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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 focuses on the sixth general conference of the Comparative Education Society in Europe, which was held in Italy on June 4 to 9, 1973. The theme of the event was "Recurrent Education. Some working papers discussed include the following: survey of recurrent education's position and prospects; strategies of recurrent education; technological aids to comparative studies of universities and implications of recurrent education for upper-secondary education. Some speakers were Denis Kallen, R.L. Plancke, Giuliana Limiti and Sixten Marklund.

I have examined cross-section evidence on differential fertility in Israel, focusing on the relation between education and fertility. The interpretation of this relation as reflecting the relation between education and the cost of women's time and the relation between cost of time and the "price" of children is helpful in understanding some of the phenomena; what is left unexplained is the large decline in fertility at the bottom of the education ladder.
This sharp decline may be dominated by informational and cultural differences concerning family planning, of the sort suggested by sociologists (see, e.g., the evidence presented by Bachi and Matras [1962], Matras and Auerbach [1962], and Peled [1969]). Several pieces of evidence are consistent with a view that most of the cross-section and time-series variation in fertility reflects differential movement to a low level of fertility where the long-term optima do not vary much. (Thus, see the very flat curve relating fertility to education among couples of European origin married in Israel.)
Even if such a view were to be accepted, the need for explaining the mechanisms of transition remains. The possibilities of the simple cost-of-time hypothesis are far from exhausted in this paper: a more explicit treatment of the cost of time (see Gronau's paper in this Supplement), a more satisfactory treatment of husbands' lifetime or permanent income, and a fertility variable that takes timing and survival into account are some of the more immediate needs. What seems to be quite important is a simultaneous examination of several aspects of behavior.
In the specific Israeli context, I regard as the main challenge the understanding of the differentials between those born in Europe-America, Asia-Africa, and Israel and the linking of the cross section to the changes over time. The unexplained differences between these groups are partly a result of measurement problems of the economic variables. Better u... [ABSTRACT FROM AUTHOR]

The article traces the impact of mass breakthoughts witnessed in the field of education at school and college level in 1960s on education in 1970s in various countries. In Europe, it is largely the "upper secondary" level which is likely to be impacted. The impact in the U.S. is likely to be different from Europe due to various reasons. The paper primarily concerns the mass elites of Europe and Japan. It analyzes how the whole situation might appear to an economist, and how the perceptions of recent and prospective changes are related to perceptions of the nature of people and their variabilities in potentials for learning and productive life. 1960s was a decade of fantastic world-wide expansion in educational establishments, both public and private. Educators offer a viewpoint which is different from economists. For them, one of the more interesting implications of the economist's way of thinking must be with respect to the use of student time even among pupils too young to participate in the labour force. Pupil time is inherently limited, and hence costly.

The article presents a letter from the President of the Academy of Management regarding the differences in education, research, development, and management between Europe and the U.S. The article discusses the views of Jean-Jacques Sevan Schreiber, author of the book "Le Defi Americain," who predicts that by 1980 the three greatest industrial areas in the world will be the U.S., the USSR, and U.S. business investment in Europe. The author gives suggestions on how Europe can close the gap with the U.S. in education, technology, and management.

The article offers news briefs related to education. The third in a series of meetings of Francophone scholars of comparative studies was held at the Center International d'Etudes Pédagogiques, Sèvres last January conducted by the auspices of the French Ministry of Education. The Sixth General Conference of the Comparative Education Society in Europe will be held on June 4-9, 1973 at Frascati, Italy. A recent report on the upper academic secondary curriculum in Europe in chemistry, physics, the mother of tongue and economics, published by the Oxford/Council of Europe Study for the Curriculum and Examinations.

