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IMTEC - INTERNATIONAL LEARNING COOPERATIVE

D y n e k i l g a t a 1 0 , 0 5 6 9 O s l o 5 , N o r w a y , t / f 3 7 3 4 2 0 , f a x 7 1 5 5 5 5

ANNOUNCING THE ARRIVAL OF IMTEC(UK)

IMTEC has been seeking to extend its work

i n s i d e t h e U n i t e d K i n g d o m a n d a n o p e r a t i o n a l

b a s e h a s r e c e n t l y b e e n e s t a b l i s h e d i n C a m b r i d -

g e , E n g l a n d , l o c a t e d a t t h e C a r e e r s R e s e a r c h

and Advisory Cent re (CRAG) . T h i s b a s e w i l l

be th e hub for IMTEC activities in th e UK

and will be known, therefor e, as IMTEC(UK) .

The base is to be fo und in the CRAC headqu-

a r t e r s , t h e a d d r e s s o f w h i c h i s :

IMTEC (UK)CRAC, Shera ton House

Castle Park, Cambr idge , CB3 OAX

T h i s o p e r a t i o n a l b a s e will b e o p e n e d o f f i c i a l l y

o n S e p t e m b e r I 1 t h 1 9 8 9 .

IMTEC(UK) currently h as a staff o f thre e :

- P e t e r H o l l y : Dire cto r, IMTEC(UK)

Katherine Quigley : P r o j e c t s M a n a g e r

(on secondment from the Training Agency)

Dido Whitehead : A d m i n . A s s i s t a n t

I M T E C ( U K ) i s r e c e i v i n g t h e a c t i v e s u p p o r t o f

the Training Agen cy (formerly known as th e

Manpower Services Commission), and there is

a j o i n t p l a n t o e s t a b l i s h t h e T V E I S c h o o l D e -

velopme nt Progr amme (TSDP) . T h i s o v e r a l l

Programme will focus on the needs o f the

Training Agency's nation-wide Technical and

Vocational Education Initiative (TVEI), but

will concentra te on what IMTEC does best -

c o n s u l t a n c y t r a i n i n g f o r s u p p o r t a g e n t s t o b e

abl e to f oster and f ac ilitate sc hool-based

development .

W i t h t h e w i d e - s p r e a d i n t r o d u c t i o n o f t h e L o c a l

Manage ment o f Schools (LMS) in th e UK -

following the far-reachi ng Education Reform

Act 1988 - , IMTEC(UK)'s wor k i n s uppo rt ofWhitehead school development and school

management w i ll c e r t a i n l y b e hi t t i n g t he r i g ht

n o t e .

The pur pos es o f IMTEC(UK) are thr ee-fold :

IMTEC NEWSLETTERAUTUMN 1 9 8 9

1

• IMTEC(UK) aims to part icipat e in , an d

e n c o u r a g e , t h e d e v e l o p m e n t o f w e l l - m a n a -

ged and well-resourced programmes of

work for whole school development, in-

c l u d i n g t h e e s t a b l i s h m e n t o f l o c a l s u p p o r t

p a r t n e r s h i p s a n d p r o g r a m m e s o f c o n s u l t a n t

t r a i n i n g f o r s c h o o l - b a s e d d e v e l o p m e n t .

• IMTEC(UK) aims to invest igat e an d pr o-

m o t e v a r i o u s p r o c e s s e s a n d s t y l e s o f c h a n g e

m a n a g e m e n t a n d t o p r o v i d e a v o i c e i n t h e

UK on the mana gement of educati onal

c hange .

• IMTEC(UK) aims to encoura ge a nd fa cili-

t a t e t h e a l l - i m p o r t a n t s h i f t f r o m t e a c h i n g

t o l e a r n i n g b y p r o m o t i n g w h o l e s c h o o l d e -

v e l o p m e n t i n t h e r e l a t e d a r e a s o f i n f o r -

m a t i o n t e c h n o l o g y a n d f l e x i b l e l e a r n i n g .

SCHOOLS AND. THE CHALLENGE OFCOMPUTERSJ o h n G o o d l a d i n o n e o f h i s b o o k s o n e d u c a t i o -

n a l c h a n g e r e f l e c t e d o n s c h o o l s a n d t e c h n o l o g y .

His observation was that most tec hnol ogies

including information technologies like the

radio or TV have had only margina l impact

o n s c h o o l s . Will the same be true when it

comes to computers?

Very few innovati ons have had such a remar-

k a b l e i m p a c t o n o u r l i v e s a s t h e c o m p u t e r . This

year the Personal Computer (PC) is 10 years

o l d . 1 0 y e a r s . T ha t' s al l . M i l l i o n s a n d m i l l i o n s

o f workers - p r o f e s s i o n a l s and non-

p r o f e s s i o n a l s - a r e u s i n g t h i s t o o l i n t h e i r w o r k

a n d i n t h e i r p e r s o n a l l i v e s . The P . C . - no

doubt - h a s h a d a t r e m e n d o u s i m p a c t i n a v e r y

s h o r t p e r i o d .

What has the impact been on scho ols? Much

l e s s . S o f a r . Although there are areas where

t h e c o m p u t e r d e f i n i t e l y h a s c o m e t o s t a y , i n

m o s t c e n t r a l a r e a s o f s c h o o l l i f e w e a r e s t i l l

t a l k i n g a b o u t t h e p o t e n t i a l o f t h e c o m p u t e r ,

what it would look like if many things were

different, if we had enough machines, if we

had relevant and high qu ality programs, if

t e a c h e r s w e r e p r o p e r l y t r a i n e d , i f t h e c u r r i c u -

lum was adapted, and so on .



True . I n s o m e s c h o o l s t he s t o r y i s d i f f e re n t . W e

have shining examples of schools were the

c o m p u t e r p l a y s a s i g n i f i c a n t r o l e a n d h a s m a d e

a tremendous impact on the daily life of

t e a c h e r s a n d s t u d e n t s . IMTEC has st udied 22

"Computer-using schools" for more th an five

y e a r s , f r o m t h e v e r y f i r s t a t t e m p t s t o i n t r o d u c e

t h e c o m p u t e r , t o w i d e - s c a l e u s e o f t h e t e c h -

n o l o g y i n s o m e a r e a s o f t h e c u r r i c u l u m .

The story is quite unique . The Nor weg ian

M i n i s t r y o f E d u c a t i o n a l r e a d y i n 1 9 8 3 d e c i d e d

to make a major investment in information

t e c h n o l o g i e s , a l s o w i t h a h i g h l y s i g n i f i c a n t a n d

comprehensive program f o r s c h o o l s . Th e

M i n i s t r y c r e a t e d a n e w c e n t r a l b o d y t o l e a d t h e

e n t i r e p r o j e c t , h e a d e d b y A r v i d S t a u p e - a w e l l

known inf ormation technology expert i n

Scandinavia . The Ministry very generously

funded a very large developmental progra m

r a n g i n g f r o m p r o g r a m d e s i g n a n d d e v e l o p m e n t ,

to development of new tec hnol ogy, to large

s t a f f t r a i n i n g e f f o r t s ( s o m e 1 0 0 0 0 t e a c h e r s ) t o

t h e s u p p o r t o f o v e r 1 0 0 s c h o o l s w i t h i n n o v a t i v e

programs - t o m e n t i o n a f e w o f t h e a c t i v i t i e s .

IMTEC was ask ed to ass ist - b o t h i n t e r m s o f

formative as well as summative evaluation .

Knut Stranden became the Project Director .

P e r D a l i n h a s h a d t h e m e t h o d o l o g i c a l r e s p o n s i -

bility . Other per sons involved from IMTEC's

staff have been : Tor Bergli, Mette Eldevik,

A n d e r s l s n e s , A r n e S o l s t a d , A n n e W e l l e - S t r a n d .

A s e r i e s o f e v a l u a t i o n p r o g r a m s w e r e i n i t i a t e d

a n d c o m p l e t e d , i n c l u d i n g s t u d i e s o f t e a c h e r s ,

staff development, system- implication, the

change process in schools, use in special

e d u c a t i o n a n d i n v o c a t i o n a l t r a i n i n g a n d s t u d i e s

of many classropms . T o d a t e 1 6 r e p o r t s h a v e

been written and a series of meetings with

t h o u s a n d s o f t e a c h e r s a n d e d u c a t i o n a l l e a d e r s

have been conducted . A n d w h a t h a v e w e

l e a r n e d - a b o u t t h e u s e o f c o m p u t e r s i n N o r -

w e g i a n s c h o o l s ?

The largest impact has been in vocational

t r a i n i n g a n d s p e c i a l e d u c a t i o n . I n t h e s e a r e a s

t h e c o m p u t e r d e f i n i t e l y i m p r o v e d t h e t e a c h i n g -

l e a r n i n g s i t u a t i o n , a n d i n s o m e c a s e s r e a c h e d

n e w o b j e c t i v e s ( e . g . f o r s o m e s p e c i a l n e e d s ) n o t

p o s s i b l e w i t h o u t t h e n e w t e c h n o l o g y . I n m a n y

v o c a t i o n a l s u b j e c t s i n s t r u c t i o n w i t h o u t t h e u s e

o f t h e c o m p u t e r i s a l r e a d y n o t a n o p t i o n a n y

more .

T h e s i t u a t i o n i n g e n e r a l s u b j e c t s i s d i f f e r e n t .

L a c k o f r e l e v a n t a n d h i g h q u a l i t y " e d u c a t i o n al

s o f t w a r e " h a s b e e n s e e n a s t h e m a j o r o b s t a c l e

t o r e a l u s e o f c o m p u t e r s i n d a i l y p r a c t i c e . I n

those classrooms, however, where the compu-

t e r i s u s e d e x t e n s i v e l y , e . g . u s i n g " s t a n d a r d

p r o g r a m s " as word-processing, the entire

t e a c h i n g - l e a r n i n g s i t u a t i o n i s c h a n g i n g . The

2

r o l e o f t h e t e a c h e r i s c h a n g e d , s o i s t h e r o l e o f

t h e s t u d e n t . C o o p e r a t i o n a m o n g s t u d e n t s i s a

c o m m o n p a r t o f c l a s s r o o m l i f e , m o t i v a t i o n f o r

s c h o o l w o r k i s h i g h e r ( a n d s t a b l e o v e r s e v e r a l

y e a r s ) a n d t e a c h e r s a r e c o n v i n c e d t h a t b o t h t h e

b e t t e r a n d t h e w e a k e r s t u d e n t s a r e b e n e f i t t i n g .

W e a l s o f i n d t h a t s t a f f d e v e l o p m e n t i s u n d e r -

e s t i m a t e d . I t i s v i t a l f o r t h e u s e o f c o m p u t e r s

i n s c h o o l s . Norway is also in a p articular

s i t u a t i o n a s a s m a l l l a n g u a g e c u l t u r e . One of

t h e i n t e n t i o n s o f t h e N a t i o n a l P r o g r a m w a s t o

produce Norwegian based programs in Nor-

wegian that wou ld be an alternative to the

Americ an/English programs that are now f or

g e n e r a l s a l e . The experiences show that this

g o a l i s v e r y a m b i t i o u s , t h a t , i n v e s t me n t s o f a

v e r y g r e a t - o r d e r a r e n e c e s s a r y a n d t h a t i t i s

d o u b t f u l i f t h e g o a l r e a l i s t i c a l l y c a n b e a c h i e -

ved .

IMTEC will attempt to make the fina l report

a v a i l a b l e i n E n g l i s h . F o r c o p i e s o f t h e N o r -

w e g i a n r e p o r t s , w r i t e t o :

D a t a s e k r e t a r i a t e t

M e l l e r g t . 2 3- 2 5

0 1 7 9 O s l o 1

Norway

During the Fa ll of 1989 IMTEC has, in coo-

peration w ith The Norwegian Ministry of

E d u c a t i o n , i n i t i a t e d t h r e e n e w p r o j e c t s .

1 E v a l u a t i o n o f t h e u s e o f d a t a c o m m u n i c a -

t i o n a n d d i s t a n c e e d u c a t i o n i n t h r e e s c h o o l s

in the Northern Norway .

2 E v a l ua t io n o f t h e us e o f d a t a ba s ed ai d s i n

the education, and adaption to work, of

p h y s i c a l l y d i s a b l e d s t u d e n t s . T h e p r o j e c t

i n v o l v e s c o o p e r a t i o n b e t w e e n s c h o o l s , e m -

p l o y m e n t a g e n c i e s , c e n t e r s f o r t h e d e v e -

l o p m e n t o f a i d s f o r t h e d i s a b l e d a n d t h e

business community .

3 A l o n g t e r m s t u d y o f s c h o o l s u s i n g c o m p u -

t e r s i n t e a c h i n g . IMTEC will s t ud y t h e t o t a l

e f f e c t s o n t h e c l a s s r o o m p r a c t i c e s b y t h e

use of computers .

