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South Africa must embark upon the third epoch of education policy after the failures of the first two epochs: the 1953-1994 ("apartheid") era and the 1994-2021 era (the dawn of democracy and the dismantling of apartheid structures). There were not enough education opportunities to guide all the children of the country to maturity and acceptance of their civilian responsibilities. This paper examines the reasons why the education policies of the first two epochs failed and contributed to a poor, unequal and ineffective school education system. The paper also explores the challenges that the education system needs to confront to create a new education system that will support the attainment of the hitherto unfulfilled expectations and dreams that its citizens carried into the democratic era. The education policy of the third epoch must address critical issues to chart the way to an effective education system. There is a need to reorganize (reset) the education system in the wake of the COVID-19 pandemic. A streamlined curriculum needs to focus on the essential skills and knowledge the country needs. The system can no longer ignore the need for the adequate provision of vocational and technical education to alleviate the sharply rising unemployment rate of young people and support the growth of the economy. Quality education policy must function despite the lack of funds for the provision of appropriate and functional infrastructure and competent human resources. [For the complete Volume 20 proceedings, see ED622631.]

The Coronavirus (SARS-CoV-2), which emerged on December 31, 2019 in the People's Republic of China, has been declared as a global epidemic by the World Health Organization. Countries primarily aimed to reduce the spread of the epidemic so that health services would not be disrupted and loss of life would be prevented. In addition to the health measures taken, countries have also taken actions to maintain the balance of income distribution and ensure the continuation of judicial, educational and working life. It can be said that the physical distance and closure, which are at the beginning of the measures taken, affect the professional world differently on a sectoral basis and change the expectations of employees and employers. In this process, concepts such as remote work, online work, working from home, flexible working, which are often used interchangeably, have quickly entered our lives. The use of various applications that already exist has also become widespread with COVID-19. Individuals in professional life faced the risks of losing their jobs, changing their personal rights and income insecurity. Employees needed to follow the transformation of professions and jobs and new skill requirements have emerged according to this transformation. The epidemic affects individuals in different ways according to age and chronic disease status. This effect varies according to working conditions along with the risk of catching an epidemic. On the other hand, although young people differ from the rest of the population in terms of their ability to adapt to the changing dynamics of business life and technology, they have encountered various disadvantages such as the limitation of job opportunities, lack of technological tools and equipment, working conditions, and not being able to benefit from national and international internship opportunities, especially in the COVID-19 process. From a sociological point of view, this paper discusses how the changes in the social structure accelerated by COVID-19 affect professional life especially for young employees. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 64-73.]

Case studies and seminar reports are provided that were presented at an international seminar to examine field experiences in using a culture-based approach to nonformal education. Part I, containing an introductory paper and nine case studies, focuses on indigenous institutions and processes in health, family planning, agriculture, basic education, and conscientization. The introductory paper discusses indigenous sociocultural forms as a basis for nonformal education and development. Seven countries are represented in the case studies: Indonesia, Bolivia, Java (Indonesia), Upper Volta, Botswana, India, and Bali (Indonesia). Section II focuses on the performing arts in both mass campaigns and community nonformal education programs. An introductory paper overviews folk media, popular theater, and conflicting strategies for social change in the third world. The seven case studies consider the specific strategies used in Brazil, Sierra Leone, China, India, Mexico, Jamaica, and Africa. Section III contains the seminar reports developed from discussions of the four regional working groups: Latin America, Africa and the Caribbean, South Asia, and Southeast Asia. A summary of plenary discussions is also provided. (YLB)

Planning for the future of vocational education should center around both external and internal perspectives. Planning for change should be based on the implications of the broadest societal issues as they evolve over the coming years. Accordingly, vocational programs need to be carefully reviewed to make certain students are being prepared to look beyond the entry level and to understand how skills and experiences on one level may later apply to another level or occupation. The profession needs to organize programs, institutions, agencies, and individuals to respond to the changes as they occur. If we accept projections of the age, sex, and racial composition of the work force, it probably means a transition to a new organization for the delivery of vocational education. Perhaps the profession needs one or more of its members to become vocational futurists--constantly challenging the planning of vocational education in the context of major social, economic, and political change. More emphasis should be placed on research and development toward retooling vocational education. The Department of Labor youth employment initiative may be the first of these challenges. (Twenty-one questions and answers from the audience of research and development personnel are appended.) (MEK)

Trends affecting postsecondary education finance, including declining enrollments, are considered, including: demographic changes, changes in student enrollment rates, fundamental shifts in the economy, and the changing social priority assigned to postsecondary education. Major demographic trends that have major implications for postsecondary education are a birth rate decline, fewer persons of traditional college age, and an aging population. Two dilemmas will confront higher education as enrollment-driven revenues for many institutions level and decline: new bases for justifying budget increases will be needed, and migration and population growth patterns will result in some campuses growing, some remaining stable, and other contracting, often within the same state. Changes in participation in higher education are analyzed by student sex, race, age, part-time enrollment status, income level, and ability level; by type of academic program; and by type of institution (public, private, and proprietary sectors). Economic trends affecting revenues available for postsecondary education include inflation, the scarcity of energy and natural resources, a growing competition for funds, the cost of higher education, productivity, and shifting sources of revenues. Social trends include views on the economic value of higher education and the production of advanced degrees. Contemporary trends will also affect the following goals of postsecondary education: access, diversity, quality, and economy. (SW)

