IMTEC - INTERNATIONAL LEARNING COOPERATIVEDynekilgata 10, 0569 Oslo 5, Norway, t/f 373420, fax 715555

ANNOUNCING THE ARRIVAL OF IMTEC(UK)

IMTEC has been seeking to extend its workinside the United Kingdom and an operationalbase has recently been established in Cambrid-ge, England, located at the Careers Researchand Advisory Centre (CRAG). This base willbe the hub for IMTEC activities in the UKand will be known, therefore, as IMTEC(UK) .The base is to be found in the CRAC headqu-arters, the address of which is :

IMTEC (UK)CRAC, Sheraton HouseCastle Park, Cambridge, CB3 OAX

This operational base will be opened officiallyon September I 1 th 1989 .

IMTEC(UK) currently has a staff of three :

-Peter Holly :

Director, IMTEC(UK)

Katherine Quigley: Projects Manager(on secondment from the Training Agency)

Dido Whitehead: Admin . Assistant

IMTEC(UK) is receiving the active support ofthe Training Agency (formerly known as theManpower Services Commission), and there isa joint plan to establish the TVEI School De-velopment Programme (TSDP) . This overallProgramme will focus on the needs of theTraining Agency's nation-wide Technical andVocational Education Initiative (TVEI), butwill concentrate on what IMTEC does best -consultancy training for support agents to beable to foster and facilitate school-baseddevelopment .

With the wide-spread introduction of the LocalManagement of Schools (LMS) in the UK -following the far-reaching Education ReformAct 1988 -, IMTEC(UK)'s work in support ofWhitehead school development and schoolmanagement will certainly be hitting the rightnote .

The purposes of IMTEC(UK) are three-fold :

IMTEC NEWSLETTERAUTUMN 1989

1

• IMTEC(UK) aims to participate in, andencourage, the development of well-mana-ged and well-resourced programmes ofwork for whole school development, in-cluding the establishment of local supportpartnerships and programmes of consultanttraining for school-based development .

• IMTEC(UK) aims to investigate and pro-mote various processes and styles of changemanagement and to provide a voice in theUK on the management of educationalchange .

• IMTEC(UK) aims to encourage and facili-tate the all-important shift from teachingto learning by promoting whole school de-velopment in the related areas of infor-mation technology and flexible learning .

SCHOOLS AND. THE CHALLENGE OFCOMPUTERS

John Goodlad in one of his books on educatio-nal change reflected on schools and technology .His observation was that most technologiesincluding information technologies like theradio or TV have had only marginal impacton schools . Will the same be true when itcomes to computers?

Very few innovations have had such a remar-kable impact on our lives as the computer . Thisyear the Personal Computer (PC) is 10 yearsold. 10 years . That's all. Millions and millionsof workers - professionals and non-professionals - are using this tool in their workand in their personal lives . The P.C . - nodoubt - has had a tremendous impact in a veryshort period .

What has the impact been on schools? Muchless. So far. Although there are areas wherethe computer definitely has come to stay, inmost central areas of school life we are stilltalking about the potential of the computer,what it would look like if many things weredifferent, if we had enough machines, if wehad relevant and high quality programs, ifteachers were properly trained, if the curricu-lum was adapted, and so on .

True. In some schools the story is different . Wehave shining examples of schools were thecomputer plays a significant role and has madea tremendous impact on the daily life ofteachers and students. IMTEC has studied 22"Computer-using schools" for more than fiveyears, from the very first attempts to introducethe computer, to wide-scale use of the tech-nology in some areas of the curriculum .

The story is quite unique . The NorwegianMinistry of Education already in 1983 decidedto make a major investment in informationtechnologies, also with a highly significant andcomprehensive program for schools . TheMinistry created a new central body to lead theentire project, headed by Arvid Staupe - a wellknown information technology expert inScandinavia. The Ministry very generouslyfunded a very large developmental programranging from program design and development,to development of new technology, to largestaff training efforts (some 10 000 teachers) tothe support of over 100 schools with innovativeprograms - to mention a few of the activities .

IMTEC was asked to assist - both in terms offormative as well as summative evaluation .Knut Stranden became the Project Director .Per Dalin has had the methodological responsi-bility. Other persons involved from IMTEC'sstaff have been: Tor Bergli, Mette Eldevik,Anders lsnes, Arne Solstad, Anne Welle-Strand .

A series of evaluation programs were initiatedand completed, including studies of teachers,staff development, system- implication, thechange process in schools, use in specialeducation and in vocational training and studiesof many classropms . To date 16 reports havebeen written and a series of meetings withthousands of teachers and educational leadershave been conducted . And what have welearned - about the use of computers in Nor-wegian schools?

The largest impact has been in vocationaltraining and special education . In these areasthe computer definitely improved the teaching-learning situation, and in some cases reachednew objectives (e.g . for some special needs) notpossible without the new technology . In manyvocational subjects instruction without the useof the computer is already not an option anymore .

The situation in general subjects is different .Lack of relevant and high quality "educationalsoftware" has been seen as the major obstacleto real use of computers in daily practice . Inthose classrooms, however, where the compu-ter is used extensively, e .g. using "standardprograms" as word-processing, the entireteaching-learning situation is changing . The

2

role of the teacher is changed, so is the role ofthe student . Cooperation among students is acommon part of classroom life, motivation forschool work is higher (and stable over severalyears) and teachers are convinced that both thebetter and the weaker students are benefitting .

We also find that staff development is under-estimated . It is vital for the use of computersin schools. Norway is also in a particularsituation as a small language culture . One ofthe intentions of the National Program was toproduce Norwegian based programs in Nor-wegian that would be an alternative to theAmerican/English programs that are now forgeneral sale . The experiences show that thisgoal is very ambitious, that, investments of avery great - order are necessary and that it isdoubtful if the goal realistically can be achie-ved .

IMTEC will attempt to make the final reportavailable in English . For copies of the Nor-wegian reports, write to :

DatasekretariatetMellergt. 23-250179 Oslo 1Norway

During the Fall of 1989 IMTEC has, in coo-peration with The Norwegian Ministry ofEducation, initiated three new projects .

1 Evaluation of the use of data communica-tion and distance education in three schoolsin the Northern Norway .

2 Evaluation of the use of databased aids inthe education, and adaption to work, ofphysically disabled students . The projectinvolves cooperation between schools, em-ployment agencies, centers for the deve-lopment of aids for the disabled and thebusiness community .

3 A long term study of schools using compu-ters in teaching. IMTEC will study the totaleffects on the classroom practices by theuse of computers .

Knut Stranden and Anne Welle-Strand have theprofessional and administrative responsibilityfor these projects. IMTEC will also draw onNorwegian and international researchers andpractitioners .

ORGANIZATIONAL DEVELOPMENTPROJECTS

One of the most important strategies in IM-TECs work is Organizational Development .Several staff members have one or several on-going OD projects and OD tools are often usedin most IMTEC programs .

