area, this paper examines the principal benefits and costs of basic education with special emphasis on economic bene fits ; reviews some of the major methodological problems associated with the measurement of these benefits and costs; and seeks to establish the best possible research design, given these problems. Evidence will be drawn from evaluation of poverty programs which contain large remedial educational components. Particular attention is given to reporting the lessons learned from an evalu ation of ABE under the MDTA.

O texto analisa a avaliação institucional, seus objetivos e finalidades, princípios e características, seus usos e modo de fazer. Considera a avaliação como instrumento de melhoria da educação - da sua qualidade e democratização - com impacto no processo de transformação social. Define avaliação institucional, explicita semelhanças e diferenças em relação à avaliação educacional e a outros tipos de instituições ou organizações. Detalha objetivos, finalidades e participantes; utilidade e relevância; princípios e características orientadores de um processo avaliativo voltado para a melhoria da qualidade. Examina ações da política do Governo Federal: o Sistema de Avaliação da Educação da Educação Básica (SAEB), o Exame Nacional de Ensino Médio (ENEM), o Exame Nacional de Cursos (o "provão") e o Programa de Avaliação Institucional das Universidades Brasileiras (PAIUB). Finalmente, considera os avanços e as dificuldades da avaliação como instrumento privilegiado para melhoria da qualidade e da eficiência da educação, tornando-a mais democrática., This paper analyses institutional evaluation, its objectives and goals, principles and characteristics, uses and implementation. Considers evaluation as instrument of ameliorating education - with impact on the process of social transformation. It defines institutional evaluation, its similarities and differences in regard to educational evaluation and other types of institutions and organizations. It details objectives and participants; usefulness and relevance; principles and characteristics of a process searching for quality. It examines policy actions: Sistema de Avaliacao da Educacao da Educacao Basica (SAEB - System of Evaluation of Basic Education), Exame Nacional de Ensino Medio (ENEM - National Exam for Median Education), Exame Nacional de Cursos ("Provao" - National Exam for Higher Education) and Programa de Avaliacao Institucional das Universidades Brasileiras (Paiub - Program for Institutional Evaluation of Brazilian Universities). Finally, it considers progress and difficulties of institutional evaluation as privileged instrument for quality and efficiency of democratic education.

The military establishment has often been successful in giving basic education to young men from deprived backgrounds with whom the public school system failed—dramatically so in its Project 100,000. This paper analyzes some of elements of military life and training, its skill structure, cultural climate, and social context, to determine if there are lessons to be drawn by civilian society.

The paper presents a study whose aim was to see possibilities of integration into Lithuanian labour market of people without basic education. According to the data of official statistics and empirical study was concluded that most unemployed without basic education are lacking motivation of integration, their general competencies don’t conform requirements of the contemporary labour market and they don’t comprehend importance of the education. Experience of the EU member states show measures for the integration: lifelong learning, development and modernization of supply of the learning programs, financial means for the employees and/or unqualified labour force, specialized services, etc. About particular measures usually negotiate social partners in the labour market.

Mr. Wilkinson's paper (July 1963 Journal, pp. 421-6) will doubtless be universally applauded by airline management. One can only hope that it receives equal attention from those responsible for the education of Graduate Engineers.His point about economic training is basic. It is extraordinary how, as professions evolve, certain fundamentals appear to be lost. From the earliest days of Engineering, an Engineer was denned at “a man who could do for a penny what any fool can do for twopence.” I think if the point were raised with most Engineers they would all admit that economy is at the very root of the profession. Nevertheless, how true Mr. Wilkinson is when he points how that Engineers receive little or no formal economic training in their basic education.