An examination of Canadian continuing education in general and in British Columbia, specifically, is presented. The motives of learning, classification of adult learner orientations, and social influences on adults are discussed. A state of the art review analyzes Canadian university populations, emphasizing the fact that the proclivity for participation in adult education is related to the level of formal education attained, with more participation by those who have reached higher levels of education. Institutional limitations in British Columbia are discussed in terms of: course offering patterns, geared to full-time day students; location, making access to postsecondary education facilities difficult; finance, limiting course offerings and scholarship or funding programs; and noncredit offerings, attended by the greatest proportion of adult students. Professional leadership and two-year community college development in major pools of population throughout British Columbia are discussed, with a list of college roles and functions. It is suggested that the enormous growth of Canadian adult education might be met through strengthening existing institutions' commitment, and developing specialized institutions or agencies to conduct adult education programs. (LH)

The five major societal changes in the past twenty-five years which have had a major impact on education services are (1) our transition from a rural, agrarian society to an urban, technological society; (2) changes in occupational and employment structures; (3) education services have become a major enterprise; (4) expansion of Federal and State government roles in education; and (5) groups comprising the education community have become more specialized and organized around selected vested interests. Largely due to Federal programs, a new profession, education researcher and developer (R and D), has emerged. While the R and D profession has been expanding, many of the same societal forces have led to a renewal within the teaching profession. The primary implication of this renewal is that the education R and D community needs to develop a direct linkage system with classroom teachers and a collaborative relationship with teacher groups in articulating educational needs and lobbying for programs. Much of the discord between education R and D and teachers begins because they view each other's roles and responsibilities negatively. Education R and D can increase the communication and collaboration with teachers by involving them in institutional governance, program design, development and field testing of materials, and diffusion and adoption of educational products. (The author's answers to nine questions from the audience of vocational education R and D personnel are appended.) (EM)

Occupational segregation by sex caused by covert discrimination, often unintentional, effectively limits the careers pursued by both men and women. Data indicate that despite the gains in the number of employed women, job segregation patterns that confine women to the traditional female occupations persist and worsen along with the resultant low wages. Vocational segregation by sex in the labor force is mirrored in vocational education enrollments of women in the traditionally female programs. What can vocational educators do? Our primary responsibility is putting our own house in order by implementing fully the Vocational Education Amendments of 1976, changing recruitment and admission practices and policies, improving guidance and counseling efforts, revising curricular materials and teaching practices, increasing the number of female vocational administrators and qualified women teachers in male-dominated courses and vice versa, and continuing important research and development efforts on women in vocational education. Second, vocational educators, as change agents, must recognize and change socialization patterns that limit the occupational choices of men and women. And third, as leaders, they can encourage positive legislative actions, including the establishment of a national commission on women and work having the nonprofessional worker as its primary focus. (The author's answers to sixteen questions from the audience of vocational education research and development personnel are appended.) (EM)

The first part of this document is the text of a speech which examines some of the critical events that American society will face during the next 10 years and analyzes these events in light of educational needs primarily at the elementary and secondary levels. The author first notes 15 social trends, identified through the efforts of Research for Better Schools, Inc. (RBS), that will influence the education of the young in the decade ahead. (Some of RBS's activities have been a design for four alternative educational possibilities based on RBS research; the conducting of two national symposia to explore with educators, economists, and others, how today's social trends and technological trends are likely to influence tomorrow's schools; and the establishing of a consortium of schools, school districts, and other agencies with the express purpose of helping compare future-oriented goals and activities.) In view of expected social trends and changes, the author notes specific implications for career and vocational education. In the discussion of the creation of a comprehensive plan to utilize RBS research results in schools, nine goals for schools are identified, and based on the cited goals, RBS's four alternative designs for schools are described. The second part of this document consists of the author's response to questions relating to future educational leadership, the cost of education, and school-community involvement. (SH)

Vocational education as a social intervention process operates on two levels: (1) the micro level at which services are designed to improve the employability of the individual and (2) the macro level where the objective is to heighten the awareness and the sensitivity of the community as to the importance of human resource development for the world of work. The mandated use of advisory committees at the local, state, and national levels is a built-in means of achieving the social participation necessary to an effective social intervention program. Also necessary is social experimentation, the process of testing what works and what doesn't. Vocational educators are conducting such experimentation in many areas, giving rise to need for a research dimension. Specific areas of research need include the interface between the five major delivery systems for employment and training services: vocational education, Vocational Rehabilitation Service, Social Services (WIN), State Employment Service, and Comprehensive Employment and Training Act (CETA) programs. Methodology must be developed which will provide measurements or indicators of both the social and economic effectiveness of all such programs at both the micro and macro levels. Too much concern for economic efficiency (costs/benefits and cost effectiveness) ignores the critical need to develop criteria to show program contributions to social efficiency, i.e., to values relative to the human condition. (The author's answers to questions from the audience of research and development personnel is appended.) (JT)