Mette Eldevik is responsible for the evaluationof a Public Dental Health Care Project. Thisproject is initiated by the Norwegian Direc-torate of Health and supported by the Depart-ment of Health and Social Security .

The overall objective of the project is to solvenew issues without any net increase of costs,through flexible use of staff and change ofroutines . This is assumed to take place withoutreducing the quality of services .

She uses a formative evaluation approach byworking in close cooperation with the ProjectManagement Team . Regular feedback to allparticipants to help making informed decisionsduring the project period, is a key strategy .

Tor Bergli (in cooperation with Per and Mette)is working with the redesign of Oslo Water andSewage Works, an Objective-driven OD projectover some 3-4 years . The Director OddvinTokheim and his 6 member Team of Directrorswork closely with 6 Task forces. Tor is themain external OD consultant working with twointernal OD persons, Bjarne Helland andWenche Lien and the 6 Task forces . TheProject combines intensive Leadership-teamdevelopment with,OD work, especially withineconomy control, development of work organi-zation and staff development . To us in IMTEC,a purely Technical agency is a challenge anda great learing experience.

Knut Stranden is presently building a compre-hensive OD project with several County-officesand Superintendents offices in the SouthEastern part of Norway ("Ostlands-prosjektet") .So far we are experimenting with a total newdesign for Leadership Development in theRaelingen community - starting with ClassroomManagement and based on the needs at thislevel designing programs for Heads and Super-intendents . In the city of G jevik attempts aremade to reduce costs involving all actors . Quitea challenge!

Per Dalin is assisting the Tanzanian Ministryof Education developing the basis for a "Do-nors' conference" to hopefully increase aid toeducation and make it more effective. SeveralTanzanian researchers have contributed to thisproject by writing some very interesting papers

4

about the Tanzanian educational situation,edited by professor Herme J . Mosha (Thepapers are sponsored by the World Bank) . Peris also engaged in OD work with the Vocatio-nal Training Branch of the InternationalLabour Organization, a job he is doing in closecooperation with the director, Richard Johan-son .

HOW SCHOOLS IMPROVE

In our Spring 1988 Newsletter, there is a briefnote on this project, which is now in fulloperation, supported by a grant from theNorwegian Aid Agency NORAD through thePopulation and Human Resources Departmentof the World Bank . How Schools Improve -HSI - is a purely qualitative research projecton how village schools succeed in implementingnationally implemented educational reforms ormajor educational changes, using a sample of12 schools in each country. The countries areBangladesh, Colombia and Ethiopia .

The major research questions of the study areas follows :

a) What are the outcomes of successful strate-gies for the implementation of educationalchange, seen in terms of quality of imple-mentation, institutionalization, and studentoutcomes, as well as in terms of unexpec-ted outcomes?

b) What do successful strategies look like,both at the macro (country) level and themicro (local school) level?

c) What determines successful strategies?Determinants may include administrativecapacity development, teacher training, andcommitment-building efforts, among others .

d) How are successful strategies integrated atthe macro and micro levels .

These major questions, with associated sub-questions, are organized in terms of two majorsubstudies of the project, the country-level andschool level studies .

I . The country-level substudy is brief, andmostly confirmatory, aiming to see whetherthe previous desk case study of the pro-gram (Adrian Verspoor : "Pathways tochange: Improving the Quality of Changein Developing Countries", World Bank,1987) was accurate, and to revise its con-clusions where needed .

2 . The school-level substudy is more extensi-ve, and mostly exploratory, since little isknown about how local-level implementa-tion proceeds . Some confirmatory questionsare proposed, drawn from the prior deskcase studies, and from studies of changein developed countries .

It includes in-depth interviews of parents,teachers, headmasters, "support-givers" (i .e .inspectors, supervisors, curriculum specia-lists, in-service trainers, etc .) and districtadministrators, as well as classroom obser-vations .

In the Spring this year, a pre-testing workshopwas held in Rome with members of the coun-try teams, the specialist panel, the coaches andthe coordinator of the study, Hallvard Kuloy,in order to finalize the instruments based onthe field testing conducted in each countryduring the Winter 1988-89 .

In Bangladesh, the research team is headed byProfessor Mazharul Haque of the Institute ofEducational Research at the University ofDhaka. The team is provided with researchfacilities by the Bangladesh Bureau of Educa-tional Information and Statistics .(,BANBEIS) .Styrbjorn Gustafsson is research coach .

In Colombia, the research team is headed byDr. Carlos Rojas at the Instituto SER deInvestigacion. Ray Chesterfield is researchcoach .

In Ethiopia, the principal investigator is Tes-faye Dubale, Head of the National CurriculumDevelopment Department, with Anbezu Biazenas Chief Researcher. Per Dalin is researchcoach .

In order to provide the best possible supporton qualitative research methodology and analy-sis, a specialist panel is also provided directlythrough the World Bank, consisting of MatthewMiles and Michael Huberman, well known fortheir pioneering work "Qualitative Data Analy-sis: A sourcebook of New Methods", and PerDalin of IMTEC .

PRIMARY EDUCATION IN PAKISTAN

In the spring of 1988, IMTEC, NORAD andthe University of Gothenburg did a review ofpossible Norwegian assistance to education inPakistan .

From the recommendations of this review, itwas agreed on that qulitative improvement ofPrimary Education was going to be the main

5

sector for the development cooperation betweenPakistan and Norway .

IMTEC is responsible for following up on thisproject, coordinated by Hallvard Kire Kuloywith Anne Welle-Strand being responsible forthe pedagogical content .

I

IMTEC is working closely with NORAD inNorway as well as in Pakistan, and we haveextensive professional colaboration with Pakis-tani institutions and consultants in both coun-tries .

The main projects are :

I In-service training of Primary School Tea-chers, through the system of Allama IqbalOpen University . The emphasis of theproject is a qualitative improvement of asix months course for 50 000 teachers inthe project period, including training andworkshops for staff, tutors and teachers .

2 Working with the regional TextbookBoards, including training of staff andpretesting of books, to ensure incrementalimprovement in primary textbooks .

3 Supplementary reading material for primaryschools .

4 Consultancy input in the World BankProject for Primary Education in Sind,mainly on components related -to school-nutrition and the enrollement and retentionof girls in Primary Education .

REMINDER : The "2020"-conference on A+ andIDP in the Netherlands, November 6-8 .

Contact:

Caroline VetUniversity of AmsterdamNascholingscoordinaatPrinsengracht 2271015 DT AmsterdamHolland

INSTITUTIONAL EVALUATION

IMTEC has been involved in "School BasedReview" since 1976, when IMTEC staff andfellows, including people like Larry Krafft,Marvin Wideen, Val D . Rust and others pione-ered this field in Teacher Training Institutions .Since that time our work has brought us tomost types of schools and institutions of Highereducation in both the industrialized world aswell as in developing countries .

NORAD - the Norwegian Agency for Develop-ment - contracted IMTEC to do a fairly com-prehensive reveiw of the "Institute for Deve-lopment Management" (IDM) in Tanzania thisyear .