K n u t S t r a n d e n a n d A n n e W e l l e - S t r a n d h a v e t h e

p r o f e s s i o n a l a n d a d m i n i s t ra t i v e r e s p o n s i b i l i t y

f o r t h e s e p r o j e c t s . IMTEC will als o dra w on

Norwegian and international researchers and

p r a c t i t i o n e r s .



ORGANIZATIONAL DEVELOPMENTPROJECTSOne of the most important strategies in IM-

TECs work is Organi zation al Development .

S e v e r a l s t a f f m e m b e r s h a v e o n e o r s e v e r a l o n -

g o i n g O D p r o j e c t s a n d O D t o o l s a r e o f t e n u s e d

in mos t IMTEC progra ms .

M e t t e E l d e v i k i s r e s p o n s i b l e f o r t h e e v a l u a t i o n

of a Public Dental Health Care Project . T h i s

p r o j e c t i s i n i t i a t e d b y t h e N o r w e g i a n D i r e c -

t o r a t e o f H e a l t h a n d s u p p o r t e d b y t h e D e p a r t -

m e n t o f H e a l t h a n d S o c i a l S e c u r i t y .

T h e o v e r a l l o b j e c t i v e o f t h e p r o j e c t i s t o s o l v e

n e w i s s u e s w i t h o u t a n y n e t i n c r e a s e o f c o s t s ,

through flexible use of staff and change of

r o u t i n e s . T h i s i s a s s u m e d t o t a k e p l a c e w i t h o u t

r e d u c i n g t h e q u a l i t y o f s e r v i c e s .

She uses a formative evaluation approach by

w o r k i n g i n c l o s e c o o p e r a t i o n w i t h t h e P r o j e c t

M a n a g e m e n t T e a m . Regular feedback to all

p a r t i c i p a n t s t o h e l p m a k i n g i n f o r m e d d e c i s i o n s

d u r i n g t h e p r o j e c t p e r i o d , i s a k e y s t r a t e g y .

T o r B e r g l i ( i n c o o p e r a t i o n w i t h P e r a n d M e t t e )

i s w o r k i n g w i t h t h e r e d e s i g n o f O s l o W a t e r a n d

S e w a g e W o r k s , a n O b j e c t i v e - d r i v e n O D p r o j e c t

over some 3-4 years . The Director Oddvin

Tokheim and his 6 member Team of Directror s

work closely with 6 Task forces . T o r i s t h e

m a i n e x t e r n a l O D c o n s u l t a n t w o r k i n g w i t h t w o

internal OD persons, Bjarne Helland and

Wenc he Lien and the 6 Task forc es . The

Project combines intens ive Leaders hip-team

development with ,OD work, especia lly within

e c o n o m y c o n t r o l , d e v e l o p m e n t o f w o r k o r g a n i -

z a t i o n a n d st a f f d e ve l o p me n t . T o u s i n I M T E C ,

a p u r e l y T e c h n i c a l a g e n c y i s a c h a l l e n g e a n d

a g r e a t l e a r i n g e x p e r i e n c e .

K n u t S t r a n d e n i s p r e s e n t l y b u i l d i n g a c o m p r e -

h e n s i v e O D p r o j e c t w i t h s e v e r a l C o u n t y - o f f i c e s

and Superintende nts offices in the South

E a s t e r n p a r t o f N o r w a y ( " O s t l a n d s - p r o s j e k t e t " ) .

S o f a r w e a r e e x p e r i m e n t i n g w i t h a t o t a l n e w

design for Leadership Development in the

Raelingen community - s t a r t i n g w i t h C l a s s r o o m

Management and based on the needs at this

l e v e l d e s i g n i n g p r o g r a m s f o r H e a d s a n d S u p e r -

i n t e n d e n t s . I n t h e c i t y o f G j e v i k a t t e m p t s a r e

m a d e t o r e d u c e c o s t s i n v o l v i n g a l l a c t o r s . Q u i t e

a c h a l l e n g e !

P e r D a l i n i s a s s i s t i n g t h e T a n z a n i a n M i n i s t r y

o f E d u c a t i o n d e v e l o p i n g t h e b a s i s f o r a " D o -

n o r s ' c o n f e r e n c e " t o h o p e f u l l y i n c r e a s e a i d t o

e d u c a t i o n a n d m a k e i t m o r e e f f e c t i v e . S e v e r a l

T a n z a n i a n r e s e a r c h e r s h a v e c o n t r i b u t e d t o t h i s

p r o j e c t b y w r i t i n g s o m e v e r y i n t e r e s t i n g p a p e r s

4

abou t the Tanzanian educ ational situ ation,

edited by professor Herme J . Mosha (The

papers are sponsored by the World Bank) . Per

i s a l so en g ag e d i n OD work wit h the Vocatio-

nal Training Branch of the International

L a b o u r O r g a n i z a t i o n , a j o b h e i s d o i n g i n c l o s e

c o o p e r a t i o n w i t h t h e d i r e c t o r , R i c h a r d J o h a n -

s o n .

HOW SCHOOLS IMPROVEI n o u r S p r i n g 1 9 8 8 N e w s l e t t e r , t h e r e i s a b r i e f

note on this proj ec t, whic h is now in full

operation, supported b y a grant from the

Norwegia n Aid Agency NORAD through the

Population and Human Resources Department

of the World Bank . How Schools Improve -

HSI - i s a p u r e l y q u a l i t a t i v e r e s e a r c h p r o j e c t

o n h o w v i l l a g e s c h o o l s s u c c e e d i n i m p l e m e n t i n g

n a t i o n a l l y i m p l e m e n t e d e d u c a t i o n a l r e f o r m s o r

m a j o r e d u c a t i o n a l c h a n g e s , u s i n g a s a m p l e o f

1 2 s c h o o l s i n e a c h c o u n t r y . T h e c o u n t r i e s a r e

Bangladesh, Colombia and Ethiopia .

T h e m a j o r r e s e a r c h q u e s t i o n s o f t h e s t u d y a r e

a s f o l l o w s :

a ) W h a t a r e t h e o u t c o m e s o f s u c c e s s f u l s t r a t e -

g i e s f o r t h e i m p l e m e n t a t i o n o f e d u c a t i o n a l

c h a n g e , s e e n i n t e r m s o f q u a l i t y o f i m p l e -

m e n t a t i o n , i n s t i t u t i o n a l i z a t i o n , a n d s t u d e n t

o u t c o m e s , a s w e l l a s i n t e r m s o f u n e x p e c -

ted outcomes?

b) What do successful strategies look like,

b o t h a t t h e m a c r o ( c o u n t r y ) l e v e l a n d t h e

m i c r o ( l o c a l s c h o o l ) l e v e l ?

c) What determines successful strategies?

Determinants may include administrative

c a p a c i t y d e v e l o p m e n t , t e a c h e r t r a i n i n g , a n d

c o m m i t m e n t - b u i l d i n g e f f o r t s , a m o n g o t h e r s .

d ) H o w a r e s u c c e s s f u l s t r a t e g i e s i n t e g r a t e d a t

t h e m a c r o a n d m i c r o l e v e l s .

These major questions, with associated sub-

q u e s t i o n s , a r e o r g a n i z e d i n t e r m s o f t w o m a j o r

s u b s t u d i e s o f t h e p r o j e c t , t h e c o u n t r y - l e v e l a n d

s c h o o l l e v e l s t u d i e s .

I . The country-level substudy is brief, and

m o s t l y c o n f i r m a t o r y , a i m i n g t o s e e w h e t h e r

t h e p r e v i o u s d e s k c a s e s t u d y o f t h e p r o -

gram (Adrian Verspoor : "Pathways t o

c hange : Improving the Quality of Change

in Developing Countries", World Bank,

1 9 8 7 ) w a s a c c u r a t e , a n d t o r e v i s e i t s c o n -

clusions where needed .



2 . T h e s c h o o l - l e v e l s u b s t u d y i s m o r e e x t e n s i -

v e , a n d m o s t l y e x p l o r a t o r y , s i n c e l i t t l e i s

known about how local-level implementa -

t i o n p r o c e e d s . S o m e c o n f i r m a t o r y q u e s t i o n s

are proposed, drawn from the prior desk

c a s e s t u d i e s , a n d from studies of change

i n d e v e l o p e d c o u n t r i e s .

I t i n c l u d e s i n - d e p t h i n t e r v i e w s o f p a r e n t s ,

t e a c h e r s , h e a d m a s t e r s , " s u p p o r t - g i v e r s " ( i . e .

i n s p e c t o r s , s u p e r v i s o r s , c u r r i c u l u m s p e c i a -

l i s t s , i n - s er v i c e t r a i ne r s , e t c . ) a n d d i s t r i ct

a d m i n i s t r a t o r s , a s w e l l a s c l a s s r o o m o b s e r -

v a t i o n s .

I n t h e S p r i n g t h i s y e a r , a p r e - t e s t i n g w o r k s ho p

was held in Rome with members of the c ou n-

t r y t e a m s , t h e s p e c i a l i s t p a n e l , t h e c o a c h e s a n d

t h e c o o r d i n a t o r o f t h e s t u d y , H a l l v a r d K u l o y ,

i n o r d e r t o f i n a l i z e t h e i n s t r u m e n t s b a s e d o n

the field testing conducted in each country

during the Winter 1988-89 .

I n B a n g l a d e s h , t h e r e s e a r c h t e a m i s h e a d e d b y

P r o f e s s o r M a z h a r u l H a q u e o f t h e I n s t i t u t e o f

Educational Research a t the University of

D haka . The team is provided with research

f a c i l i t i e s b y t h e B a n g l a d e s h B u r e a u o f E d u c a -

t i o n a l I n f o r m a t i o n a n d S t a t i s t i c s . ( , B A N B E I S ) .

S t y r b j o r n G u s t a f s s o n i s r e s e a r c h c o a c h .

In Colombia, the research team is headed by

Dr . Carlos Rojas at the Instituto SER de

I n v e s t i g a c i o n . Ray Chesterfield is resea rch

coach .

I n E t h i o p i a , t h e p r i n c i p a l i n v e s t i g a t o r i s T e s -

f a y e D u b a l e , H e a d o f t h e N a t i o n a l C u r r i c u l u m

Development Department , with Anbezu Biazen

as Chief Researche r . Per Dalin is research

coach .

I n o r d e r t o p r o v i d e t h e b e s t p o s s i b l e s u p p o r t

o n q u a l i t a t i v e r e s e a r c h m e t h o d o l o g y a n d a n a l y -

s i s , a s p e c i a l i s t p a n e l i s a l s o p r o v i d e d d i r e c t l y

t h r o u g h t h e W o r l d B a n k , c o n s i s t i n g o f M a t t h e w

Miles and Michael Huberman, well known for

t h e i r p i o n e e r i n g w o r k " Q u a l i t a t i v e D a t a A n a l y -

s i s : A sourcebook of New Methods", a nd Per

Dalin of IMTEC .

PRIMARY EDUCATION IN PAKISTANIn the s pri ng o f 1988, IMTEC, NORAD and

t h e U n i v e r s i t y o f G o t h e n b u r g d i d a r e v i e w o f

p o s s i b l e N o r w e g i a n a s s i s t a n c e t o e d u c a t i on i n

P a k i s t a n .

From the recommendations of this review, it

w a s a g r e e d o n t h a t q u l i t a t i v e i m p r o v e m e n t o f

Primary Education was go ing to be the main

5

s e c t o r f o r t h e d e v e l o p m e n t c o o p e r a t io n b e t w e e n

Pakistan and Norway .

I M T E C i s r e s p o n s i b l e f o r f o l l o w i n g u p o n t h i s

project, coord inated b y Hallvard Kire Kuloy

w i t h A n n e W e l l e - S t r a n d b e i n g r e s p o n s i b l e f o r

t h e p e d a g o g i c a l c o n t e n t . I

IMTEC is wo rking closely w ith NORAD in

Norway as well as in Pakistan, and we have

e x t e n s i v e p r o f e s s i o n a l c o l a b o r a t i o n w i t h P a k i s -

t a n i i n s t i t u t i o n s a n d c o n s u l t a n t s i n b o t h c o u n -

t r i e s .

T h e m a i n p r o j e c t s a r e :

I I n - s e r v i c e t r a i n i n g o f P r i m a r y S c h o o l T e a -

c h e r s , t h r o u g h t h e s y s t e m o f A l l a m a I q b a l

Open Universi ty . The emphasi s of the

p r o j e c t i s a q u a l i t a t i v e i m p r o v e m e n t o f a

s i x m o n t h s c o u r s e f o r 5 0 0 0 0 t e a c h e r s i n

t h e p r o j e c t p e r i o d , i n c l u d i n g t r a i n i n g a n d

w o r k s h o p s f o r s t a f f , t u t o r s a n d t e a c h e r s .

2 W o r k i n g w i t h t h e r e g i o n a l Textbook

Boards, including training of staff and

p r e t e s t i n g o f b o o k s , t o e n s u r e i n c r e m e n t a l

improvement in primary textbooks .

