Search results

WHAT SHOULD A keynote speaker say on an occasion such as this? Particularly a speaker such as myself—almost totally ignorant of every subject to be discussed in your later sessions? Have I, I wonder, quite innocently given the organisers the same impression, in agreeing to talk at this dinner, as Dr Johnson gave his friends when he said he could repeat a complete chapter of the Natural history of Iceland from the Danish of Horrebow? The chapter reads: ‘Concerning snakes, there are no snakes to be met with throughout the whole island’. But I think I can manage a few more sentences than that, and since I have not been altogether unconcerned with library planning, with research, the role of management, and with education in its broadest cultural sense I think we can find sufficient common ground to justify my appearance tonight. Indeed as head of a library staff of 1700 how could I not be concerned with library education?

Educational research today operates within the context of existing educational institutions, rarely breaking through conceptual and practical barriers to systemic change. But new educational needs, resources and technology demand change in organization and policy. In order to provide adequate educational services we need a new breed of researcher, comparable to the early operational research group, who will contribute multi‐disciplinary skills to systemic analysis and management of education as a whole. From this perspective they may formulate a metasystemic model of education containing a hierarchy of subsystems arranged according to where education occurs. An Educational Development Directorate, by providing continuous analysis of such a model, will feed back to all educational planners the probable effects of their decisions and provide them with alternatives. Such an information system should lead to optimization of resources and genuine alternatives in education.

Considers the development of an on‐line electronic learning network , “Cyberspace learning for kids” (CL4K), for children aged 5‐16 across Europe. Examines the impact of information technology (IT) in relation to various learning environments. Focuses particular attention on schools, the incorporation of IT into the National Curriculum and the impact this has on teaching. Presents findings from an analysis of the project’s user needs, that is, those of teachers, children and parents. The main issue expressed by teachers was the lack of training received in IT skills and lack of funds available to purchase equipment necessary to be able to use IT in the classroom. A decline in general levels of communication in the classroom, at home and between pupils was another issue of concern among teachers and parents. Overall, all users perceived “Cyberspace learning for kids” to be exciting and saw the development of IT skills as an essential asset when seeking employment. The children found the use of the Internet to be a fun way of finding out information and would enjoy using it if such a resource was available in the classroom, etc. With commitment to funding for resources and training CL4K has the potential to offer a fun and stimulating means of gaining information and educating children for the future.

Les loisirs Dans ce but il me semble nécessaire de rappeler d'abord certaines nuances au sujet des loisirs, une notion qui s'explicite pour la première fois, me semble‐t‐il, dans le theme d'un Congrès de l'AIEST.

L'Association Internationale d'Experts Scientifiques du Tourisme (AIEST) a fait de la formation supérieure le thème de ses journées d'études annuelles qui se sont tenues à Berlin du 12 au 19 août 1990. Elles ont été l'occasion d'établir un bilan des formations touristiques dispensées dans les divers pays d'Europe ou du reste du monde, d'évaluer les besoins ou la demande. S'il apparaît que les formations techniques sont indispensables et doivent être performantes, il s'est avéré aussi que les exigences d'un marché, en continuelle évolution, et plus encore celles des entreprises utilisatrices appellent la formation de cadre à haut niveau, généralistes, tant pour la gestion que pour la conception de produits, leur mise en marché, mais surtout pour l'organisation d'une activité économique, l'aménagement et l'animation territoriale.

Une intéressante expérience a été vécue cette année en Espagne au sujet de la formation touristique à niveau académique (universitaire).

All public libraries have an important leisure function. For those serving socially stable communities of moderate size, communities without pressing problems of deprivation but in which higher education is not a major industry, it is almost their only function. Large city reference libraries certainly provide information services of indubitably educational nature for students, research workers, industry and commerce, usually serving areas wider than the cities which finance them. Always their librarians are conscious of an educational role, absorbing a quarter to a third of their staff and expenditure, but they too operate lending and community‐based activity services. Smaller towns by contrast maintain informational services adequate for the general needs of their own communities but reliant upon regional reference libraries as referral points for specialist enquiries and research. Authorities serving amorphous, ill‐centred suburban chunks of a large conurbation, with easy access to a large library at the conurbation centre, usually provide little more than quick‐reference and community information services, similar to what better‐centred services provide in larger branch libraries. Prosperous residential suburbs, small market towns and poor inner‐city areas with social problems and unstable populations need quick‐reference and information provision differing as to stock, accommodation and staff. In deprived areas, community information service answering questions on social benefits and personal needs and crises will be the main feature. In prosperous areas, school homework, students on vacation and local leisure opportunities will dominate.

Les questions posées concernant l'enseignement de tourisme sont bilatérales. D'une part, il faut trouver la source favorable pour la reconstitution des cadres, laquelle assure dans un temps court — en utilisant une méthode spéciale — les spécialistes du tourisme. L'autre tâche est l'organisation de l'enseignement postscolaire des personnes qui travaillent depuis longtemps.

Développement du Tourisme et Politique Internationale Le phénomène touristique a atteint des proportions si importantes et inquiétantes dans tous les pays du monde, étant donné ses conséquences, non seulement économiques mais aussi politiques et sociales, que même la Conférence d'Helsinquie, s'est penchée sur ses divers aspects.

Fonds d'intervention culturelle (FIC) Service rattaché au Ministère de la Culture — à fonction interministérielle — géré par un Comité interministériel et destiné à financer des innovations culturelles