An international team of evaluators, JanetPoley (USA), Kami Rwegasira (Tanzania),Anthonie Wattel (Holland), Daniel Yona (Tan-zania) and Per Dalin (Norway) undertook thisassignment . Kari Milner Strom from IMTECcoordinated all technical and administrativework.

The process was particularly interesting : TheIMTEC team worked closely with representati-ves of IDM, the Tanzanian Government andNORAD to establish criteria, evaluation stan-dards and the design (using IMTEC designedexercises) . IDM is a large institution with closeto 2 000 students and staff altogether . Repre-sentative samples of all categories of studentsand staff responded to the internal review(using a modified GIL), and the analysis ofthis material guided the IMTEC Team in itsdata-gathering with IDM clients, the Govern-ment and students and staff.

J

The report, presently under review by theTanzanian Government and NORAD sets out10 proposals for further development andrenewal of this largest African ManagementDevelopment institution .

FOR YOUR DIARY

Announcing the Third International Conferen-ce of IMTEC's "School-Year 2020" Project tobe held at the University of Oxford, Oxford,UK, 4th - 8th September 1990 .

This conference, which is being co-organisedby IMTEC and the Training Agency (UK), willprovide a great opportunity to meet educatorsinvolved in the restructuring of education ina world-wide network and, by working colla-boratively, to plan education in the future .The IMTEC project, "School-Year 2020", wasestablished in 1987 ; the first international con-ference was held in Finland with focus on therole of the media and information technologyin schools of the future . The second conferen-ce, held in Snowmass, Colorado in 1988, wasconcerned with the redesign of schooling . Interms of the third conference, the intention isto extend the successes of the Helsinki andSnowmass conferences by bringing togetherpolicy-makers, developers, innovative prac-titioners, trainers and researchers to build anagenda for action - in order to make changehappen .

6

This agenda for action will have two dimen-sions: the contents (the "what") of futureschooling, and the processes of change manage-ment (the "how"). The format of the conferencewill itself be innovative, but based around anappropriate balance of key-note presentations,case-study investigations and working-groupsessions .

The setting for the conference will be in thehistoric and beautiful city of Oxford . Wherebetter to create visions of the future thanamidst the "dreaming spires" of Oxford! Ac-commodation will be in Balliol and TrinityColleges, which are both part of the Universityof Oxford and steeped in history themselves .So the setting will be the past, the occasionwill be the present and the pre-occupation will

be the future .

It is most appropriate that the 1990 conference'should be located in England, where a fermentof innovation is currently under way . It isequally appropriate that the Training Agency(UK) -one of the instigators of this fermenta-tion process - should be co-organisinj such aconference which aims to mobilise educationa-lists

"towards visions of the future" .

If you would like more detailsconference, contact :

about the

Tom Dodd2020 Conference CoordinatorTraining AgencyTVEI Unit236 Grays Inn RoadLondon WCIX 8HLEngland

WORKING GROUP FOR SCHOOL-BASEDDEVELOPMENT

Following the School-Year 2020 InternationalConference in Colorado (October 1988), it wasdecided to continue the life of the conference'sworking group concerned with School-BasedDevelopment .

A small planning team, coordinated by PeterHolly, met in Dortmund and Amsterdam toorganise a major event. A case study visit tookplace in June 1989, and twenty-nine represen-tatives from several countries (Norway,Holland, Spain, USA, Finland, England, Scot-land and Norther Ireland) participated in theevent .

f'r

The intention was to explore school-baseddevelopment in action in the form of the Pro-gramme of Evaluation in Grampian Schools(PEGS). The week proved a most intensiveinvestigation and was structured in threesections :

• two-day case study visits to project schoolswhich provided material for a processevaluation of the work of each of theschools involved . This provided a greatopportunity to interact with the schools ona consultancy basis;

• an end-of-year conference for the projectschools containing workshop presentations,many of which were led by members of thevisiting group ;

• a think-tank for the working group mem-bers on the nature of the work in progressin Grampian and of school-based develop-ment itself.

The visit ended with a planning session duringwhich future events were planned :

• Boston, USA, in April 1990 - to be organi-sed by Richard Basom and Susan'Toft Ever-son

• Oxford, England, as part of the Internatio-nal School-Year 2020 conference scheduledfor September 1990, to be organised byPeter Holly with the help of the "Dutchconnection", including Bas Auer, Bea Pruijt,Leike Melchers and Louise van Hartingsveld

•

Murcia, Spain, possibly in January 1991 -organised by Juan 1 Manuel Escudero

For further details of the Working Group'sactivities, please contact Peter Holly, Direc-tor, IMTEC(UK), CRAC, Sheraton House,Castle Park, Cambridge, CB3 OAX, England .

For further details of the PEGS initiative,please contact Larry Gray or GordonShanks, at: Grampian Regional Authority,Education Department, Resources Centre,Belmont Street, Aberdeen, ABI IJH, Scot-land .

7

IMTEC STAFF

The following staff members work in or outof Norway :

Per Dalin continues to head IMTEC, and alsohas special responsibility for the work inOECD-countries .

Tor Bergii works on organizational develop-ment and evaluation .

Mette Eldevik works on evaluation, consultanttraining programs, and "2020" .

No Gajda work on computer programmes .

Torili Haaland provides secretary support .

Hallvard KAre Kuley is overall responsible foroverseas programmes .

Inger-Johanne Lange continues on a part-timebasis on wordprocessing and database-develop-ment .

Nelson Sepulveda is our finance officer .

Kari Milner Strom is research assistant .

Knut Stranden is overall responsible for theprojects in the Nordic countries .

Anne Welle-Strand is project leader for thedata evaluation project and pedagogicallyresponsible for the Pakistan project .

We welcome new staff : Peter Holly, KatherineQuigley and Dido Whitehead who are all wor-king to develop the IMTEC-UK Foundation .

RECOMMENDED PUBLICATIONS

THE DEMOCRATIC TRADITION AND THEEVOLUTION OF SCHOOLING IN NORWAY,by Val D. Rust . Published by GreenwoodPress, London, 1989. ISBN 013-26849-5 .

Awarded the International Symbol for Norway's250th anniversary of public education, thisstudy of educational reform in Norway, thefirst ever in English, isolates and defines thehistorical forces that have moulded Norwegianschool reforms since the country gained itsindependence .

'The book examines the ways by which Norwaywas able to move from a traditional dualisticschool structure to the more comprehensive andunified form that serves the country today . It

I

focuses not only on the structural changes thatoccured in primary and secondary schools, butalso on the equality of educational opportunityand the issue of where control over educationlies .