3 S u p p l e m e n t a r y r e a d i n g m a t e r i a l f o r p r i m a r y

s c h o o l s .

4 Consultancy input in the World Bank

Project for Primary Educatio n in Sind,

m a i n l y o n c o m p o n e n t s r e l a t e d - t o s c h o o l -

n u t r i t i o n a n d t h e e n r o l l e m e n t a n d r e t e n t i o n

o f g i r l s i n P r i m a r y E d u c a t i o n .

REMINDER : T h e " 2 0 2 0 " - c o n f e r e n c e o n A + a n d

IDP in the Nethe rlands, November 6-8 .

C o n t a c t : Caroline Vet

University of Amsterd am

N a s c h o l i n g s c o o r d i n a a t

P r i n s e n g r a c h t 2 2 7

1015 DT Amsterd am

Holland

INSTITUTIONAL EVALUATIONIMTEC has bee n involved in "School Based

Review" since 1976, when IMTEC staff and

f e l l o w s , i n c l u d i n g p e o p l e l i k e L a r r y K r a f f t ,

Marvin Wideen, Val D . R u s t a n d o t h e r s p i o n e -

e r e d t h i s f i e l d i n T e a c h e r T r a i n i n g I n s t i t u t i o n s .

Since that time our work has brought us to

m o s t t y p e s o f s c h o o l s a n d i n s t i t u t i o n s o f H i g h e r

e d u c a t i o n i n b o t h t h e i n d u s t r i a l i z e d w o r l d a s

w e l l a s i n d e v e l o p i n g c o u n t r i e s .



NORAD - t h e N o r w e g i a n A g e n c y f o r D e v e l o p -

ment - c o n t r a c t e d I M T E C t o d o a f a i r l y c o m -

p r e h e n s i v e r e v e i w o f t h e " I n s t i t u t e f o r D e v e -

lopment Management" (IDM) in Tanzania this

y e a r .

An international team of evalu ators, Janet

Poley (USA), Kami Rwegas ira (Tanzan ia),

A n t h o n i e W a t t e l ( H o l l a n d ) , D a n i e l Y o n a ( T a n -

z a n i a ) a n d P e r D a l i n ( N o r w a y ) u n d e r t o o k t h i s

a s s i g n m e n t . Kari Milner Strom fro m IMTEC

c o o r d i n a t e d a l l t e c h n i c a l a n d a d m i n i s t r a t i v e

work .

T h e p r o c e s s w a s p a r t ic u l a rl y i n t e r e s t i ng : T h e

I M T E C t e a m w o r k e d c l o s e l y w i t h r e p r e s e n t a t i -

ves of IDM, the Tanzanian Government an d

N O R A D t o e s t a b l i s h c r i t e r i a , e v a l ua t i o n s t a n -

dards an d the des ign (using IMTEC designed

e x e r c i se s ) . I D M i s a l a r g e i n s t i tu t i o n w i t h c l os e

t o 2 0 0 0 s t u d e nt s a n d s t a f f a l to g e t h er . R e p r e -

s e n t a t i v e s a m p l e s o f a l l c a t e g o r i e s o f s t u d e n t s

and staff responded to the internal review

(using a modified GIL), and the a nalysis of

this mate rial guide d the IMTEC Team in its

d a t a - g a t h e r i n g w i t h I D M c l i e n t s , t h e G o v e r n -

m e n t a n d s t u d e n t s a n d s t a f f .

The report, presen tly under review by the

Tanzanian Governmen t and NORAD sets o ut

10 proposals for further development and

renewal of this largest Afric an Management

D e v e l o p m e n t i n s t i t u t i o n .

FOR YOUR DIARYA n n o u n c i n g t h e T h i r d I n t e r n a t i o n a l Conferen-

c e of IMTEC's "School-Year 2020 " Project to

b e h e l d a t t h e U n i v e r s i t y o f O x f o r d , O x f o r d ,

UK, 4t h - 8th September 1990 .

T h i s c o n f e r e n c e , w h i c h i s b e i n g c o - o r g a n i s e d

by IMTEC and the Training Agency (UK), will

p r o v i d e a g r e a t o p p o r t u n i t y t o m e e t e d u c a t o r s

i n v o l v e d i n t h e r e s t r u c t u r i n g o f e d u c a t i o n i n

a world-wide network and, by working colla-

b o r a t i v e l y , t o p l a n e d u c a t i o n i n t h e f u t u r e .

The IMTEC project, "School-Year 20 20", wa s

e s t a b l i s h e d i n 1 9 8 7 ; t h e f i r s t i n te r n at i o n al c o n -

f e r e n c e w a s h e l d i n F i n l a n d w i t h f o c u s o n t h e

r o l e o f t h e m e d i a a n d i n f o r m a t i o n t e c h n o l o g y

i n s ch o ol s o f th e f ut u re . T h e s e c o n d c o n f e r e n -

ce, held in Snowmass, Colorado in 1988, was

c o n c e r n e d w i t h t h e r e d e s i g n o f s c h o o l i n g . I n

t e r m s o f t h e t h i r d c o n f e r e n c e , t h e i n t e n t i o n i s

to extend the successes of the Helsinki and

Snowmass conferences by bringing together

policy-makers, developers, innovative prac-

t i t i o n e r s , t r a i n e r s a n d r e s e a r c h e r s t o b u i l d a n

a g e n d a f o r a c t i o n - in order to make change

happen .

6

T h i s a g e n d a f o r a c t i o n w i l l have two dimen-

s i o n s : the cont ents (the "what") of future

s c h o o l i n g , a n d t h e p r o c e s s e s o f c h a n g e m a n a g e -

m e n t ( t h e "how") . T h e f o r m a t o f t h e c o n f e r e n c e

w i l l i t s e l f b e i n n o v a t i v e , b u t b a s e d a r o u n d a n

a p p r o p r i a t e b a l a n c e o f k e y - n o t e p r e s e n t a t i o n s ,

case-study investigations and working-group

s e s s i o n s .

T h e s e t t i n g f o r t h e c o n f e r e n c e w i l l b e i n t h e

h i s t o r i c a n d b e a u t i f u l c i t y o f O x f o r d . W h e r e

better to create visions of the future than

amidst the "dreaming spires" of Oxford! Ac-

commodation will be in Balliol and Trinity

C o l l e g e s , w h i c h a r e b o t h p a r t o f t h e U n i v e r s i t y

o f O x f o r d a n d s t e e p e d i n h i s t o r y t h e m s e l v e s .

S o t h e s e t t i n g w i l l b e t h e p a s t , t h e o c c a s i o n

will b e t h e p r e s e n t a n d t h e p r e - o c c u p a t i o n willb e t h e f u t u r e .

I t i s m o s t a p p r o p r i a t e t h a t t h e 1 9 9 0 c o n f e r e n c e '

s h o u l d b e l o c a t e d i n E n g l a n d , w h e r e a f e r m e n t

of innovation is currently under way . I t i s

e q u a l l y a p p r o p r i a t e t h a t t h e T r a i n i n g A g e n c y

( U K ) - o n e o f t h e i n s t i g a t o r s o f t h i s f e r m e n t a -

t i o n p r o c e s s - s h o u l d b e c o - o r g a n i s i n j s u c h a

c o n f e r e n c e w h i c h a i m s t o m o b i l i s e e d u c a t i o n a -

l i s t s

" t o w a r d s v i s i o n s o f t h e f u t u r e " .

If you would like mor e detai ls

c o n f e r e n c e , c o n t a c t :

abou t the

T o m D o d d

2020 Conference Coordinat or

Training Agency

TVEI Uni t

236 Grays Inn Road

L o n d o n W C I X 8 H L

England

WORKING GROUP FOR SCHOOL-BASEDDEVELOPMENTF o l l o w i n g t h e S c h o o l - Y e a r 2 0 2 0 I n t e r n a t i o n a l

C o n f e r e n c e i n C o l o r a d o ( O c t o b e r 1 9 8 8 ) , i t w a s

d e c i d e d t o c o n t i n u e t h e l i f e o f t h e c o n f e r e n c e ' s

worki ng group concerned with School-Based

Development .

A small plannin g team, coordinate d by Peter

Holly, met in Dortmund and Amsterdam to

o r g a n i s e a m a j o r e v e n t . A c a s e s t u d y v i s i t t o o k

p l a c e i n J u n e 1 9 8 9 , a n d t w e n t y - n i n e r e p r e s e n -

t a t i v e s from s e v e r a l c o u n t r i e s (Norw ay,

H o l l a n d , S p a i n , U S A , F i n l a n d , E n g l a n d , S c o t -

l a n d a n d N o r t h e r I r e l a n d ) p a r t i c i p a t e d i n t h e

e v e n t .

f

'r



The i n t e n t i o n was t o e x p l o r e s c h o o l - b a s e d

d e v e l o p m e n t i n a c t i o n i n t h e f o r m o f t h e P r o -

gramme of Evaluation i n Grampian Schools

(PEGS). The week proved a most i ntensive

investigation and was structured in three

s e c t i o n s :

• t w o - d a y c a s e s t u d y v i s i t s t o p r o j e c t s c h o o l s

which provided material for a process

evaluation of the work of each of the

schools involved . This provided a grea t

o p p o r t u n i t y t o i n t e r a c t w i t h t h e s c h o o l s o n

a c o n s u l t a n c y b a s i s ;

• a n e n d - o f - y e a r c o n f e r e n c e f o r t h e p r o j e c t

s c h o o l s c o n t a i n i n g w o r k s h o p p r e s e n t a t i o n s,

many of which were led by members o f the

v i s i t i n g g r o u p ;

• a think-tank for the working group mem-

b e r s o n t h e n a t u r e o f t h e w o r k i n p r o g r e s s

in Grampian and of school-based develop-

m e n t i t s e l f .

T h e v i s i t e n d e d w i t h a p l a n n i n g s e s s i o n d u r i n g

which future events were planned :

• Boston, USA, in April 1990 - t o b e o r g a n i -

s e d b y R i c h a r d B a s o m a n d S u s a n ' T o f t E v e r -

s o n

• O x f o r d , E n g l a n d , a s p a r t o f t h e I n t e r n a t i o -

n a l S c h o o l - Y e a r 2 0 2 0 c o n f e r e n c e s c h e d u l e d

for September 1990, to be organised by

Peter Holly with the help of the " Dutch

c o n n e c t i o n " , i n c l u d i n g B a s A u e r , B e a P r u i j t ,

L e i k e M e l c h e r s a n d L o u i s e v a n H a r t i n g s v e l d

• M u r c i a , S p a i n , p o s s i b l y i n J a n u a r y 1 9 9 1 -

organi sed by Juan 1 Manuel Escudero

F o r f u r t h e r d e t a i l s o f t h e W o r k i n g G r o u p ' s

a c t i v i t i e s , p l e a s e c o n t a c t P e t e r H o l l y , D i r e c -

tor , IMTEC(UK), CRAC, Shera ton House ,

Castle Park, Cambridg e, CB3 OAX, England .

F o r f u r t h e r d e t a i l s o f t h e P E G S i n i t i a t i v e ,

pl ease con tac t Larry Gray or Gordon

S h a n k s , a t : Grampian Regional Authority,

Education Department, Resources Centre,

Belmont Stre et, Aberde en, ABI IJH, Scot-

l a n d .

7

IMTEC STAFFThe following staff members work i n o r o u t

of Norway :

P e r D a l i n continues to head IMTEC, and also

has spec ial responsibil ity for the work in

OECD-countr ies .

To r B e r g i i works on organizational develop-

ment and evaluation .

M e t t e E l d e v i k w o r k s o n e v a l u a t i o n , c o n s u l t a n t

t r a i n i n g p r o g r a m s , a n d " 2 0 2 0 " .

No Gajda work on computer progr ammes .

T o r i l i H a a l a n d p r o v i d e s s e c r e t a r y s u p p o r t .

H a l l v a r d K A r e K u l e y i s o v e r a l l r e s p o n s i b l e f o r

overseas programmes .

I n g e r - J o h a n n e L a n g e c o n t i n u e s o n a p a r t - t i m e

b a s i s o n w o r d p r o c e s s i n g a n d d a t a b a s e - d e v e l o p -

ment .

Ne ls on Se p ul ve d a i s o u r f i n a n c e o f f i c e r .

K a r i M i l n e r S t r o m i s r e s e a r c h a s s i s t a n t .

Knut Stranden i s o v e r a l l r e s p o n s i b l e f o r t h e

p r o j e c t s i n t h e N o r d i c c o u n t r i e s .

Anne Welle-Strand i s p r o j e c t l e a d e r f o r t h e

data evaluation project and pedagogically

r e s p o n s i b l e f o r t h e P a k i s t a n p r o j e c t .

We welcome new staff : P e t e r H o l l y , K a t h e r i n e

Quigley and Dido Whitehead who are all wor-

king to d evelop the IMTEC-UK Foundatio n .