The integration of issues management into the institutional strategic planning process at Pennsylvania State University is discussed. The significance of issues management as an organizational process is also considered. Stages of the issues management process are: (1) scanning the external environment to identify strategic issues; (2) analyzing these issues for likely impact and probability of occurrence; and (3) developing suitable responses for managing the issues. The usefulness of issues management stems from its potential to act as an early detector of significant external trends, and to provide the mechanisms for developing effective strategies to respond. In addition to planning by the traditional organizational structure, issues management permits cross-unit planning. An early aspect of the strategic management process at Pennsylvania State University was the initiation of a macro-level external assessment. Six assessment committees were appointed: population trends, economic trends, federal and state policies, societal, technological and scientific trends, graduate and research markets, and changing higher education structure and competition. Later annual planning will require unit level scanning and micro-level external assessments by lower-level planning units. (SW)

These papers from an International Committee on Family Research (CFR) seminar explore seven themes, three of which are presented in Part 2. Work, economic policies, and welfare consequences and responsibilities (Theme 5) are discussed in Margrit Eichler's "The Familism-Individualism Flip-Flop and Its Implications for Economic and Social Welfare Policies" and in Andrew Burbidge and Frank Maas'"Throwing Out the Baby...the Need To Assess Unintended Outcomes of Tax Transfer Options." Intergenerational exchange, aging trends, and the public/private support dimensions (Theme 6) are discussed in "Managing Interdependence: Family Development, Policy, and the Care System in an Aging Society" by Karen Altergott, in "Family Support Networks and Public Responsibility" by Pete D'Abbs, and in"Social Change and Support of the Australian Aged: Individual, Family, and Government Responsibilities" by Hal Kendig. Finally, legal regulation of the family and the effect of changes in the family (Theme 7) are explored by Jacques Commaille, Margaret Harrison, and John Eekelaar, respectively, in "From a Socio-Legal Approach to Divorce to a Sociology of Socio-Legal Regulation as Applied to the Family,""The Changing Role of Law in Marital Breakdown," and "Legal Systems and Families." (RH)

With the approach of constant changes and quality assurance in education, we have reached an optimum that no longer justifies all further investments in such changes, as the results of these investments are (and will be) minimal and insufficient. We have reached a stage where we must shift from evolution to revolution, from constant changes in education to its complete transformation. Here, we must point out that we must reverse the flow of systemic changes from the dehumanization of society as that in Industry 4.0 or, in a slightly softer form, the Japanese vision of Society 5.0. This reverse flow offers us the re-humanization of society's development and it can be called Society 6.0 or, historically, also Society 1.1 (back to the past, to the first industrial revolution). [For the full proceedings, see ED629086.]

Many of the problems the schools seem to face are problems only marginally related to the curriculum--problems of racial difficulty, problems of class-adjustment. In discussing the educational priorities of city schools, it was generally agreed among the speakers that these matters would be thought of here as subordinate. That is, they would take the rather old-fashioned view that the school is still an institution dedicated to the training of the mind and that the priorities are still educational. The first speaker, Mr. Wilson Riles, was the Director of the Office of Compensatory Education in the California State Department of Education. The second speaker, Dr. Carl J. Dolce, began as an elementary school teacher, had also taught in high school, been a junior high principal, and was on the faculty of the Harvard Graduate School of Education. Since 1965, he has been Superintendent of Schools, Orleans Parish School Board, New Orleans. The third speaker was Martin Mayer. He had been research director of a study of international secondary education for the Twentieth Century Fund and for 6 years was chairman of a New York City local school board. He has written several books. Post-presentation discussion covered such topics as: evaluation, t8e role of the school in social adjustment and teaching values, the Bereiter-Engelmann approach, and others. (Author/JM)

Experience with the 1970 Chenango Development Project (CDP), a rural anti-poverty project initiated by the New York State College of Agriculture at Cornell, led to concern with development and testing of purposive social change models, the role of action oriented social scientists, and the involvement of social science departments, colleges, and universities, and Cooperative Extension in social change programs. The central questions are who designs action-research programs (the implementors, the researchers and the people to be served, or local elites and college administrators) and what are the available options for program design. Program levels (national to individual) and program approaches (economic growth, income maintenance, specific goods or services, etc.) vary considerably. In attacking poverty, it is necessary to attack on all levels, and no one approach will solve all problems. Therefore, CDP strategies have been altered as the need arose. For example, the legal services corporation was developed because it was needed. An adaptive approach based on the idea of strategy flexibility, as exemplified in a modified CDP model, should serve as a guide to strategy selection, since specific needs demand specific strategies which must be acceptable to those being served. (JC)