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This paper is based on current studies within the O.E.C.D. Directorate for Scientific Affairs on problems of educational development. More particularly, the data used in this paper derive from a more general study of problems posed by the expansion of secondary education in O.E.C.D. countries, which will be completed by the Organisation in the near future. The views expressed in the paper are those of the authors. The paper was originally presented at the Ghent Meeting of the Comparative Education Society. [ABSTRACT FROM AUTHOR]

The article discusses on the teaching of science as means of inquiry. According to experts, the formal reason for a change in the methods of teaching the sciences lies in the fact that science itself has changed. An emerging view concerning the nature of scientific inquiry has taken control over research undertakings. The ground for this dynamic outlook lies in part of the vastly increased rate at which information are accumulated and processed. From inquiry conducted in this light, properties accrue to emerging knowledge which distinguish it sharply from conventional scientific knowledge.

Efforts at educational reform between 1890 and 1930 in New York were more successful in medicine than in law. This paper considers influences favoring medical reform: a rapid introduction of new knowledge and techniques; a national, even international competition for medical esteem; a visible need for expensive instructional facilities; a solid connection of schools of medicine with universities; a strong professional association; and several other forces. [ABSTRACT FROM AUTHOR]

The article features a teacher's view on educational planning. He explores certain aspects of educational planning by using his experience and reading of the visiting Fellowship to the International Institute for Educational Planning, UNESCO, in combination with nine years of teaching and professional interests. He argues that the realistic siting of educational planning in the system as it exists, including all its environmental constraints of administrative, economic, manpower, political and technical varieties, implies a change of bias in such planning.

The article focuses on developments in higher education. Despite the criticisms one hears these days about higher education's resistance to change, there is good evidence, as one studies recent developments in higher education, that more changes are taking place in colleges and universities today than at any other time in the nation's history. Some involve new organizational and structural use of the college as in the plans now underway for the establishment of small colleges within the large university and in the use of the residence hall as a center for learning as well as living. Some of the changes center on new methodologies for instruction as in the uses now being made of independent study and new media and technology. Some deal with curricular reform as in the efforts now underway to develop more effective programs of interdisciplinary studies and some of the changes deal with such long-standing concerns as the development of special programs for the disadvantaged student and the problem of education for world affairs. The paper reviews some of these developments.

Discusses the methods for examining content and cognitive structure in instruction. Impact of the reform in science and mathematics curricula on the learning structure; Explanation on the subject-matter structure represented in instructional materials; Use of a graph structure in representing concepts and interrelations in a subject matter.

Information about several papers discussed at a March 1951 meeting of a group of directors of art education is presented. Changes were made in the interpretation of the art program in order to make a functional art education program possible. There is a lack of supervisors in many art programs. Several positive things are being done throughout the U.S. including workshops and community programs in art, as well as cooperative planning and interplay between museums and art galleries.

Two areas in which rational approaches to instruction have had important practical impact are 1) instructional content and 2) the support of effective learning activities. Content of instruction is more important than its form. Two important technical issues are how to match the content of instruction closely to individual student needs and how to communicate specific instructional goals to learners. Improvements in instructional practice can be approached not only through the systematic design of instructional products but also through the enlightened creation of instructional environments that foster active participation in the learning process by students. Continued progress towards better education requires the development and use of comprehensive record-keeping systems for instruction. [ABSTRACT FROM AUTHOR]

The article discusses the problems of upper secondary education and the importance of curriculum reform. It suggests that the content of education is in urgent need of adjustment to the demands of current and future world. Curriculum reform will be ineffective and pointless if structural reforms are not implemented at the same time. The reforms will have to provide solutions to basic problems faced in all European countries by the authorities responsible for upper secondary education. All the problems which were reviewed and which cannot be avoided are different aspects of a single objective, namely the adjustments of the educational system to the cultural and psychological needs of young people today.

This article discusses the educational policy of Sweden. Sweden has been always a forerunner in the educational reforms. The official Swedish report to the Organization for Economic Co-operation and Development suggests that the Swedish educational policy represents a social demand approach towards the students. In Sweden, the educational policy in the nine year comprehensive school, which includes compulsory education for students of 7 to 16 years of age, is based on the need to develop students' talents and interests. However, the senior secondary education is dictated by the need to prepare the future career of the student. There are two major changes being carried out at the senior secondary level. First, the tripartite gymnasium organization is being replaced by a new unified gymnasium and second, the two-year continuation school called fackskola is being established in the country.

The article presents a comparative analysis of the current state of education across the world from a political perspective. Today, it is being claimed that political scientists have discovered education. This claim, supposedly, is motivated to direct the attention of political scientists toward the idea that non-political institutions, such as schools, have political consequences. It is also aimed to emphasize on the political socialization of education. The author argues that there is a need for an educational process that serves as an agent of social change. He links the future of all national educational systems with the basic outlooks and values of the political order. In developing countries, particularly, the educational system is viewed as the key to rapid social change. However, students of socialization have made a strategic error in concerning themselves primarily with the manifest content of social studies programs. In advanced industrial societies, especially stable democracies, the important thing about political socialization is not the explicit content of political education programs. The author argues for a centralized attention towards the issue of socialization in schools. He mainly suggests to pay attention to two aspects of the educational process: first, aspects of political life not included in typical social studies courses, and second, techniques of instruction.