RECOMMENDED PUBLICATIONSTHE DEMOCRATIC TRADITION AND THEEVOLUTION OF SCHOOLING IN NORWAY,b y V a l D . Rust . Publish ed by Green wood

Press, London, 1989 . ISBN 013-26849-5 .

A w a r d e d t h e I n t e r n a t i o n a l S y m b o l f o r N o r w a y ' s

250th anniversary of public education, this

study of educational reform in Norway, the

f i r s t e v e r i n E n g l i s h , i s o l a t e s a n d d e f i n e s t h e

h i s t o r i c a l f o r c e s t h a t h a v e mo u l d e d N o r w e g i a n

school reforms since the country gained its

independen ce .

'The book examines the ways by which Norway

w a s a b l e t o m o v e f r o m a t r a d i t i o n a l d u a l i s t i c

s c h o o l s t r u c t u r e t o t h e m o r e c o m p r e h e n s i v e a n d

u n i f i e d f o r m t h a t s e r v e s t h e c o u n t r y t o d a y . I t



I

f o c u s e s n o t o n l y o n t h e s t r u c t u r a l c h a n g e s t h a t

o c c u r e d i n p r i m a r y a n d s e c o n d a r y s c h o o l s , b u t

a l s o o n t h e e q u a l i t y o f e d u c a t i o n a l o p p o r t u n it y

a n d t h e i s s u e o f w h e r e c o n t r o l o v e r e d u c a t i o n

l i e s .

C o n t e n t s :

S e c t i o n 1 : S o c i a l a n d E d u c a t i o n a l Foundations

In Norway ; Democracy and Education in Pre-

Independent Norway ; E d u c a t i o na l A l t e r n a t i v e s

at the Time of Independence ; E d u c a t i o n a l

Imperatives in Indepen dent Norway ;

S e c t i o n I I : F i r s t R e f o r m C y c l e : A Norwegia n

School S t r u c t u r e T a k e s F o r m ; E d u c a t i o n a l

Overtones in Romantic Naturalism ; The Winds

o f E d u c a t i o n a l R e f o r m ; S o c i a l R e f o r m I m p u l s e s

at Mid-Centur y ; H a r t v i g N i s s e n a n d t h e F o u n -

dation of Modern Schooling ;

S e c t i o n I I I : Second Reform Cycle : A Nor-

wegian Folk School ; A Common Fou ndati on

School; Education Beyond the Folk School ;

E x t e n s i o n o f P a r t i c i p a t i o n i n E d u c a t i o n ; W o r -

kers and Their Education ;

S e c t i o n IV : Third Refor m Cycle : Towards a

Unified School ; Education in a Free Norway :

1905 and Beyond ; The Labor Party TakesCommand ; E d u c a t i o n d u r i n g W o r l d ' W a r I I a n d

i t s A f t e r m a t h ;

S e c t i o n V: Fourth Reform Cycle : S t r u c t u r a l

Reform Complet ed ; Experimenting wit h New

School Forms ; The Nine Year Basic School ;

Reform at the Upper Secondary School ;

S e c t i o n VI : Norwegian School Reform : Conse-

quences and Problems ; E q u a l i t y o f E d u c a t i o n a l

Opportunity ; Control Issues in Norwegian

Education ; Educational Reform in Norway .

SCHOOL EFFECTIVENESS AND IMPROVE-MENT, edited by David Reynolds, Bert P .M .

Creemers and Ton Peters . P u b l i s h e d j o i n t l y b y :

School of Education, University of Wales

College of Cardiff, Cathays Park, Cardiff,

Great Britai n and RION Institute for Educa-

t i o n a l R e s e a r c h , W e s t e r h a v e n 1 5 , P o s t b u s 1 2 8 6 ,

9701 BG Groning en, The Nethe rland s .

C o n t e n t s :

Section One : " S t a t e o f t h e A r t " Reviews (D .

M a n n , D . R e y n o l d s , P . D a l i n ) .

Section Two : S c h o o l E f f e c t i v e n e s s a n d I m p r o -

v e m e n t i n D i f f e r e n t C o u n t r i e s ( J . Chapman, S .

Steven with ass istance from D . Banks, L . E .

Sackney, D . Rey nolds, K . Aurin, B . P .M .

Creemers and E . Lugthart, M . Martin, D .

H a n n o n a n d P . Daly, P . Cuttance, G . R .

A u s t i n ) .

Section Three : S c h o o l E f f e c t i v e n e s s R e s e a r c h

a n d I s s u e s (W . L . M e l l o r, J . D . Chapman, C . T .

F i t z - G i b b o n , P . B . Tymms, R . D . H a z e l w o o d , P .

Cuttance, P . Sammons, A . F r a n k l y n - St o k e s ,

8

H . P . B r a n d s m a , J .W .M . Knuver, M . J . d e J o n g ,W . v a n d e r G r i f t , G . V u l l i a m y ) .

Section Four : School Improvemen t Resea rch

a n d I s s u e s (K . Piper, J . B a s h i , Z . Sass, L . S t o l l ,D. F i n k , R . A . Wickstrom, B . J . C a l d w e l l ) .

PATHWAYS TO CHANGE, Improving the

Q u a l i t y o f E d u c a t io n i n D e v e l o p i ng C o u n t r i e s ,

by Adriaan Verspo or . World Bank Discussion

Papers No . 53 . Published by the World Bank,

Washington, 1989 . ISBN 0-8213-1228-6 .

C o n t e n t s

I . Background , II . Methodolo gy, III . Bank

Support for Educational Change , IV . The

Process of Change, V . I n i t i a t i o n , V I . I m p l e -

m e n t a t i o n S t r a t e g i e s : A Framew ork for Analy-

s i s , VII . Implementation Strategie s : Case

E x p e r i e n ce , VI I I . A d m i n i s t r a t i o n D e ve l o p m e n t ,

IX . T e a c h e r T r a i n i n g , X . Building and Main-

taining Commitment, XI . L a t e I m p l e m e n t a t i o n :

D e g r e e o f U s e , X I I . I n s t i t u t i o n a l i z a t i o n , X I I I .

Implementat ion and Outc omes, XIV . The

Ch a ll e ng e s o f La r ge -Sc al e Ch a ng f, XV .

Implications for Project Design and Impole-

mentation, Bibliography .

ZUKUNFTSWISSEN UND BILDUNGSPER-SPEKTIVEN, edited by Joachim Jens Hesse,

Hans-Giinther Rolff and Chris toph ZSpel .

P u b l i s h e d by N o m o s V e r l a g s g e s e l l s c h a f t ,

Baden-Baden, 1988 . ISBN 3-7890-1627-6 .

C o n t e n t s :

Vorbemerkung (editors),

I . E i n f i i h r u n g (C . Z b p e l , H.-G . R o l f f ) ,

I I . Bestandsaufnahme and erkennbar e Ent-

wicklungen ( B . Lutz, W . Klauder, E . Beck-

Gernsheim, J . Z i n n e c k e r ) ,

I I I . P e r s p e k t i v e n a n d H a n d l u n g s m o g l i c h k e i t e n

( P . D a l i n , E .-U . von WeizsAcker, H . S c h m i d t ,W. S c h l a f f k e , H . P r e i s s , P . Meyer -Dohm),

IV . D i s k u s s i o n s b e i t r a g e (U . von Alemann, R .

Mackensen, R . Kreibich, K . Nevermann, U .

B a t t i s , W . Schuchardt , M . K a i s e r ) ,V. Zusammenfassung and Ausblick (T . E l l w e i n ,

J . J . H e s s e ) ,

VI . Anhang , Autorenverzelchn is .

"REPORT FROM SNOWMASS", a p r e s e n t a t i o n

o f t h e s e c o n d i n t e r n a t i o n a l " 2 0 2 0 " - c o n f e r e nc e

in "Note -Worthy", th e McREL-journal .

C o n t a c t : Larry HutchinsMcREL12500 E . I l i f f A v e . , S u i t e 2 0 1

Auror a, CO 80014, USA

namt nttti to



THE IDEAO u r w o r l d i s g o i n g t h r o u g h d r a m a t i c c h a n g e s , i n

p o l i t i c s , e c o n o m i c e s , t e c h n o l o g i e s a n d s o c i a l p o l i -

c i e s - a n d a l l t h e s e d e v e l o p m e n t s w i l l h a v e m a j o r

i m p l i c a t i o n s f o r e d u c a t i o n a l p o l i c i e s a n d p r a c t i c e .

We are beginning to see major changes within

e d u c a t i o n a s w e l l , p r i o r i t i e s a r e c h a n g i n g t o w a r d s

e d u c a t i o n a l i n v e s t m e n t s o u t s i d e t h e s c h o o l s y s t e m

( e . g . i n d u s t r i a l t r a i n i n g ) , n e w i n f o r m a t i o n t e c h -

nologies creates new learning opportunities,

v o c a t i o n a l t r a i n i n g i s b e i n g r e d e f i n e d i n m a n y

a r e a s , n e w a n d m o r e r e s p o n s i b l e r o l e s f o r y o u t h

is becoming more common in schools ( e . g . coo-

- e r a t i v e l e a r n i n g ) , n e w c h a l l e n g e s t o o u r s o c i e t i e s

a n d t h e w o r l d c r e a t e s p r e s s u r e s f o r c h a n g e i n t h e

curriculum ( e . g . p o l l u t i o n o f o u r e n v i r o n m e n t ) ,

new and innovative programs are created on a

l a r g e s c a l e o n t h e b o u n d a r i e s b e t w e e n s c h oo l s andt h e w o r l d o f w o r k ( e . g . t h e T e c h n i c a l a n d V o c a -

t i o n a l E d u c a t i o n I n i t i a t i v e ( T V E I ) i n t h e U K ) ,

a n d s o m e f u n d a m e n t a l q u e s t i o n s a r e b e i n g a s k e d

a b o u t t h e r o l e o f s c h o o l s i n p o s t - i n d u s t r i a l a n d

i n f o r m a t i o n r i c h s o c i e t i e s .

These and new challenges will be with us for

some time . N e w , i n n o v a t i v e a p p r o a c h e s t o e d u c a -

t i o n a l p r a c t i c e c a n b e studied today . M u c h o f

what will be common practice in Year 2020 is

a l r e a d y h e r e . Of course, we s hall continuously

discover new challenges and new solutions, but

w e d o n o t n e e d t o s i t a n d w a i t .

Th e i nt er na ti on al c o nt e xt gives us a unique

o p p o r t u n i t y . I t g i v e s u s a c h a n c e t h a t o n l y l a b o r a -

t o r i e s u s u a l l y g i v e s u s , n a m e l y t o s t u d y n e w a p -

p r o a c h e s i n a n o t h e r e n v i r o n m e n t w i t h o u t c h a n g i n g

our own system . M a n y c o u n t r i e s a r e t e s t i n g o u t

i n n o v a t i v e a p p r o a c h e s t o e d u c a t i o n a l d i l e m m a e s ,

s e v e r a l i n t e r d i s c i p l i n a r y r e s e a r c h g r o u p s d i s c u s s

new and innovative solu tions - however - i t

h a p p e n s i n s m a l l " c o r n e r s " o f t h e w o r l d , s o m e t i -

m e s i n j u s t o n e s c h o o l o r i n o n e r e s e a r c h l a b o r a -

tory, sometimes i t may be used by a handful of

i n d i v i d u a l s .

T h e i d e a o f t h e " S c h o o l Y e a r 2 0 2 0 " - p r o j e c t i s t o

c r e a t e a l i v e l y , i n n o v a t i v e , f u t u r e o r i e n t e d i n t e r -

n a t i o n a l e d u c a t i o n a l . network that enable its

members to learn from each other, share ex-

p e r i e n c e s , c o m p a r e n o t e s , e x c h a n g e m a t e r i a l s , v i s i t

e a c h o t h e r s s i t e s , c h o o s e s o m e p r o j e c t s f o r l o n g i -

t u d i n a l e v a l u a t i o n a n d r e s e a r c h , p u b l i s h f i n d i n g s

and create new ideas and programs .

2 0 2 0 N E W S L ET TE RAUTUMN 19 89

IMTEC - INTERNATIONAL LEARNING COOPERATIVE

D y n e k i l g a t a 1 0 , 0 5 6 9 O s l o 5 , N o r w a y , t l f 3 7 3 4 2 0 , f a x 7 1 5 5 5 5 ,

THE NATURE OF THE 2020 NETWORKI M T E C i s e x p l o r i n g n e w t e r r i t o r y i n t h e " 2 0 2 0 -

p r o j e c t " . It is not a centrally sponsored and

centrally managed project . The idea an d the

settin g is create d by IMTEC, the initiat ive is

o u r s . S o f a r , t h a t i s a b o u t i t ! W e d o n o t w a n t t o

push the project faster than it d evelops . I t i s

b a s e d o n t h e i d e a t h a t a n e e d e x i s t s t o e x p l o r e

n e w f r o n t i e r s a n d t o l e a r n f r o m e a c h o t h e r .