Contents :Section 1: Social and Educational FoundationsIn Norway; Democracy and Education in Pre-Independent Norway; Educational Alternativesat the Time of Independence ; EducationalImperatives in Independent Norway;Section II: First Reform Cycle: A NorwegianSchool StructureTakes Form; EducationalOvertones in Romantic Naturalism ; The Windsof Educational Reform ; Social Reform Impulsesat Mid-Century; Hartvig Nissen and the Foun-dation of Modern Schooling ;

Section III: Second Reform Cycle: A Nor-wegian Folk School ; A Common FoundationSchool; Education Beyond the Folk School;Extension of Participation in Education ; Wor-kers and Their Education ;Section IV: Third Reform Cycle: Towards aUnified School; Education in a Free Norway :1905 and Beyond ; The Labor Party TakesCommand; Education during World' War II andits Aftermath ;

Section V: Fourth Reform Cycle : StructuralReform Completed; Experimenting with NewSchool Forms; The Nine Year Basic School ;Reform at the Upper Secondary School ;Section VI: Norwegian School Reform: Conse-quences and Problems ; Equality of EducationalOpportunity ; Control Issues in NorwegianEducation; Educational Reform in Norway .

SCHOOL EFFECTIVENESS AND IMPROVE-MENT, edited by David Reynolds, Bert P .M .Creemers and Ton Peters . Published jointly by :School of Education, University of WalesCollege of Cardiff, Cathays Park, Cardiff,Great Britain and RION Institute for Educa-tional Research, Westerhaven 15, Postbus 1286,9701 BG Groningen, The Netherlands .

Contents :Section One: "State of the Art" Reviews (D .Mann, D. Reynolds, P . Dalin) .

Section Two: School Effectiveness and Impro-vement in Different Countries (J. Chapman, S .Steven with assistance from D . Banks, L .E .Sackney, D. Reynolds, K . Aurin, B.P.M .Creemers and E . Lugthart, M. Martin, D .Hannon and P. Daly, P. Cuttance, G .R .Austin) .Section Three: School Effectiveness Researchand Issues (W.L . Mellor, J.D. Chapman, C .T .Fitz-Gibbon, P .B. Tymms, R.D. Hazelwood, P .Cuttance, P. Sammons, A . Franklyn-Stokes,

8

H.P. Brandsma, J .W.M. Knuver, M .J. de Jong,W . van der Grift, G . Vulliamy) .

Section Four: School Improvement Researchand Issues (K. Piper, J . Bashi, Z . Sass, L . Stoll,D. Fink, R.A. Wickstrom, B .J. Caldwell) .

PATHWAYS TO CHANGE, Improving theQuality of Education in Developing Countries,by Adriaan Verspoor. World Bank DiscussionPapers No . 53. Published by the World Bank,Washington, 1989 . ISBN 0-8213-1228-6 .

ContentsI. Background, II . Methodology, III . BankSupport for Educational Change, IV . TheProcess of Change, V. Initiation, VI. Imple-mentation Strategies : A Framework for Analy-sis, VII . Implementation Strategies : CaseExperience, VIII . Administration Development,IX. Teacher Training, X. Building and Main-taining Commitment, XI . Late Implementation :Degree of Use, XII . Institutionalization, XIII .Implementation and Outcomes, XIV . TheChallenges of Large-Scale Changf, XV.Implications for Project Design and Impole-mentation, Bibliography .

ZUKUNFTSWISSEN UND BILDUNGSPER-SPEKTIVEN, edited by Joachim Jens Hesse,Hans-Giinther Rolff and Christoph ZSpel .Published by Nomos Verlagsgesellschaft,Baden-Baden, 1988 . ISBN 3-7890-1627-6 .

Contents :Vorbemerkung (editors),I. Einfiihrung (C. Zbpel, H.-G . Rolff),II. Bestandsaufnahme and erkennbare Ent-wicklungen (B. Lutz, W. Klauder, E . Beck-Gernsheim, J . Zinnecker),III. Perspektiven and Handlungsmoglichkeiten(P. Dalin, E .-U. von WeizsAcker, H. Schmidt,W. Schlaffke, H . Preiss, P. Meyer-Dohm),IV. Diskussionsbeitrage (U . von Alemann, R .Mackensen, R. Kreibich, K . Nevermann, U .Battis, W. Schuchardt, M . Kaiser),V. Zusammenfassung and Ausblick (T . Ellwein,J .J. Hesse),VI. Anhang, Autorenverzelchnis .

"REPORT FROM SNOWMASS", a presentationof the second international "2020"-conferencein "Note-Worthy", the McREL-journal .

Contact :

Larry HutchinsMcREL12500 E. Iliff Ave., Suite 201Aurora, CO 80014, USA

namt nttti to

THE IDEA

Our world is going through dramatic changes, inpolitics, economices, technologies and social poli-cies - and all these developments will have majorimplications for educational policies and practice .

We are beginning to see major changes withineducation as well, priorities are changing towardseducational investments outside the school system(e.g . industrial training), new information tech-nologies creates new learning opportunities,vocational training is being redefined in manyareas, new and more responsible roles for youthis becoming more common in schools (e.g . coo-

--- erative learning), new challenges to our societiesand the world creates pressures for change in thecurriculum (e .g . pollution of our environment),new and innovative programs are created on alarge scale on the boundaries between schools andthe world of work (e.g . the Technical and Voca-tional Education Initiative (TVEI) in the UK),and some fundamental questions are being askedabout the role of schools in post-industrial andinformation rich societies .

These and new challenges will be with us forsome time . New, innovative approaches to educa-tional practice can be studied today . Much ofwhat will be common practice in Year 2020 isalready here. Of course, we shall continuouslydiscover new challenges and new solutions, butwe do not need to sit and wait .

The international context gives us a uniqueopportunity . It gives us a chance that only labora-tories usually gives us, namely to study new ap-proaches in another environment without changingour own system. Many countries are testing outinnovative approaches to educational dilemmaes,several interdisciplinary research groups discussnew and innovative solutions - however - ithappens in small "corners" of the world, someti-mes in just one school or in one research labora-tory, sometimes it may be used by a handful ofindividuals .

The idea of the "School Year 2020"-project is tocreate a lively, innovative, future oriented inter-national educational . network that enable itsmembers to learn from each other, share ex-periences, compare notes, exchange materials, visiteach others sites, choose some projects for longi-tudinal evaluation and research, publish findingsand create new ideas and programs .

2020 NEWSLETTERAUTUMN 1989

IMTEC - INTERNATIONAL LEARNING COOPERATIVEDynekilgata 10, 0569 Oslo 5, Norway, tlf 373420, fax 715555 ,

THE NATURE OF THE 2020 NETWORK

IMTEC is exploring new territory in the "2020-project". It is not a centrally sponsored andcentrally managed project . The idea and thesetting is created by IMTEC, the initiative isours . So far, that is about it! We do not want topush the project faster than it develops. It isbased on the idea that a need exists to explorenew frontiers and to learn from each other .

Quite often the innovator is isolated and notappreciated in the local context. Often it is a longdistance to a colleague . Sometimes it is hard todiscuss what one really wants to do - may be be-cause the context does not allow us even `to try .Quite often, however, it is the imagined boundar-ies created by ourselves that limit our space andthe potential of our alternatives. Meeting on"neutral ground", meeting with others who wantto explore the undiscovered is at the heart of the"2020-project" .