The article focuses on the paper "Stiftung, Trust, Fondazione: The Saga of Foundations in Europe," by Jean-Henri Lebrun. This paper surveys the foundation picture in Europe. Much of the paper is devoted to anecdotes about individual organizations and generalizations about the functions of foundations. The balance discusses the specific characteristics of those in Europe. In the paper, a statistical summary of the chief foundations is provided based on a guide compiled by the Agnelli Foundation. There are an estimated 250,000 foundations in Europe, 80% of them in Great Britain. Most, however, are small and not of general consequence so they are excluded. Also not included are fully government-sponsored foundations. The guide describes 296 foundations with annual spending ranging from $10,000 up to over $1 million, 46% of them in the $100,000 to $1 million range. About half of the foundations were formed since 1956. While the great majority of organizations were set up by individuals, and only 15% by companies, the author notes that many of the individuals were company executives employing industrial capital. The fields receiving greatest support currently are medicine social sciences and education.

The article comments on the difficulties of the proposed convergence of the educational systems of Europe. Key issues discussed include the cultural and technological imperatives that were forcing the integration of educational systems, the effects of the growth of international organizations dedicated to the fostering of cooperation and even integration in educational affairs and the subordination of the transmission, diffusion and generation of knowledge and skills to chauvinistic foreign policies.

The article focuses on the Conference of European Ministers of Education, which was held in June 1973. The theme of the event was the educational needs of the 16-19 age group. Some issues discussed in the conference include a progress report by UNESCO, OECD, the Council of Europe and the European Communities on their work in education in 1971-72; a study by OECD of the educational situation in member countries and some proposals on areas of intensified European co-operation from the Committee of Senior Officials.

The article presents a calendar of events on education. The third Biennial Conference of the Comparative Educative Society in Europe will be held from June 6 to 10, 1967 in Ghent, Belgium. A conference of subject experts in mathematics, physics and Latin was held in Strassbourg in November 1966. The International Schools Examination Syndicate of Geneva held a Policy Conference in Paris, France in February. The Comparative Education Society of Great Britain was formally constituted at a meeting held in Reading in October 1966.

The article discusses educational reconstruction in Europe after World War II. Concerning the occupied countries, the first thing is to ascertain to what degree the Nazi invasion has influenced the social environment in which a child is to be educated, and especially, the two most important groups, the family and the school. In Europe, particularly in the southeast great shillings of population were brought about by the Nazi policy. First the masses of war prisoners, and second, the slave workers recruited from all over Europe, were brought to Germany. Adult education is certainly undervalued in all plans for educational reconstruction. Until now, the adult education in all of Europe played a significant role, but it was never recognized as equally important, for example, to the secondary schools. However, for the workers its importance was equally as great. Adult education should come into its rightful place after the war with adequate financial support. Until now, it has been supported chiefly by membership contributions and small grants, unlike the schools which were financed by the state or municipalities.

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.

The article highlights the United Nations Educational, Scientific and Cultural Organization's (UNESCO) European Ministers of Education Conference held November 20 to 25, 1967. One of the themes discussed in the conference was focused on how democratic access to higher education has become. The article highlights the UNESCO Conference document entitled "Comparative Statistical Data on Access to Higher Education in Europe." The issue of equality of access was also discussed in the conference, focusing on equality as between the sexes. In addition, the Conference invited UNESCO to undertake studies relating to various issues such as the fostering of European cooperation in the field of education, particularly higher education.

The article focuses on education in Europe in comparison with that of U.S. In European schools most of their formal education is in the field of languages, mathematics, formal science and the social sciences, while U.S. are much more aware of the importance of science and the impact it has on everyday living. In European countries, teaching science at the elementary level, consists of a few items of nature study concerning only the particular locality in which the school is situated. U.S. is much more interested in good citizens than in the gifted while in Europe, just the reverse seems to be true. To summarize briefly, Europe emphasizes on facts and principles. Classes are teacher-centered rather than textbook centered, and much higher degree of intensive work is demanded. The European curriculum is not flexible at elementary and high school levels, but on the university level a student is expected to help and participate in the formulation of educational plans.

The article reports on several events relevant to comparative education worldwide. A conference entitled the "Second World Congress of Comparative Education Societies" was held in Geneva, Switzerland, from June 28, 1974, to July 2, 1974. A conference organized by the International Baccalaureate Office was held in April 1974. The 1975 Conference of the Comparative Education Society in Europe will be held at the Centre Internationale d'Etudes Pedagogiques Sevres from June 2, 1975, to June 7, 1975.