Quite often the innovator is isolated and not

a p p r e c i a te d i n t h e l o c a l c o n t e x t . O f t e n i t i s a l o n g

d i s t a n c e t o a c o l l e a g u e . S o m e t i m e s i t i s h a r d t o

d i s c u s s w h a t o n e r e a l l y w a n t s t o d o - may be be-

c a u s e t h e c o n t e x t d o e s n o t a l l o w u s e v e n ` t o t r y .

Q u i t e o f t e n , h o w e v e r , i t i s t h e i m a g i n e d b o u n d a r -

i e s c r e a t e d b y o u r s e l v e s t h a t l i m i t o u r s p a c e a n d

t h e p o t e n t i a l o f o u r a l t e r n a t i v e s . Meeting on

"neutral ground", meeting with others who want

t o e x p l o r e t h e u n d i s c o v e r e d i s a t t h e h e a r t o f t h e

" 2 0 2 0 - p r o j e c t " .

B u t i t s t a r t s w i t h y o u . A n e t w o r k i s n o m o r e t h a n

its members . W e h a v e t r i e d t o c a l l o n u n i q u e i n -

d i v i d u a l s - f r o m e d u c a t i o n , r e s e a r c h , i n d u s t r y ,

public administration and media to take the

i n i t i a t i v e i n e a c h c o u n t r y . T h e r e a r e a l r e a d y s o m e

1400 name s on IMTECs "2020 -list" . W e w i l l s o o n

begin to "networ k" all members according to

interests . Y o u w i l l b e a s k e d w h a t k i n d o f i n t e r e s t s

and experiences you want to share with others .

W e b e l i e v e i t w i l l b e e x i t i n g ! T o m a k e i t w o r k

depends on your own initiatives and ideas and

your willingness to share your thoughts and

e x p e r i e n c e s , m a t e r i a l s a n d c o n c e p t s .

I n s e v e r a l c o u n t r i e s a " N a t i o n a l C o m m i t t e e " i s

organized as the "hub" of the network . The

c o u n t r i e s d i f f e r i n t e r m s o f t h i s s e t u p . I t l a r g e l y

d e p e n d s o n n a t i o n a l a n d c u l t u r a l f a c t o r s . W h at i s

i m p o r t a n t , i s t h a t s o m e a r e r e s p o n s i b l e f o r t h e

c o o r d i n a t i o n o f t h e w o r k i n " y o u r c o u n t r y . W e d o

encourage an oven n e t w o r k , a c h a n c e f o r a n y o n e

with new ideas t o come in . And you have the

r i g h t t o p r o p o s e a n y n a t i o n a l a c t i v i t y t o y o u r

committee .

A t t h e i n t e r n a t i o n a l l e v e l y o u m a y j o i n t h e l a r g e

i n t e r n a t i o n a l s e m i n a r s a s w e l l a s t h e m o r e s p e c i a -

l i s e d w o r k i n g g r o u p s . L o o k o u t f o r t h e N o v e m b e r

conference in Holland this fall and the large

2020-world conference in th e UK in September

n e x t y e a r . S o f a r w e h a v e o n l y o n e a c t i v e i n t e r -

n a t i o n a l w o r k i n g g r o u p , ( f o r S c h o o l - B a s e d D e v e -



lopment) . ( S e e I M T E C s N e w s l e t t e r ) . W e w i l l h a v e

s e v e r a l . And you will find one or two that you

w o u l d l i k e t o j o i n . D o i t .

THE INTERNATIONAL STEERINGCOMMITTEE

The Internati onal Steeri ng Committee (ISC) has

had thr ee meeti ngs, in Soest (Germany), in

Snowmass (Colora do) and in East Hampste ad

(UK) . The members of the Committee are pre-

s e n t e d e l s e w h e r e i n t h e N e w s l e t t e r . T h e c h a i r i s

held by pro fessor Bab Kleekamp (University of

Amsterdam) and the Secretar cy is Theo Liket

( H o l l a n d ) .

T h e S o e s t m e e t i n g w a s m a i n l y s e t u p t o p l a n t h e

S n o w m a s s c o n f e r e n c e a n d t o d i s c u s s t h e n a t u r e o f

t h e p r o j e c t . It was gen erously hosted by the

L a n d e s i n s t i t u t e f u r S c h u l e a n d W e i t e r b i l d u n g , a

major Research and Development Center in the

b e a u t i f u l t o w n o f S o e s t i n N o r d r h e i n W e s t f a l i a .

The members were in troduced to the reform

scene in education in th e Federal Republic

t h r o u g h a p r e s e n t a t i o n b y d r . Knut. Never man .

The Steering Committee meetin g ; in Snowmass

proposed an agenda for 1989/90 for the "2020-

p r o j e c t " , i n c l u d in g a n a t i o n a l a g e n d a ( e . g . e s t a b -

l i s h i n g a N a t i o n a l C o m m i t t e e , a S e c r e t a r i a t , a f i r s t

l i s t o f n e t w o r k m e m b e r s , a s t r a t e g y f o r f u n d i n g

and identification of innovative cases) and an

I n t e r n a t i o n a l A g e n d a ( e . g . the UK conference, a n

electronic network, planning meetings for IDP,

A+ and "Thinking skills", trainer of trainers

s e m i n a r s , t h e N o v e m b e r m e e t i n g a n d f u n d

r a i s i n g ) . D r a f t s t a t u t e s w e r e d i s c u s s e d .

T h e m e e t i n g i n E a s t H a m p s t e a d f u r t h e r e x p l o r e d

t h e d e v e l o p m e n t o f t h e p r o j e c t , m o d e l s o f n a t i o -

n a l o r g a n i z a t i o n s a n d , t o g e t h e r w i t h m e m b e r s o f

t h e B r i t i s h C o m m i t t e e , d i s c u s s i o n s t o o k p l a c e o n

the UK confere nce (Septe mber 1990) . A Con-

f e r e n c e C o m m i t t e e w a s e l e c t e d w i t h t h e f o l l o w i n g

members : Valeri e Bra gg UK), Tom Dodd (UK),

Susan Toft Everso n (USA), Stanley Goodch ild

(UK), Peter Holly (IMTEC-UK) and Theo Like t

( r e p . IMTEC staff an d th e ISC). The meeting

decided to make an experiment with electronic

conferencing using the Times Educational Net-

w o r k . The November conference in Hollan d was

discussed and a tentative program proposed .

Professor David Hargrea ves, Cambridg e, invited

us to a discussion of some of the b asic (and

r a t h e r d r a s t i c ) c h a n g e s t h a t t a k e s p l a c e i n B r i t i s h

e d u c a t i o n t o d a y .

IMTEC is following up on a ll the acti vities

proposed : I n J a n u a r y t h i s y e a r t h e f i r s t i n t e r -

n a t i o n a l w o r k g r o u p o n t h e " I n s t i t u t i o n a l D e v e -

l o p m e n t P r o g r a m " ( I D P ) w a s o r g a n i z e d i n N o r w a y .

The A+ pro j ec t (dev eloped by McREL) was

s t u d i e d i n a n e x p e r t m e e t i n g i n t h e N e t h e r l a n d s

2

in June and the meeting was followed up by a , ,

traini ng seminar in Kansas in August . The

IMTEC-NOVO-group i n Holla nd i s te stin g so me

o f t h e " T h i n k i n g S k i l l s " - m a t e r i a l s f r o m t h e " T a c -

t i c s " p r o g r a m a n d w e w i l l p r e s e n t a n A c t i o n p l a n

f o r f u r t h e r d e v e l o p m e n t s i n t h i s a r e a t h i s f a l l ,

which will enable interest ed 2020-members to

join actively in program developments . The

r e s u l t s o f t h e s e d e v e l o p m e n t a c t i v i t i e s will be

presented i n the November conference in the

Netherlands . S h o u l d y o u b e i n t e r e s t e d i n e i t h e r o f

the two ar eas ("Institutional Development" or

" T h i n k i n g s k i l l s " ) , c o n t a c t y o u r 2 0 2 0 - c h a i r p e r s o n

or IMTEC directly about th e November con-

f e r e n c e . Unfortunately we have very limited

s p a c e i n t h i s m e e t i n g ( o n l y a t o t a l o f 6 0 ) .

W e a r e a l s o e x p l o r i n g t h e p o k s i b i l i t i e s o f s e t t i n g

u p a n e x p e r i m e n t w i t h e l e c t r o n i c c o n f e r e n c i n g . A t

this stage we are struggling with some cost-

p r o b l e m s i n s o m e c o u n t r i e s r e l a t e d t o i n t e r n a t i o -

nal computer communication, problems we hope

t o b e a b l e t o s o l v e i n t h e n e a r f u t u r e .

NATIONAL ACTIVITIEST h e a c t i v i t i e s a t t h e n a t i o n a l l e v e l a r e u n e v e n .

S o m e c o u n t r i e s a l r e a d y h a v e a N a t i o n a l C o m m i t -

tee or an active network ( e . g . Belgium, the

Federal Republic of Germany, Finland, Nether-

l a n d s , N o r w a y , U K ) , i n o t h e r c o u n t r i e s a n a c t i v e

I M T E C - a s s o c i a t e i s w o r k i n g t o e s t a b l i s h a m o r e ,

p e r m a n e n t s t r u c t u r e ( e . g . Austria, Canada, Den-

mark, Fra nce, Spain, Switzer land, USA) and in

o t h e r c o u n t r i e s t h e r e i s a n i n t e r e s t b u t n o s i g n i -

f i c a n t m o v e t o w a r d s t h e o r g a n i z a t i o n o f a N a t i o -

nal Committee .

T h e r e a r e s e v e r a l i n i t i a l t a s k s d e a l t w i t h b y t h e

C o m m i t t e e s a t t h i s s t a g e : T h e o r g a n i z a t i o n o f t h e

G r o u p i t s e l f , i d e n t i f i c a t i o n o f i n n o v a t i v e e d u c a -

t i o n p r a c t i c e s , i d e nt i f ic a i o n o f p e r so q s _ t o r ec ru it

for the 2020-nettwork, the _ dissemination o f

i n f o r m a t i o n f r o m t h e i n t e r n a t i o n a l s e m i n a r s , l i n -

king of nati onal institutions to new IMTEC

i n i t i a t i v e s ( e . g . I D P , A + , T h i n k i n g s k i l l s , e t c ) a n d

t o r e v i e w p r o p o s a l s f o r i n t e r n a t i o n a l a c t i v i t i e s .

To carry on work in-between s essions of the

I n t e r n a t i o n a l S t e e r i n g C o m m i t t e e m e e t i n g s , t h e

f o l l o w i n g M a n a g e m e n t C o m m i t t e e w a s e l e c t e d f o r

t w o y e a r s a t t h e C o l o r a d o m e e t i n g : Bab Kleekamp

( c h a i r m a n ) , Larry Hutchins, ( c o o r d i n a t o r N o r t h

A m e r i c a ) , T h e o L i k e t ( S e c r e t a r y a n d C o o r d i n a t o r

for Euro pe), Mette Elde vik (IMTEC Proje ct

Coordin ator ) and Per Dalin (IMTEC Directo r) .



TRAINING FOR SCHOOL DEVELOPMENTThe IMTEC training progra m for School based

d e v e l o pm e n t c o n s u l t a n t s i s g o i n g o n a t p r e s e n t

i n t w o c o un t r i es : G e r m a n y ( s e c o n d g e n e r a t i o n ) ,

t h e N e t h e r l a n d s ( s e c o n d a n d t h i r d g e n e r a t i o n ) .

We are also planning a renewed program in

Norway (it may be a Nordic progr am) . W e a r e

a l s o i n t h e p l a n n i n g s t a g e o f t h i s p r o g r a m i n

t h e UK .

The German progr am has the School District

a s t h e t a r g e t f o r c h a n g e , s e l e c t i n g t e a m s o f

c o n s u l t a n t s f r o m t h e f i v e r e g i o n s i n N o r d r h e i n

W e s t p h a l i a t o w o r k i n p a i r s w i t h s i n g l e s c h o o l s ,

a t t h e s a m e t i m e t r a i n i n g s c h o o l s u p e r v i s o r s

a n d t r a i n e r s .

The program is administered by Herbert

B u c h e n , i n t h e N R W L a n d e s i n s t i t u t f u r S c h u l e

under Wei terbild ung (LSW, Soest), a major

Research and Development Institution in the

Federal Republic of Germany . H e r b e r t B u c h e n ,

Professor Hans-Giinther Rolff from the Uni-

versity of Dortmund, Leo Horst er (LSW), Bab

K l e e k a m p ( A m s t e r d a m ) a n d P e r D a l i n c o n s t i t u -

te the Management Group .