But it starts with you . A network is no more thanits members. We have tried to call on unique in-dividuals - from education, research, industry,public administration and media to take theinitiative in each country . There are already some1400 names on IMTECs "2020-list". We will soonbegin to "network" all members according tointerests . You will be asked what kind of interestsand experiences you want to share with others .We believe it will be exiting! To make it workdepends on your own initiatives and ideas andyour willingness to share your thoughts andexperiences, materials and concepts .

In several countries a "National Committee" isorganized as the "hub" of the network . Thecountries differ in terms of this set up . It largelydepends on national and cultural factors . What isimportant, is that some are responsible for thecoordination of the work in"your country . We doencourage an oven network, a chance for anyonewith new ideas to come in . And you have theright to propose any national activity to yourcommittee .

At the international level you may join the largeinternational seminars as well as the more specia-lised working groups. Look out for the Novemberconference in Holland this fall and the large2020-world conference in the UK in Septembernext year. So far we have only one active inter-national working group, (for School-Based Deve-

lopment). (See IMTECs Newsletter) . We will haveseveral. And you will find one or two that youwould like to join . Do it .

THE INTERNATIONAL STEERINGCOMMITTEE

The International Steering Committee (ISC) hashad three meetings, in Soest (Germany), inSnowmass (Colorado) and in East Hampstead(UK). The members of the Committee are pre-sented elsewhere in the Newsletter . The chair isheld by professor Bab Kleekamp (University ofAmsterdam) and the Secretarcy is Theo Liket(Holland) .

The Soest meeting was mainly set up to plan theSnowmass conference and to discuss the nature ofthe project. It was generously hosted by theLandesinstitute fur Schule and Weiterbildung, amajor Research and Development Center in thebeautiful town of Soest in Nordrhein Westfalia .The members were introduced to the reformscene in education in the Federal Republicthrough a presentation by dr . Knut. Neverman .

The Steering Committee meeting; in Snowmassproposed an agenda for 1989/90 for the "2020-project", including a national agenda (e.g . estab-lishing a National Committee, a Secretariat, a firstlist of network members, a strategy for fundingand identification of innovative cases) and anInternational Agenda (e.g . the UK conference, anelectronic network, planning meetings for IDP,A+ and "Thinking skills", trainer of trainersseminars, the November meeting and fundraising). Draft statutes were discussed .

The meeting in East Hampstead further exploredthe development of the project, models of natio-nal organizations and, together with members ofthe British Committee, discussions took place onthe UK conference (September 1990) . A Con-ference Committee was elected with the followingmembers: Valerie Bragg UK), Tom Dodd (UK),Susan Toft Everson (USA), Stanley Goodchild(UK), Peter Holly (IMTEC-UK) and Theo Liket(rep . IMTEC staff and the ISC) . The meetingdecided to make an experiment with electronicconferencing using the Times Educational Net-work. The November conference in Holland wasdiscussed and a tentative program proposed .Professor David Hargreaves, Cambridge, invitedus to a discussion of some of the basic (andrather drastic) changes that takes place in Britisheducation today .

IMTEC is following up on all the activitiesproposed: In January this year the first inter-national work group on the "Institutional Deve-lopment Program" (IDP) was organized in Norway .The A+ project (developed by McREL) wasstudied in an expert meeting in the Netherlands

2

in June and the meeting was followed up by a ,,training seminar in Kansas in August . TheIMTEC-NOVO-group in Holland is testing someof the "Thinking Skills"-materials from the "Tac-tics" program and we will present an Action planfor further developments in this area this fall,which will enable interested 2020-members tojoin actively in program developments . Theresults of these development activities will bepresented in the November conference in theNetherlands. Should you be interested in either ofthe two areas ("Institutional Development" or"Thinking skills"), contact your 2020-chairpersonor IMTEC directly about the November con-ference. Unfortunately we have very limitedspace in this meeting (only a total of 60) .

We are also exploring the poksibilities of settingup an experiment with electronic conferencing . Atthis stage we are struggling with some cost-problems in some countries related to internatio-nal computer communication, problems we hopeto be able to solve in the near future .

NATIONAL ACTIVITIES

The activities at the national level are uneven .Some countries already have a National Commit-tee or an active network (e.g . Belgium, theFederal Republic of Germany, Finland, Nether-lands, Norway, UK), in other countries an activeIMTEC-associate is working to establish a more,permanent structure (e.g . Austria, Canada, Den-mark, France, Spain, Switzerland, USA) and inother countries there is an interest but no signi-ficant move towards the organization of a Natio-nal Committee .

There are several initial tasks dealt with by theCommittees at this stage: The organization of theGroup itself, identification of innovative educa-tion practices, identificaion of persoqs_ to recruitfor the 2020-nettwork, the _ dissemination ofinformation from the international seminars, lin-king of national institutions to new IMTECinitiatives (e .g . IDP, A+, Thinking skills, etc) andto review proposals for international activities .

To carry on work in-between sessions of theInternational Steering Committee meetings, thefollowing Management Committee was elected fortwo years at the Colorado meeting : Bab Kleekamp(chairman), Larry Hutchins, (coordinator NorthAmerica), Theo Liket (Secretary and Coordinatorfor Europe), Mette Eldevik (IMTEC ProjectCoordinator) and Per Dalin (IMTEC Director) .

TRAINING FOR SCHOOL DEVELOPMENT

The IMTEC training program for School baseddevelopment consultants is going on at presentin two countries: Germany (second generation),the Netherlands (second and third generation) .We are also planning a renewed program inNorway (it may be a Nordic program) . We arealso in the planning stage of this program inthe UK .

The German program has the School Districtas the target for change, selecting teams ofconsultants from the five regions in NordrheinWestphalia to work in pairs with single schools,at the same time training school supervisorsand trainers .

The program is administered by HerbertBuchen, in the NRW Landesinstitut fur Schuleunder Weiterbildung (LSW, Soest), a majorResearch and Development Institution in theFederal Republic of Germany . Herbert Buchen,Professor Hans-Giinther Rolff from the Uni-versity of Dortmund, Leo Horster (LSW), BabKleekamp (Amsterdam) and Per Dalin constitu-te the Management Group .

H.G. Rolff and Per Dalin intend to produce a"European OD-book" on education, with prac-tical cases, exercises and background readingmainly based on the European materials -hopefully ready by the end of 1990 . AlsoIMTEC and the LSW will present a materialsbase for a complete training program (consul-tants, supervisors and trainers) by the end of1990 .