The article focuses on the current state and the future of education in developing countries. The author analyzes the process of the development and modernization of the existing educational systems of these countries. Developing countries, reportedly, centuries have possessed the following instruments for educational development: a full gamut of schools, the press, elaborate structures of administration, and the immersion in the pecuniary network. Nations are re-discovering that once schooling becomes accepted and enrolments begin to rise, the rush into secondary and higher schools can become irresistible. This is expected to occur over progressively larger areas of the world at a comparatively earlier stage of educational evolution than in the West. The author analyzes the risks of overloading the schools. He also highlights five widely accepted functions performed by schools, which are: preparing individuals in some degree to earn a living, introducing children to some elements of a common culture to widen their mental horizons, ensuring that pupils' individuality is heightened and they gain new conceptions of themselves, help to identify and to mould elites, and strengthening and preserving the educational system.

The article comments on the evolution of the baccalauréat examination in France citing reforms to the transitional baccaulauré in 1966 and 1967. Problems arise from attempts to adjust an examination indicating the history and evolution of education in the country. French Prime Minister, M. Georges Pompidou has outlined their plans for education which constitutes reform and a revision of the whole structure of advanced secondary and higher education relevant to policies on the democratization of education.

The article explores some aspects of bureaucracies, development and education in Papua and New Guinea. It focuses on the localization of one section of the public service in the country and some general implications. The more immediate difficulties in organizing a scheme to localize the public service are discussed. The article examines the question as to whether government routines and a conventional public service approach can led to rapid change in the direction of modernization. It considers a program for the development of executive talent in the Education Department.

The article reports on the claim that comparative education and international education are undergoing an identity crisis in the United States. It considers the claim that there really is no such identifiable field of study as comparative education or international education. The author comments on the accelerated attention being given by social scientists to international studies. He also expresses his concern with the direction of social change that has been popular among empirical social scientists. The article explains why the civilization-building process is appropriate as a theme for the history of education and especially for international education.

The article looks at the state of education in Germany, focusing on the Institut fur Bildungsforschung in der Max-Planck-Gessellshaft. It examines the public concern over the dangers inherent in the state of German education. The article considers one of the basic factors of German educational policy to which the present state of emergency is to be ascribed. It explores the constitutional principle of cultural federalism within the Federal Republic which coupled as it is with a high degree of central control by the Lander and local authorities. The article also considers the relationship between research, planning and policy. A comparative study on the strategy of educational reform is presented.

The article discusses key issues concerning the French experience on the difficulties and complexities of educational planning in industrial societies. Key issues discussed include the motives of the state in engaging in educational planning, the social and economic background of educational planning and education policy in France, the key features of French educational policy, the peculiar difficulties and determinants of educational planning in France and the issues' implications for comparative education.

Articulates the aspirations of the African American community speech professionals for educational reform in the U.S. Social status of majority of African Americans; Role of educational institutions; Areas in which the white middle class philosophy is evident.

The article presents a discussion on the scientific aspects of education. Between 1870 and 1914, educationists frequently discussed the claim that education was a science and urged each other to ensure that, if the claim was not just at that moment, it would become so in the near future. Experts argue that school education has to become a science. The art of education must seek to ground itself on scientific truths or principles. James Ward, a prominent psychologist, assumed that a science of education is possible, and that if realized it would be of the greatest practical importance. Similar views were announced by leading educationists such as John Adams, Henry Holman, R.R. Rusk, F.H. Hayward, S.S. Laurie and J.J. Findlay. As far as formal recognition was concerned these educationists saw their efforts rewarded in 1879. However, although education was recognized as a science, educationists were not always agreed on what the science of education was. Some writers at some times seem to have been satisfied that education was scientific if pedagogical practices were based on a knowledge of psychology. There were others who were more ambitious. For them the science of education meant the construction of an orderly and systematic body of knowledge. Others who spoke of the science of education hoped to obtain in educational studies that security of finding and gradual accumulation of knowledge which were so conspicuous in traditional scientific work.

This article presents information on the controversy over the 1902 Balfour's Education Act. It was an educational success is shown by the torrent of secondary education which it undammed. But of all the educational advances of the nineteenth and twentieth centuries, this Act was decided on grounds other than educational on political and religious grounds. In all the debates on the Bill, in or out of Great Britain's Parliament, in the sermons preached about it and the pamphlets issued in their thousands, little was heard of the child. He or she was a mere pawn-it was the system that mattered. Not even Robert Morant, the brains behind the 1902 Act, had anything to say about the pupil as such. And the intense opposition which the Act aroused was based again on religious and political issues-or upon doubts as to whether the new system was the most efficient one, not so much for the child as for the nation. For the national need, then as now, was one of the prime motives for educational reform.

This article attempts to expand the typology from the structural variables that have been considered thus far to include characteristics of the personnel, leadership, and an aspect of the environment. The dynamism continuum will be treated as the dependent variable. Such an extension, if verified, will make the typology more inclusive and analytically fruitful for the study of other complex organizations. The study is based on a data gathered as part of a larger study on the Teacher Corps in 1968-1970. The Teacher Corps is a government sponsored program geared to promote educational reforms, particularly in low-income schools. The forty schools selected for the sample are located in ten cities throughout the United States. The dependent variable in this study is dynamism, which is measured as a combined index consisting of three variables: decentralization, standardization, and flexibility. The independent variables include nine personal background characteristics of teachers and seven similar characteristics of principals.