H.G . R o l f f a n d P e r D a l i n i n t e n d t o p r o d u c e a

"European OD-book" on educatio n, with prac-

t i c a l c a s e s , e x e r c i s e s a n d b a c k g r o u n d r e a d i n g

mainly based on the European materials -

hopefully ready by the end of 1990 . A l s o

IMTEC and the LSW will present a materia ls

b a s e f o r a c o m p l e t e t r a i n i n g p r o g r a m ( c o n s u l -

t a n t s , s u p e r v i s o r s a n d t r a i n e r s ) b y t h e e n d o f

1 9 9 0 .

The Dutch project works clos ely with a net-

w o r k o f T e a c h e r T r a i n i n g i n s t i t u t i o n s a n d g o e s

i n t o t h e t h i r d g e n e r a t i o n t h i s f a l l . T h e p r o g r a m

is head ed by Bab Kleekamp and Theo Liket

and suppo rted by Caroline Vet and Sylvia

S t a w s k i . E v a l u a t i o n o f t h e pr o g r a m i s u n d e r -

taken by Theo Liket . M e t t e E l d e v i k w o r k s a s

a f o r m a t i v e e v a l u a t o r i n t h e S e c o n d P r o g r a m .

T h e P r o j e c t a l r e a d y h a s p r o d u c e d a l a r g e m a t e -

rial base i n Dutch, and a number of well

q u a l i f i e d D u t c h c o n s u l t a n t s a r e p r e s e n t l y o n t h e

market . P e r D a l i n ' s t e x t b o o k " S c h o o l D e v e l o p -

m e n t " , ( D u t c h ) w a s p u b l i s h e d i n M a y t h i s y e a r

suppor ted b y NOVO . ( " O r g a n i s a t i e O u t w i k k e -

l i n g i n S c h o o l & O n d e r w i j s " , S a m s o n , 1 9 8 9 . )

COOPERATION WITH McRELThe Second "School-Year 2020" Internatio nal

Conference held in Colorado, October 1988,

was a join t undert aking b y McREL (the Mid-

Continent Regional Educational Labora tory)

and Imtec .

McREL is one of nine region al educationa l

l a b o r a t o r i e s s e r v i n g d i f f e r e n t r e g i o n s o f t h e

U n i t e d S t a t e s a n d i t s p r o t e c t o r a t e s .

T h e " L a b s " a r e p r a c t i c e i n s t i t u t i o n s, a s s i s t i n g

educators to use and apply the findings and

p r o d u c t s o f r e s e a r c h a n d d e v e l o p m e n t i n t h e i r

d a i l y w o r k i n c l a s s r o o m s , s c h o o l s , d i s t r i c t s ,

s t a t e e d u c a t i o n a g e n c i e s a n d r e l a t e d s e t t i n g .

McREL is the la borato ry which serves the

mountain/plains region including : C o l o r a d o ,

Kansas, Missouri, Nebras ka, North Dakota,

South Dakota and Wyoming .

Our cooperation w ith McREL will continue . A

Development Group represe nted by people

from McREL and Imtec is p resent ly working

on new pr ograms buildi ng on McREL's Achie-

v i n g E x c e l l e n c e P r o g r a m ( A + ) a n d l i n t e c ' s I D P ,

The Instituti onal Development Program .

McREL's A+ is a site o r schoolbas ed manage -

ment system . I t o r g a n i z e s a n d u s e s r e s e a r c h -

b a s e d k n o w l e d g e t o i n c r e a s e e d u c a t i o n a l e f f i c i -

e n c y , e f f e c t i v e n e s s a n d e x c e l l e n c e . I t d o e s t h i s

b y g i v i n g e d u c a t o r s a f r a m e w o r k f o r c u r r i c u -

l u m , i n s t r u c t i o n a n d a s s e s s m e n t d e c i s i o n s s o

t h a t t h e l i m i t e d r e s o u r c e s a n d e n e r g y a v a i l a b l e

f or sc hool improvement and redesign c an be

d i r e c t e d a t t h e s t r a t e g i e s a n d t a c t i c s t h a t a r e

m o s t l i k e l y t o f o s t e r e x c e l l e n c e i n y o u r s c h o -

o l ( s ) . T h e A + m , n n a g e m e n t s y s t e m . _ a l s o p r o v i . . _

u n i q u e a s s e s s m e n t t o o l s f o r m a i n t a i n i n g p r o -

g r e K s a n d r e d i r e c t i n g e n e r g y .

Pilot programs of A+ will take place in the

Netherland s, and most like ly in the UK and

Norway during 1989/90 .

Both IDP and A+ will be the topics on the

" 2 0 2 0 " - November conference in the Nether-

lands (see announcemen t) .

THINKING SKILLSIMTEC is present ly developing a new "Thin-

k i n g s k i l l " - p r o g r a m , b u i l d i n g u p o n d e v e l o p m e n t

work in several countries . Central to our

i n t e r e s t h a s b e e n t h e " T a c t i c s " - p r o g r a m d e v e l o -

ped by McREL . A l s o s e v e r a l E u r o p e a n p r o j e c t s

a r e t a k e n i n t o a c c o u n t . P r o f e s s o r B a b K l e e -

kamp and drs . S y l v i a S t a w s k i ( A m s t e r d a m ) a r e

c o o r d i n a t i n g t h e w o r k i n t h i s a r e a .



ORGANIZATIONAL DEVELOPMENTPROJECTSOne of the most important strategies in IM-

TECs work is Organi zation al Development .

S e v e r a l s t a f f m e m b e r s h a v e o n e o r s e v e r a l o n -

g o i n g O D p r o j e c t s a n d O D t o o l s a r e o f t e n u s e d

in mos t IMTEC progra ms .

M e t t e E l d e v i k i s r e s p o n s i b l e f o r t h e e v a l u a t i o n

o f a P u b l i c D e n t a l H e a l t h C a r e P r o j e c t . T h i s

p r o j e c t i s i n i t i a t e d b y t h e N o r w e g i a n D i r e c -

t o r a t e o f H e a l t h a n d s u p p o r t e d b y t h e D e p a r t -

m e n t o f H e a l t h a n d S o c i a l S e c u r i t y .

T h e o v e r a l l o b j e c t i v e o f t h e p r o j e c t i s t o s o l v e

n e w i s s u e s w i t h o u t a n y n e t i n c r e a s e o f c o s t s ,

through flexible use of staff and change of

r o u t i n e s . T h i s i s a s s u m e d t o t a k e p l a c e w i t h o u t

r e d u c i n g t h e q u a l i t y o f s e r v i c e s .

She uses a formative evaluation appro ach by

w o r k i n g i n c l o s e c o o p e r a t i o n w i t h t h e P r o j e c t

M a n a g e m e n t T e a m . Regular feedba ck to all

p a r t i c i p a n t s t o h e l p m a k i n g i n f o r m e d d e c i s i o n s

d u r i n g t h e p r o j e c t p e r i o d , i s a k e y s t r a t e g y .

T o r B e r g l i ( i n c o o p e r a t i o n w i t h P e r a n d M e t t e )

i s w o r k i n g w i t h t h e r e d e s i g n o f O s l o W a t e r a _ ,

Sewag e Works, a n O b j e c t i v e - d r i ve n O D p _ r o ' e c t . - -

o v e r some 3 - 4 y e a r s . The Director Oddvin

Tokheim and his 6 member Team of Directro rs

work closely with 6 Task forces . T o r i s t h e

main e xterna l OD consultant work ing t h t w t l _ , _ .

i n T b r n a t -OD p e t s o r B j a r n e Helland and

W e n c h e " L i e n and the 6 Task forces . The

Project combines intens ive Leaders hip-team

development wit h OD work, especi ally within

e c o n o m y c o n t r o l , d e v e l o p m e n t o f w o r k o r g a n i -

z a t i o n a n d s t a f f de v e l o p m e n t . T o u s i n I M T E C ,

. a p u r e l y T e c h n i c a l a g e n c y i s a c h a l l e n g e a n d

a g r e a t l e a r i n g e x p e r i e n c e .

K n u t S t r a n d e n i s p r e s e n t l y b u i l d i n g a c o m p r e -

h e n s i v e O D p r o j e c t w i t h s e v e r a l C o u n t y - o f f i c e s

and Superintenden ts offices in the South

E a s t e r n p a r t o f N o r w a y ( " O s t l a n d s - p r o s j e k t e t " ) .

S o f a r w e a r e e x p e r i m e n t i n g w i t h a t o t a l n e w

design for Leadership Development in the

Raelingen community - s t a r t i n g w i t h C l a s s r o o m

Management and based on the needs at this

l e v e l d e s i g n i n g p r o g r a m s f o r H e a d s a n d S u p e r -

i n t e n d e n t s . I n t h e c i t y o f G j o v i k a t t e mp t s a r e

m a d e t o r e d u c e c o s t s i n v o l v i n g a l l a c t o r s . Q u i t e

a c h a l l e n g e !

P e r D a l i n i s a s s i s t i n g t h e T a n z a n i a n M i n i s t r y

o f E d u c a t i o n d e v e l o p i n g t h e b a s i s f o r a " D o -

n o r s ' c o n f e r e n c e " t o h o p e f u l l y i n c r e a s e a i d t o

e d u c a t i o n a n d m a k e i t m o r e e f f e c t i v e . S e v e r a l

T a n z a n i a n r e s e a r c h e r s h a v e c o n t r i b u t e d t o t h i s

p r o j e c t b y w r i t i n g s o m e v e r y i n t e r e s t i n g p a p e r s

4

abou t the Tanzanian educ ational situ ation,

edited by professor Herme J . Mosha (The

papers are sponsored by the World Bank) . P e r

i s a l s o e n g a g e d i n O D w o r k w i t h t h e V o c a t i o -

nal Trainin g Branch of the Internation al

L a b o u r O r g a n i z a t i o n , a j o b h e i s d o i n g i n c l o s e

c o o p e r a t i o n w i t h t h e d i r e c t o r , R i c h a r d J o h a n -

s o n .

HOW SCHOOLS IMPROVEI n o u r S p r i n g 1 9 8 8 N e w s l e t t e r , t h e r e i s a b r i e f

note on this proj ec t, whic h is now in full

operation, supported by a grant from the

Norweg ian Aid Agency NORAD thr ough th e

Population and Human Resources Department

of the World Bank . How Schools Improve -

HSI - i s a p u r e l y q u a l i t a t i v e r e s e a r c h p r o j e c t

o n h o w v i l l a g e s c h o o l s s u c c e e d i n i m p l e m e n t i n g

n a t i o n a l l y i m p l e m e n t e d e d u c a t i o n a l r e f o r m s o r

m a j o r e d u c a t i o n a l c h a n g e s , u s i n g a s a m p l e o f

1 2 s c h o o l s i n e a c h c o u n t r y . T h e co u n t r i e s a r e

Bangladesh, Colombia and Ethiopia .

T h e m a j o r r e s e a r c h q u e s t i o n s o f t h e s t u d y a r e

a s f o l l o w s :

a ) W h a t a r e t h e o u t c o m e s o f s u c c e s s f u l s t r a t e -

g i e s f o r t h e i m p l e m e n t a t i o n o f e d u c a t i o n a l

c h a n g e , s e e n i n t e r m s o f q u a l i t y o f i m p l e -

m e n t a t i o n , i n s t i t u t i o n a l i z a t i o n , a n d s t u d e n t

o u t c o m e s , a s w e l l a s i n t e r m s o f u n e x p e c -

ted outcomes?

b) What do successful strategies look like,

b o t h a t t h e m a c r o ( c o u n t r y ) l e v e l a n d t h e

m i c r o ( l o c a l s c h o o l ) l e v e l ?

c) What determines successful s t r a t e g i e s ?

Determinants may include administrative

c a p a c i t y d e v e l o p m e n t , t e a c h e r t r a i n i n g , a n d

c o m m i t m e n t - b u i l d i n g e f f o r t s , a m o n g o t h e r s .

d ) H o w a r e s u c c e s s f ul s t r a t e g i e s i n t e g r a t e d a t

t h e m a c r o a n d m i c r o l e v e l s .

These major questions, with associated sub-

q u e s t i o n s , a r e o r g a n i z e d i n t e r m s o f t w o m a j o r

s u b s t u d i e s o f t h e p r o j e c t , t h e c o u n t r y - l e v e l a n d

s c h o o l l e v e l s t u d i e s .

1 . T h e c o u n t r y - l e v e l s u b s t u d y i s b r i e f , a n d

m o s t l y c o n f i r m a t o r y , a i m i n g t o s e e w h e t h e r

t h e p r e v i o u s d e s k c a s e s t u d y o f t h e p r o -

gram (Adrian Verspo or : "Pathways t o

c hange : Improving the Qualit y of Change

in Developing Countries", World Bank,

1 9 8 7 ) w a s a c c u r a t e , a n d t o r e v i s e i t s c o n -

c l u s i o n s w h e r e n e e d e d .

l



2 . The . s c h o o l - l e v e l s u b s t u d y i s m o r e e x t e n s i -

v e , a n d m o s t l y e x p l o r a t o r y , s i n c e l i t t l e i s

known ab out how local-level implementa-

t i o n p r o c e ed s . S o m e c o n f i r m a t o r y q u e s t i o n s

are proposed, drawn from the prior desk

case studies, and from studies of change

i n d e v e l o p e d c o u n t r i e s .