The Dutch project works closely with a net-work of Teacher Training institutions and goesinto the third generation this fall. The programis headed by Bab Kleekamp and Theo Liketand supported by Caroline Vet and SylviaStawski . Evaluation of the program is under-taken by Theo Liket . Mette Eldevik works asa formative evaluator in the Second Program .The Project already has produced a large mate-rial base in Dutch, and a number of wellqualified Dutch consultants are presently on themarket. Per Dalin's textbook "School Develop-ment", (Dutch) was published in May this yearsupported by NOVO. ("Organisatie Outwikke-ling in School & Onderwijs", Samson, 1989 .)

COOPERATION WITH McREL

The Second "School-Year 2020" InternationalConference held in Colorado, October 1988,was a joint undertaking by McREL (the Mid-

Continent Regional Educational Laboratory)and Imtec .

McREL is one of nine regional educationallaboratories serving different regions of theUnited States and its protectorates .

The "Labs" are practice institutions, assistingeducators to use and apply the findings andproducts of research and development in theirdaily work in classrooms, schools, districts,state education agencies and related setting .McREL is the laboratory which serves themountain/plains region including: Colorado,Kansas, Missouri, Nebraska, North Dakota,South Dakota and Wyoming .

Our cooperation with McREL will continue . ADevelopment Group represented by peoplefrom McREL and Imtec is presently workingon new programs building on McREL's Achie-ving Excellence Program (A+) and lintec's IDP,The Institutional Development Program .

McREL's A+ is a site or schoolbased manage-ment system. It organizes and uses research-based knowledge to increase educational effici-ency, effectiveness and excellence . It does thisby giving educators a framework for curricu-lum, instruction and assessment decisions sothat the limited resources and energy availablefor school improvement and redesign can bedirected at the strategies and tactics that aremost likely to foster excellence in your scho-ol(s) . The A+ m,nnagement system._also provi .._unique assessment tools for maintaining pro-greKs and redirecting energy .

Pilot programs of A+ will take place in theNetherlands, and most likely in the UK andNorway during 1989/90 .

Both IDP and A+ will be the topics on the"2020" - November conference in the Nether-lands (see announcement) .

THINKING SKILLS

IMTEC is presently developing a new "Thin-king skill"-program, building upon developmentwork in several countries . Central to ourinterest has been the "Tactics"-program develo-ped by McREL . Also several European projectsare taken into account . Professor Bab Klee-kamp and drs . Sylvia Stawski (Amsterdam) arecoordinating the work in this area .

ORGANIZATIONAL DEVELOPMENTPROJECTS

One of the most important strategies in IM-TECs work is Organizational Development .Several staff members have one or several on-going OD projects and OD tools are often usedin most IMTEC programs .

Mette Eldevik is responsible for the evaluationof a Public Dental Health Care Project . Thisproject is initiated by the Norwegian Direc-torate of Health and supported by the Depart-ment of Health and Social Security .

The overall objective of the project is to solvenew issues without any net increase of costs,through flexible use of staff and change ofroutines . This is assumed to take place withoutreducing the quality of services .

She uses a formative evaluation approach byworking in close cooperation with the ProjectManagement Team . Regular feedback to allparticipants to help making informed decisionsduring the project period, is a key strategy .

Tor Bergli (in cooperation with Per and Mette)is working with the redesign of Oslo Water a_ ,Sewage Works, an Objective-driven OD p_ro'ect .--over some 3-4 years . The Director OddvinTokheim and his 6 member Team of Directrorswork closely with 6 Task forces. Tor is themain external OD consultant workingth twtl_,_.inTbrnat-OD petsor Bjarne Helland andWenche" Lien and the 6 Task forces . TheProject combines intensive Leadership-teamdevelopment with OD work, especially withineconomy control, development of work organi-zation and staff development. To us in IMTEC,.a purely Technical agency is a challenge anda great learing experience .

Knut Stranden is presently building a compre-hensive OD project with several County-officesand Superintendents offices in the SouthEastern part of Norway ("Ostlands-prosjektet") .So far we are experimenting with a total newdesign for Leadership Development in theRaelingen community - starting with ClassroomManagement and based on the needs at thislevel designing programs for Heads and Super-intendents . In the city of Gjovik attempts aremade to reduce costs involving all actors . Quitea challenge!

Per Dalin is assisting the Tanzanian Ministryof Education developing the basis for a "Do-nors' conference" to hopefully increase aid toeducation and make it more effective . SeveralTanzanian researchers have contributed to thisproject by writing some very interesting papers

4

about the Tanzanian educational situation,edited by professor Herme J. Mosha (Thepapers are sponsored by the World Bank). Peris also engaged in OD work with the Vocatio-nal Training Branch of the InternationalLabour Organization, a job he is doing in closecooperation with the director, Richard Johan-son .

HOW SCHOOLS IMPROVE

In our Spring 1988 Newsletter, there is a briefnote on this project, which is now in fulloperation, supported by a grant from theNorwegian Aid Agency NORAD through thePopulation and Human Resources Departmentof the World Bank . How Schools Improve -HSI - is a purely qualitative research projecton how village schools succeed in implementingnationally implemented educational reforms ormajor educational changes, using a sample of12 schools in each country. The countries areBangladesh, Colombia and Ethiopia .

The major research questions of the study areas follows :

a) What are the outcomes of successful strate-gies for the implementation of educationalchange, seen in terms of quality of imple-mentation, institutionalization, and studentoutcomes, as well as in terms of unexpec-ted outcomes?

b) What do successful strategies look like,both at the macro (country) level and themicro (local school) level?

c) What determines successful strategies?Determinants may include administrativecapacity development, teacher training, andcommitment-building efforts, among others .

d) How are successful strategies integrated atthe macro and micro levels .

These major questions, with associated sub-questions, are organized in terms of two majorsubstudies of the project, the country-level andschool level studies .

1 . The country-level substudy is brief, andmostly confirmatory, aiming to see whetherthe previous desk case study of the pro-gram (Adrian Verspoor: "Pathways tochange: Improving the Quality of Changein Developing Countries", World Bank,1987) was accurate, and to revise its con-clusions where needed .

l

2 . The .school-level substudy is more extensi-ve, and mostly exploratory, since little isknown about how local-level implementa-tion proceeds . Some confirmatory questionsare proposed, drawn from the prior deskcase studies, and from studies of changein developed countries .

It includes in-depth interviews of parents,teachers, headmasters, "support-givers" (i .e .inspectors, supervisors, curriculum specia-lists, in-service trainers, etc .) and districtadministrators, as well as classroom obser-vations .

In the Spring this year, a pre-testing workshopwas held in Rome with members of the coun-try teams, the specialist panel, the coaches andthe coordinator of the study, Hallvard Kuloy,in order to finalize the instruments based onthe field testing conducted in each countryduring the Winter 1988-89 .

In Bangladesh, the research team is headed byProfessor Mazharul Haque of the Institute ofEducational Research at the University ofDhaka. The team is provided with researchfacilities by the Bangladesh Bureau of Educa-tional Information and Statistics ,(')BANBEIS) .Styrbjorn Gustafsson is research coach .

In Colombia, the research team is headed byDr. Carlos Rojas at the Instituto SER deInvestigacion. Ray Chesterfield is researchcoach .

In Ethiopia, the principal investigator is Tes-faye Dubale, Head of the National CurriculumDevelopment Department, with Anbezu Biazenas Chief Researcher . Per Dalin is researchcoach .

In order to provide the best possible supporton qualitative research methodology and analy-sis, a specialist panel is also provided directlythrough the World Bank, consisting of MatthewMiles and Michael Huberman, well known fortheir pioneering work "Qualitative Data Analy-sis: A sourcebook of New Methods", and PerDalin of IMTEC .

PRIMARY EDUCATION IN PAKISTAN

In the spring of 1988, IMTEC, NORAD andthe University of Gothenburg did a review ofpossible Norwegian assistance to education inPakistan .

From the recommendations of this review, itwas agreed on that qulitative improvement ofPrimary Education was going to be the main

5

sector for the development cooperation betweenPakistan and Norway .

IMTEC is responsible for following up on thisproject, coordinated by Hallvard Khre Kuloywith Anne Welle-Strand being responsible forthe pedagogical content .

IMTEC is working closely with NORAD inNorway as well as in Pakistan, and we haveextensive professional colaboration with Pakis-tani institutions and consultants in both coun-tries .

The main projects are :

1 In-service training of Primayy School Tea-chers, through the system of Allama IqbalOpen University . The emphasis of theproject is a qualitative improvement of asix months course for 50 000 teachers inthe project period, including training andworkshops for staff, tutors and teachers .

2 Working with the regional TextbookBoards, including training of staff andpretesting of books, to ensure incrementalimprovement in primary textbooks .

3 Supplementary reading material for primaryschools .

4 Consultancy input in the World BankProject for Primary Education m ind,mainly on components related to school-nutrition and the enrollement and retentionof girls in Primary Education .

INSTITUTIONAL EVALUATION

IMTEC has been involved in "School BasedReview" since 1976, when IMTEC staff andfellows, includingW people like Larry Krafft,Marvin Wideen, Val D . Rust and others pione-ered this field in Teacher Training Institutions .Since that time our work has brought us tomost types of schools and institutions of Highereducation in both the industrialized world aswell as in developing countries .

REMINDER : The "2020"-conference on A+ andIDP in the Netherlands, November 6-8 .

Contact:

Caroline VetUniversity of AmsterdamNascholingscoord.inaatPrinsengracht 2271015 DT AmsterdamHolland

NORAD - the Norwegian Agency for Develop-ment - contracted IMTEC to do a fairly com-prehensive reveiw of the "Institute for Deve-lopment Management" (IDM) in Tanzania thisyear .

An international team of evaluators, JanetPoley (USA), Kami Rwegasira (Tanzania),Anthonie Wattel (Holland), Daniel Yona (Tan-zania) and Per Dalin (Norway) undertook thisassignment. Kari Milner Strom from IMTECcoordinated all technical and administrativework .

The process was particularly interesting : TheIMTEC team worked closely with representati-ves of IDM, the Tanzanian Government andNORAD to establish criteria, evaluation stan-dards and the design (using IMTEC designedexercises). IDM is a large institution with closeto 2 000 students and staff altogether . Repre-sentative samples of all categories of studentsand staff responded to the internal review(using a modified GIL), and the analysis ofthis material guided the IMTEC Team in itsdata-gathering with IDM clients, the Govern-ment and students and staff .

The report, presently under review by theTanzanian Government and NORAD sets out10 proposals for further development andrenewal of this largest African ManagementDevelopment institution .

FOR YOUR DIARY

Announcing the Third International Conferen-ce of IMTEC's "School-Year 2020" Project tobe held at the University of Oxford, Oxford,UK, 4th - 8th September 1990 .

This conference, which is being co-organisedby IMTEC and the Training Agency (UK), willprovide a great opportunity to meet educatorsinvolved in the restructurin _of ._e.duXiop ina world-wide netwoik`and, by working colla-boratively, to plan education in the future .The IMTEC project, "School-Year 2020", wasestablished in 1987 ; the first international con-ference was held in Finland with focus on therole of the media and information technologyin schools of the future . The second conferen-ce, held in Snowmass, Colorado in 1988, wasconcerned with the redesign of schooling . Interms of the third conference, the intention isto extend the successes of the Helsinki andSnowmass conferences by bringing togetherpolicy-makers, developers, innovative prac-titioners, trainers and researchers to build anagenda for action - in order to make changehappen .

6

This agenda for action will have two dimen-sions: the contents (the "what") of futureschooling, and the processes of change manage-ment (the "how") . The format of the conferencewill itself be innovative, but based around anappropriate balance of key-note presentations,case-study investigations and working-groupsessions .

The setting for the conference will be in thehistoric and beautiful city of Oxford . Wherebetter to create visions of the future thanamidst the "dreaming spires" of Oxford? Ac-commodation will be in Balliol and TrinityColleges, which are both part of the Universityof Oxford and steeped in history themselves .So the setting will be the past, the occasionwill be the present and the pre-occupation willbe the future .

It is most appropriate that the 1990 conferenceshould be located in England, where a fermentof innovation is currently under way . It isequally appropriate that the Training Agency(UK) -one of the instigators of this fermenta-tion process - should be co-organisinj such aconference which aims to mobilise educationa-lists

"towards visions of the future" .

If you would like more details about theconference, contact :

Tom Dodd2020 Conference CoordinatorTraining AgencyTVEI Unit236 Grays Inn RoadLondon WC1X 8HLEngland

WORKING GROUP FOR SCHOOL-BASEDDEVELOPMENT

Following the School-Year 2020 InternationalConference in Colorado (October 1988), it wasdecided to continue the life of the conference'sworking group concerned with School-BasedDevelopment .

A small planning team, coordinated by PeterHolly, met in Dortmund and Amsterdam toorganise a major event. A case study visit tookplace in June 1989, and twenty-nine represen-tatives from several countries (Norway,Holland, Spain, USA, Finland, England, Scot-land and Norther Ireland) participated in theevent .

The intention was to explore school-baseddevelopment in action in the form of the Pro-gramme of Evaluation in Grampian Schools(PEGS). The week proved a most intensiveinvestigation and was structured in threesections :

two-day case study visits to project schoolswhich provided material for a processevaluation of the work of each of theschools involved . This provided a greatopportunity to interact with the schools ona consultancy basis ;

*

• an end-of-year conference for the projectschools containing workshop presentations,many of which were led by members of thevisiting group;

• a think-tank for the working group mem-bers on the nature of the work in progressin Grampian and of school-based develop-ment itself .

The visit ended with a planning session duringwhich future events were planned :

• Boston, USA, in April 1990 - to be organi-sed by Richard Basom and Susan'Toft Ever-son

• Oxford, England, as part of the Internatio-nal School-Year 2020 conference scheduledfor September 1990, to be organised byPeter Holly with the help of the "Dutchconnection", including Bas Auer, Bea Pruijt,Leike Melchers and Louise van Hartingsveld

•

Murcia, Spain, possibly in January 1991 -organised by Juan Manuel Escudero

For further details of the Working Group'sactivities, please contact Peter Holly, Direc-tor, IMTEC(UK), CRAC, Sheraton House,Castle Park, Cambridge, CB3 OAX, England .