I t i n c l u d e s i n - d e p t h i n t e r v i e w s o f p a r e n t s ,

t e a c h e r s , h e a d m a s t e r s , " s u p p o r t - g i v e r s " ( i . e .

i n s p e c t o r s , s u p e r v i s o r s , c u r r i c u l u m s p e c i a -

l i s t s , i n - s e r v i c e t r a i n e r s , e t c . ) a n d d i s t r i c t

a d m i n i s t r a t or s , a s w e l l a s c l a s s r o o m o b s e r -

v a t i o n s .

I n t h e S p r i n g t h i s y e a r , a p r e - t e s t i n g w o r k s h o p

was held in Rome with members of the c ou n-

t r y t e a m s , t h e s p e c i a l i s t p a n e l , t h e c o a c h e s a n d

t h e c o o r d i n a t o r o f t h e s t u d y , H a l l v a r d K u l o y ,

i n o r d e r t o f i n a l i z e t h e i n s t r u m e n t s b a s e d o n

the field testing conducted in each country

during the Winter 1988-89 .

I n B a n g l a d e s h , t h e r e s e a r c h t e a m i s h e a d e d b y

P r o f e s s o r M a z h a r u l H a q u e o f t h e I n s t i t u t e o f

Educational Research at th e University of

D haka . The team is pro vided with research

f a c i l i t i e s b y t h e B a n g l a d e s h B u r e a u o f E d u c a -

t i o n a l I n f o r m a t i o n a n d S t a t i s t i c s , ( ' ) B A N B E I S ) .

S t y r b j o r n G u s t a f s s o n i s r e s e a r c h c o a c h .

In Colombia, the research team is headed by

Dr . Carlos Rojas at th e Institut o SER de

I n v e s t i g a c i o n . Ray Chesterfield is resea rch

coach .

I n E t h i o p i a , t h e p r i n c i p a l i n v e s t i g a t o r i s T e s -

f a y e D u b a l e , H e a d o f t h e N a t i o n a l C u r r i c u l u m

Development Department, wi th Anbezu Biazen

a s Chief Researcher . Per Dalin is rese arch

coach .

I n o r d e r t o p r o v i d e t h e b e s t p o s s i b l e s u p p o r t

o n q u a l i t a t i v e r e s e a r c h m e t h o d o l o g y a n d a n a l y -

s i s , a s p e c i a l i s t p a n e l i s a l s o p r o v i d e d d i r e c t l y

t h r o u g h t h e W o r l d B a n k , c o n s i s t i n g o f M a t t h e w

Miles and Michael Huberman, well know n for

t h e i r p i o n e e r i n g w o r k " Q u a l i t a t i v e D a t a A n a l y -

s i s : A sourcebook of New Methods", an d Per

Dalin of IMTEC .

PRIMARY EDUCATION IN PAKISTANIn the spr ing of 1988 , IMTEC, NORAD and

t h e U n i v e r s i t y o f G o t h e n b u r g d i d a r e v i e w o f

p o s s i b l e N o r w e g i a n a s s i s t a n c e t o e d u c a t i o n i n

P a k i s t a n .

From the recommendations of this review, it

w a s a g r e e d o n t h a t q u l i t a t i v e i m p r o v e m e n t o f

Primary Education was going to be the main

5

s e c t o r f o r t h e d e v e l o p m e n t c o o p e r a t i o n b e t w e e n

Pakistan and Norway .

I M T E C i s r e s p o n s i b l e f o r f o l l o w i n g up o n t h i s

project, coord inated by Hallvard Khre Kuloy

w i t h A n n e W e l l e - S t r a n d b e i n g r e s p o n s i b l e f o r

t h e p e d a g o g i c a l c o n t e n t .

IMTEC is w orkin g clos ely wit h NORAD in

Norway as well as in Pakistan, and we have

e x t e n s i v e p r o f e s s i o n a l c o l a b o r a t i o n w i t h P a k i s -

t a n i i n s t i t u t i o n s a n d c o n s u l t a n t s i n b o t h c o u n -

t r i e s .

T h e m a i n p r o j e c t s a r e :

1 I n - s e r v i c e t r a i n i n g o f P r i m a y y S c h o o l T e a -

c h e r s , t h r o u g h t h e s y s t e m o f A l l a m a I q b a l

Open University . The emphasi s of the

p r o j e c t i s a q u a l i t a t i v e i m p r o v e m e n t o f a

s i x m o n t h s c o u r s e f o r 5 0 0 0 0 t e a c h e r s i n

t h e p r o j e c t p e r i o d , i n c l u d i n g t r a i n i n g a n d

w o r k s h o p s f o r s t a f f , t u t o r s a n d t e a c h e r s .

2 W o r k i n g w i t h t h e r e g i o n a l Textbook

Boards, including training of staff and

p r e t e s t i n g o f b o o k s , t o e n s u r e i n c r e m e n t a l

improvement in primary textbooks .

3 S u p p l e m e n t a r y r e a d i n g m a t e r i a l f o r p r i m a r y

s c h o o l s .

4 Consultancy input in the World Bankroject for Primary Education m i n d ,

mainly on components related to school-

n u t r i t i o n a n d t h e e n r o l l e m e n t a n d r e t e n t i o n

o f g i r l s i n P r i m a r y E d u c a t i o n .

INSTITUTIONAL EVALUATIONIMTEC has bee n involved in "School Based

Review" since 1976, when IMTEC staff and

f e l l o w s , i n c l u d i n gW people lik e Larry Krafft,

Marvin Wideen, Val D . R u s t a n d o t h e r s p i o n e -

e r e d t h i s f i e l d i n T e a c h e r T r a i n i n g I n s t i t u t i o n s .

Sinc e that time ou r work has brou ght u s to

m o s t t y p e s o f s c h o o l s a n d i n s t i t u t i o n s o f H i g h e r

e d u c a t i o n i n b o t h t h e i n d u s t r i a l i z e d w o r l d a s

w e l l a s i n d e v e l o p in g c o u n t r i e s .

REMINDER : The "2020"-conference on A+ and

IDP in the Nethe rlands , November 6-8 .

C o n t a c t : Caroline Vet

University of Amster dam

Nascholingscoo rd . i n a a t

P r i n s e n g r a c h t 2 2 7

1015 DT Amsterd am

Holland



NORAD - the Norwegia n Agency for Develop-

ment - c o n t r a c t e d I M T E C t o d o a f a i r l y c o m -

p r e h e n s i v e r e v e i w o f t h e " I n s t i t u t e f o r D e v e -

lopment Manag ement" (IDM) in Tanzania t his

y e a r .

An internation al team of evaluators, Janet

Poley (USA), Kami Rwe gas ira (Tanzan ia),

A n t h o n i e W a t t e l ( H o l l a n d ) , D a n i e l Y o n a ( T a n -

z a n i a ) a n d P e r D a l i n ( N o r w a y ) u n d e r t o o k t h i s

assignment. Kari Milner Strom fr om IMTEC

c o o r d i n a t e d a l l t e c h n i c a l a n d a d m i n i s t r a t i v e

work .

T h e p r o c e s s w a s p a r t ic u l a r ly i n t e r e s t i ng : T h e

I M T E C t e a m w o r k e d c l o s e l y w i t h r e p r e s e n t a t i -

ves of IDM, the Tanzanian Government and

N O R A D t o e s t a b l i s h c r i t e r i a , e v a l u a t i o n s t a n -

dards an d the des ign (using IMTEC designed

e x e r c i s e s ) . I D M i s a l a r g e i n s t i t u t i o n w i t h c l o s e

t o 2 0 0 0 s t u d e n t s a n d s t a f f a l t o g e t h e r . R e p r e -

s e n t a t i v e s a m p l e s o f a l l c a t e g o r i e s o f s t u d e n t s

and staff responded to the internal review

(using a mo dified GIL), and th e analysis o f

this mate rial guid ed the IMTEC Team in its

d a t a - g a t h e r i n g w i t h I D M c l i e n t s , t h e G o v e r n -

m e n t a n d s t u d e n t s a n d s t a f f .

The report, presen tly under review by the

Tanzanian Governmen t and NORAD sets o ut

10 proposals for further development and

renewal of this largest Afric an Management

D e v e l o p m e n t i n s t i t u t i o n .

FOR YOUR DIARYAnnouncing the Third I n t e r n a t i o n a l C o n f e r e n -

c e of IMTEC's " School-Year 2020" Project to

b e h e l d a t t h e U n i v e r s i t y o f O x f o r d , O x f o r d ,

UK, 4t h - 8th September 1990 .

T h i s c o n f e r e n c e , w h i c h i s b e i n g c o - o r g a n i s e d

by IMTEC and the Training Agency (UK), will

p r o v i d e a g r e a t o p p o r t u n i t y t o m e e t e d u c a t o r s

i n v o l v e d i n t h e r e s t r u c t u r i n _ o f . _ e .duXiop i n

a world-wide netwoik`and, by working colla-

b o r a t i v e l y , t o p l a n e d u c a t i o n i n t h e f u t u r e .

The IMTEC project, "School-Year 20 20", wa s

e s t a b l i s h e d i n 1 9 8 7 ; t h e f i r s t i n t e r n a t i o n a l c o n -

f e r e n c e w a s h e l d i n F i n l a n d w i t h f o c u s o n t h e

r o l e o f t h e m e d i a a n d i n f o r m a t i o n t e c h n o l o g y

i n s c h o o l s o f t h e f u t u r e . T h e s e c o n d c o n f e r e n -

ce, held in Snowmass, Colorado in 1988, was

c o n c e r n e d w i t h t h e r e d e s i g n o f s c h o o l i n g . In

t e r m s o f t h e t h i r d c o n f e r e n c e , t h e i n t e n t i o n i s

to extend the successes of the Helsinki and

Snowmass conferences by bringing together

policy-makers, developers, innovative prac-

t i t i o n e r s , t r a i n e r s a n d r e s e a r c h e r s t o b u i l d a n

a g e n d a f o r a c t i o n - in order to make change

happen .

6

This agenda for action will have two dimen-

s i o n s : the conte nts (the "what") of future

s c h o o l i n g , a n d t h e p r o c e s s e s o f c h a n g e m a n a g e -

m e n t ( t h e " h o w " ) . T h e f o r m a t o f t h e c o n f e r e n c e

w i l l i t s e l f b e i n n o v a t i v e , b u t b a s e d a r o u n d a n

a p p r o p r ia t e b a l a n c e o f k e y - n o t e p r e s e n t a t i o n s,

case-study investigations and working-group

s e s s i o n s .

T h e s e t t i n g f o r t h e c o n f e r e n c e w i l l b e i n t h e

h i s t o r i c a n d b ea u t i f u l c i t y o f O x f o r d . W h e r e

b e t t e r t o c r e a t e v is i o ns of the future than

amidst the "dreaming spires" of Oxford? Ac-

commodation will be in Balliol and Trinity

C o l l e g e s , w h i c h a r e b o t h p a r t o f t h e U n i v e r s i t y

o f O x f o r d a n d s t e e p e d i n h i s t o r y t h e m s e l v e s .

S o t h e s e t t i n g w i l l b e t h e p a s t , t h e o c c a s i o n

w i l l b e t h e p r e s e n t a n d t h e p r e - o c c u p a t i o n w i l l

b e t h e f u t u r e .

I t i s m o s t a p p r o p r i a t e t h a t t h e 1 9 9 0 c o n f e r e n c e

s h o u l d b e l o c a t e d i n E n g l a n d , w h e r e a f e r m e n t

of innovation is cu rrently under way . I t i s

e q u a l l y a p p r o p r i a t e t h a t t h e T r a i n i n g A g e n c y

( U K ) - o n e o f t h e i n s t i g a t o r s o f t h i s f e r m e n t a -

t i o n p r o c e s s - s h o u l d b e c o - o r g a n i s i n j s u c h a

c o n f e r e n c e w h i c h a i m s t o m o b i l i s e e d u c a t i o n a -

l i s t s

" t o w a r d s v i s i o n s o f t h e f u t u r e " .

If you would like more details a bout the

c o n f e r e n c e , c o n t a c t :

T o m D o d d

2020 Conference Coordinator

Training Agency

TVEI Uni t

236 Grays Inn Road

L o n d o n W C 1 X 8 H L

England

WORKING GROUP FOR SCHOOL-BASEDDEVELOPMENTF o l l o w i n g t h e S c h o o l - Y e a r 2 0 2 0 I n t e r n a t i o n a l

C o n f e r e n c e i n C o l o r a d o ( O c t o b e r 1 9 8 8 ) , i t w a s

d e c i d e d t o c o n t i n u e t h e l i f e o f t h e c o n f e r e n c e ' s

workin g group concerned with School-Based

Development .