For further details of the PEGS initiative,please contact Larry Gray or GordonShanks, at: Grampian Regional Authority,Education Department, Resources Centre,Belmont Street, Aberdeen, ABl IJH, Scot-land .

Lit-7

IMTEC STAFF

The following staff members work in or outof Norway:

Per Dalin continues to head IMTEC, and alsohas special responsibility for the work inOECD-countries .

Tor Bergli works on organizational develop-ment and evaluation .

Mette Eldevik works on evaluation, consultanttraining programs, and "2020" .

No Ga jda work on computer programmes .

Torill Haaland provides secretary support .

Hallvard KAre Kuley is overall responsible foroverseas programmes .

Inger-Johanne Lange continues on a part-timebasis on wordprocessing and database-develop-ment.

Nelson Sepulveda is our finance officer .

Kari Milner Strom is research assistant.

Knut Stranden is overall responsible for theprojects in the Nordic countries .

Anne Welle-Strand is project leader for thedata evaluation project and pedagogicallyresponsible for the Pakistan project .

We welcome new staff: Peter Holly, KatherineQuigley and Dido Whitehead who are all wor-king to develop the IMTEC-UK Foundation .

RECOMMENDED PUBLICATIONS

THE DEMOCRATIC TRADITION AND THEEVOLUTION OF SCHOOLING IN NORWAY,by Val D. Rust. Published by GreenwoodPress, London, 1989. ISBN 013-26849-5 .

Awarded the International Symbol for Norway's250th anniversary of public education, thisstudy of educational reform in Norway, thefirst ever in English, isolates and defines thehistorical forces that have moulded Norwegianschool reforms since the country gained itsindependence .

The book examines the ways by which Norwaywas able to move from a traditional dualisticschool structure to the more comprehensive andunified form that serves the country today . It

focuses not only on the structural changes thatoccured in primary and secondary schools, butalso on the equality of educational opportunityand the issue of where control over educationlies .

Contents :Section I: Social and Educational Foundationsin Norway; Democracy and Education in Pre-Independent Norway; Educational Alternativesat the Time of Independence ; EducationalImperatives in Independent Norway;Section II: First Reform Cycle : A NorwegianSchool StructureTakes Form; EducationalOvertones in Romantic Naturalism ; The Windsof Educational Reform; Social Reform Impulsesat Mid-Century; Hartvig Nissen and the Foun-dation of Modern Schooling;

Section III: Second Reform Cycle : A Nor-wegian Folk School ; A Common FoundationSchool; Education Beyond the Folk School ;Extension of Participation in Education ; Wor-kers and Their Education ;Section IV: Third Reform Cycle : Towards aUnified School; Education in a Free Norway :1905 and Beyond ; The Labor Party TakesCommand; Education during World War II andits Aftermath ;

Section V: Fourth Reform Cycle: StructuralReform Completed; Experimenting with NewSchool Forms; The Nine Year Basic School ;Reform at the Upper Secondary School ;Section VI: Norwegian School Reform : Conse-quences and Problems ; Equality of EducationalOpportunity; Control Issues in NorwegianEducation; Educational Reform in Norway .

SCHOOL EFFECTIVENESS AND IMPROVE-MENT, edited by David Reynolds, Bert P .M .Creemers and Ton Peters . Published jointly by :School of Education, University of WalesCollege of Cardiff, Cathays Park, Cardiff,Great Britain and RION Institute for Educa-tional Research, Westerhaven 15, Postbus 1286,9701 BG Groningen, The Netherlands .

Contents :Section One: "State of the Art" Reviews (D.Mann, D. Reynolds, P . Dalin) .

Section Two: School Effectiveness and Impro-vement in Different Countries (J. Chapman, S .Steven with assistance from D . Banks, L .E .Sackney, D. Reynolds, K . Aurin, B .P.M .Creemers and E . Lugthart, M . Martin, D .Hannon and P. Daly, P. Cuttance, G .R .Austin) .Section Three: School Effectiveness Researchand Issues (W.L. Mellor, J .D . Chapman, C.T .Fitz-Gibbon, P .B. Tymms, R.D. Hazelwood, P .Cuttance, P. Sammons, A . Franklyn-Stokes,

8

H.P. Brandsma, J .W.M. Knuver, M .J. de Jong,W. van der Grift, G . Vulliamy) .

Section Four: School Improvement Researchand Issues (K . Piper, J. Bashi, Z. Sass, L . Stoll,D. Fink, R .A. Wickstrom, B .J. Caldwell) .

PATHWAYS TO CHANGE, Improving theQuality of Education in Developing Countries,by Adriaan Verspoor. World Bank DiscussionPapers No. 53. Published by the World Bank,Washington, 1989. ISBN 0-8213-1228-6 .

Contents :I. Background, II. Methodology, III . BankSupport for Educational Change, IV . TheProcess of Change, V. Initiation, VI. Imple-mentation Strategies: A Framework for Analy-sis, VII. Implementation Strategies : CaseExperience, VIII. Administration Development,IX. Teacher Training, X. Building and Main-taining Commitment, XI . Late Implementation :Degree of Use, XII . Institutionalization, XIII .Implementation and Outcomes, XIV . TheChallenges of Large-Scale Ch .gIW,_, XV .It's plication3 T°br'Project Design and Impore-mentation, Bibliography .

ZUKUNFTSWISSEN UND BILDUNGSPER-SPEKTIVEN, edited by Joachim Jens Hesse,Hans-Giinther Rolff and Christoph Z6pel .Published by Nomos Verlagsgesellschaft,Baden-Baden, 1988 . ISBN 3-7890-1627-6 .

Contents :Vorbemerkung (editors),I. Einfuhrung (C . Z6pel, H.-G . Rolff),II. Bestandsaufnahme and erkennbare Ent-wicklungen (B. Lutz, W. Klauder, E . Beck-Gernsheim, J . Zinnecker),III. Perspektiven and Handlungsmoglichkeiten(P. Dalin, E.-U . von Weizsi cker, H . Schmidt,W . Schlaffke, H . Preiss, P. Meyer-Dohm),IV. Diskussionsbeitrilge (U. von Alemann, R .Mackensen, R. Kreibich, K. Nevermann, U .Battis, W. Schuchardt, M . Kaiser),V. Zusammenfassung and Ausblick (T. Ellwein,J.J. Hesse),VI . Anhang, Autorenverzeichnis .

"REPORT FROM SNOWMASS", a presentationof the second international "2020"-conferencein "Note-Worthy", the McREL-journal .

Contact :

Larry HutchinsMcREL12500 E. Miff Ave., Suite 201Aurora, CO 80014, USA

I"a~umttntm