A small plannin g team, coordinat ed by Peter

Holly, met in Dortmund and Amsterdam to

o r g a n i s e a m a j o r e v e n t . A c a s e s t u d y v i s i t t o o k

p l a c e i n J u n e 1 9 8 9 , a n d t w e n t y - n i n e r e p r e s e n -

tatives from s e v e r a l c ou n t r i e s (Norway,

H o l l a n d , S p a i n , U S A , F i n l a n d , E n g l a n d , S c o t -

l a n d a n d N o r t h e r I r e l a n d ) p a r t i c i p a t e d i n t h e

e v e n t .



Th e i n t e n t i o n was t o e x p lo r e s c h o o l - b a s e d

d e v e l o p m e n t i n a c t i o n i n t h e f o r m o f t h e P r o -

gramme of Evaluation in Grampian Schools

(PEGS) . The week proved a most i ntensive

investigation and was structured in three

s e c t i o n s :

t w o - d a y c a s e s t u d y v i s i t s t o p r o j e c t s c h o o l s

which provided material for a process

evaluation of the work of each of the

s c h o o l s i n v o l v e d . This provided a great

o p p o r t u n i t y t o i n t e r a c t w i t h t h e s c h o o l s o n

a c o n s u l t a n c y b a s i s ;

*

•a n e n d - o f - y e a r c o n f e r e n c e f o r t h e p r o j e c t

s c h o o l s c o n t a i n i n g w o r k s h o p p r e s e n t a t i o n s ,

many of which were led by members of the

v i s i t i n g g r o u p ;

• a think-tank f or the working grou p mem-

b e r s o n t h e n a t u r e o f t h e w o r k i n p r o g r e s s

in Grampian and of school-based develop-

m e n t i t s e l f .

T h e v i s i t e n d e d w i t h a pl a n n i n g s e s s i o n d u r i n g

which future events were planned :

• B o s t o n , U S A , i n A p r i l 1 9 9 0 - t o b e o r g a n i -

s e d b y R i c h a r d B a s o m a n d S u s a n ' T o f t E v e r -

s o n

• O x f o r d , E n g l a n d , a s p a r t o f t h e I n t e r n a t i o -

n a l S c h o o l - Y e a r 2 0 2 0 c o n f e r e n c e s c h e d u l e d

for September 1990, to be organised by

Peter Holly with the help of the "Dutch

c o n n e c t i o n " , i n c l u d i ng B a s A u e r , B e a P r u i j t ,

L e i k e M e l c h e r s a n d L o u i s e v a n H a r t i n g s v e l d

• M u r c i a , S p a i n , p o s s i b l y i n J a n u a r y 1 9 9 1 -

organ ised by Juan Manuel Escudero

F o r f u r t h e r d e t a i l s o f t h e W o r k i n g G r o u p ' s

a c t i v i t i e s , p l e a s e c o n t a c t P e t e r H o l l y , D i r e c -

tor , IMTEC(UK), CRAC, Shera ton House ,

C a s t l e P a r k , C a m b r i d g e , C B 3 O A X , E n g l a n d .

F o r f u r t h e r d e t a i l s o f t h e P E G S i n i t i a t i v e ,

pl ease con tac t Larry Gray or Gordon

S h a n k s , a t : Grampian Regional Authority,

Education Department, Resources Centre,

Belmont Street , Aberdeen, ABl IJH, Scot-

l a n d .

Li t -

7

IMTEC STAFFThe f ollowing staff members work in or ou t

of Norwa y :

P e r D al i n continues to head IMTEC, and also

has spec ial responsibil ity for the work in

OECD-countr ies .

To r B e r g l i works on organizational develop-

ment and evaluation .

Mette E l d e v i k w o r k s o n e va l u a t io n , c on s u l ta n t

t r a i n i n g p r o g r a m s , a n d " 2 0 2 0 " .

No Ga jda work on computer p rogrammes .

T o r i l l H a a l a n d p r o v i d e s s e c r e t a r y s u p p o r t .

H a l l v a r d K A r e K u l e y i s o v e r a l l r e s p o n s i b l e f o r

overseas programmes .

I n g e r - J o h a n n e L a n g e c o n t i n u e s o n a p a r t - t i m e

b a s i s o n w o r d p r o c e s s i n g a n d d a t a b a s e - d e v e l o p -

ment .

Ne ls on Se p ul ve d a i s o u r f i n a n c e o f f i c e r .

Kari Milner Strom i s r e s e a r c h a s s i s t a n t .

Knut Stranden i s o v e r a l l r e s p o n s i b l e f o r t h e

p r o j e c t s i n t h e N o r d i c c o u n t r i e s .

Anne Welle-Strand is pr oject leader for the

data evaluation project and pedagogically

r e s p o n s i b l e f o r t h e P a k i s t a n p r o j e c t .

We welcome new staff : P e t e r H o l l y , K a t h e r i n e

Quigley and Dido Whitehead w h o a r e a l l w o r -

king to d evelop t he IMTEC-UK Foundatio n .

RECOMMENDED PUBLICATIONSTHE DEMOCRATIC TRADITION AND THEEVOLUTION OF SCHOOLING IN NORWAY,b y V a l D . Rust . Published by Greenwood

Press, London, 1989 . ISBN 013-26849-5 .

A w a r d e d t h e I n t e r n a t i o n a l S y m b o l f o r N o r w a y ' s

250th anniversary of public education, this

study of educational reform in Norway, the

f i r s t e v e r i n E n g l i s h , i s o l a t e s a n d d e f i n e s t h e

h i s t o r i c a l f o r c e s t h a t h a v e m o u l d e d N o r w e g i a n

school reforms since the country gained its

independenc e .

The book examines the ways by whic h Norway

w a s a b l e t o m o v e f r o m a t r a d i t i o n a l d u a l i s t i c

s c h o o l s t r u c t u r e t o t h e m o r e c o m p r e h e n s i v e a n d

u n i f i e d f o r m t h a t s e r v e s t h e c o u n t r y t o d a y . I t



f o c u s e s n o t o n l y o n t h e s t r u c t u r a l c h a n g e s t h a t

o c c u r e d i n p r i m a r y a n d s e c o n d a r y s c h o o l s , b u t

a l s o o n t h e e q u a l i t y o f e d u c a t i o n a l o p p o r t u n i t y

a n d t h e i s s u e o f w h e r e c o n t r o l o v e r e d u c a t i o n

l i e s .

C o n t e n t s :

S e c t i o n I : S o c i a l a n d E d u c a t i o n a l F o u n d a t i o n s

in Norway ; Democracy and Education in Pre-

Independent Norway; E d u c a t i on a l A l t e r n a t i v e s

at the Time of Independence ; E d u c a t i o n a l

Imperatives in Indepen dent Norway ;

S e c t i o n I I : F i r s t R e f o r m C y c l e : A Norwegi an

School StructureTakes F o r m ; E d u c a t i o n a l

Overtones in Romantic Naturalism ; The Winds

o f E d u c a t i o n a l R e f o r m ; S o c i a l R e f o r m I m p u l s e s

at Mid-Century ; H a r t v i g N i s s e n a n d t h e F o u n -

dation of Modern Schooling ;

S e c t i o n I I I : Second Reform Cycle : A Nor-

wegian Folk School ; A Common Fou ndat ion

S c h o o l ; Education Beyond the Folk School ;

E x t e n s i o n o f P a r t i c i p a t i o n i n E d u c a t i o n ; Wor-

kers and Their Education ;

Section IV : Third Refor m Cycle : Towards a

Unified School; Education in a Free Norway :

1905 and Beyond ; The Labor Party TakesCommand ; E d u c a t i o n d u r i n g W o r l d W a r I I a n d

i t s A f t e r m a t h ;

Section V: Fourth Reform Cycle : S t r u c t u r a l

Reform Comp let ed ; Experimenting with New

School Forms ; The Nine Year Basic School ;

Reform at the Upper Secondary School ;

S e c t i o n V I : Norwegian School Reform : Conse-

quences and Problems ; E q u a l i t y o f E d u c a t i o n a l

Opportunity; Control Issues in Norwegi an

Educ ation ; Educ ational Ref orm in Norway .

SCHOOL EFFECTIVENESS AND IMPROVE-MENT, edited by David Reynolds, Bert P .M .

Creemers and Ton Peters . P u b l i s h e d j o i n t l y b y :

School of Education, University of Wales

College of Cardiff, Cathays Park, Cardiff,

Great Britai n and RION Institute for Educa-

t i o n a l R e s e a r c h , W e s t e r h a v e n 1 5 , P o s t b u s 1 2 8 6 ,

9701 BG Groningen, The Netherland s .

C o n t e n t s :

Section One : " S t a t e o f t h e A r t " Re vi ew s (D .

M a n n , D . R e y n o l d s , P . D a l i n ) .

S e c t i o n Tw o : S c ho o l E f f ec t i ve n e ss and Impro-

v e m e n t i n D i f f e r e n t C o u n t r i e s ( J . Chapma n, S .

Steven with assi stance from D . Banks, L . E .

Sackney , D . Reynolds, K . Aurin, B . P .M .

Creemers and E . Lugthart, M . Martin, D .

H a n n o n a n d P . Daly, P . Cuttance, G . R .

A u s t i n ) .

Section Three : S c h o o l E f f e c t i v e n e s s R e s e a r c h

a n d I s s u e s (W . L . M e l l o r , J . D . Chapman, C . T .

F i t z - G i b b o n , P . B . Tymms, R . D . H a z e l w o o d , P .

Cuttance, P . Sammons, A . F r a n k l y n - S t o ke s ,

H . P . B r a n d s m a , J .W .M . Knuver, M . J . d e J o n g ,W . v a n d e r G r i f t , G . V u l l ia m y ) .

Section Four : School Improvemen t Resea rch

a n d I s s u e s ( K . P i p e r , J . B a s h i , Z . Sass, L . S t o l l ,D. F i nk , R . A . W i c k s t r o m , B . J . C a l d w e l l ) .

PATHWAYS TO CHANGE, Improving the

Q u a l i t y o f E d u c a t i on i n D e v e l o p i n g C o u n t r i e s,

by Adriaan Verspo or . World Bank Discussion

Papers No . 5 3 . P u b l i s h e d b y t h e W o r l d B a n k ,

Washington, 1989 . ISBN 0-8213-1228-6 .

C o n t e n t s :

I . Background, II . Methodolo gy, III . Bank

Support for Educationa l Change, IV . The

Process of Change, V. I n i t i a ti o n , V I . I m p l e -

m e n t a t i o n S t r a t e g i e s : A Framework for Analy-

s i s , V I I . Implementation Strategies : Case

E x p e r i e n c e , V I I I . A d m i n i s t r a t i o n D e v e l o p m e n t ,

IX . T e a c h e r T r a i n i n g , X . B u i l d i n g a n d M a i n -

taining Commitment, XI . L a t e I m p l e m e n t a t i o n :

D e g r e e o f U s e , X I I . I n s t i t u t i o n a l i z a t i o n , X I I I .

Implementation an d Outc omes, XIV . The

Challenges o f Large-Scale Ch gIW,_, XV .

I t ' s p l i c a t i o n 3 T ° b r ' P r o j e c t D e s i g n and Impore-

m e n t a t i o n , B i b l i o g r a p h y .

ZUKUNFTSWISSEN UND BILDUNGSPER-SPEKTIVEN, edited by Joachim Jens Hesse,

Hans-Giinther Rolff and Christoph Z6pel .

P u b l i s h e d by N o m o s V e r l a g s g e s e l l s c h a f t ,

Baden-Baden, 1988 . ISBN 3-7890-1627-6 .

C o n t e n t s :

Vorbemerkung (editors),

I . Einfuhrung ( C . Z 6 p e l , H.-G . R o l f f ) ,

I I . Bestandsaufnahme and erkennbare Ent-

wicklungen ( B . Lutz, W . Klauder, E . B e c k -

Gernsheim, J . Z i n n e c k e r ) ,

I I I . P e r s p e k t i v e n a n d H a n d l u n g s m o g l i c h k e i t e n

( P . D a l i n , E .-U . v o n W e i z s i c k e r , H . S c h m i d t ,W . S c h l a f f k e , H . P r e i s s , P . Meyer-Dohm),

IV . D i s k u s s i o n s b e i t r i l g e ( U . von Alemann, R .

Mackensen, R . Kreibich, K . Nevermann, U .

B a t t i s , W . Schuchardt, M . K a i s e r ) ,V . Zusammenfassung and A u s b l i c k ( T . E l l w e i n ,

J . J . H e s s e ) ,

VI . Anhang, Autorenverzeichnis .

"REPORT FROM SNOWMASS", a p r e s e n t a t i o n

o f t h e s e c o n d i n t e r n a t i o n a l " 2 0 2 0 " - c o n f e r e n c e

in "Note -Worthy", th e McREL-journal .

C o n t a c t : Larry Hutchin sMcREL12500 E . M i f f A v e . , S u i t e 2 0 1

Aurora, CO 8001 4, USA

I"a~umttntm