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ajoutr aux conseils classiques A la fin de la scolarit6, qui formaient l'essentiel de l'activit6 des offces a v a n t 1940: examens d'orientation dans l'enseignement technique et professionnel, avis concernant le reclassement des handicap6s dans le secteur 6conomique, aide aux inadapt6s 6chouant dans l'ajustement social g la vie moderne, coop6ration g la reconversion darts les r6gions dont l'industrie est en d6clin. Mais les m6thodes mgmes se transforment sous la pression des Iaits et, de plus en plus, s'impose la conception de l'orientation sous la forme d'un proeessus continu portant sur plusieurs ann6es: les enfants et les parents ont une vue moins pr6cise qu'autrefois de l'6ventail plus large des professions, plus ferm6es aux regards du dehors: la perspective de plusieurs r6adaptations all cours des carri6res justifie une pr6paration polyvalente sur la base d'une formation g6n6rale plus compl6te; l'exp6rience a r6v616 que l'application unique d'un seul jeu de tests de niveau mental ou de performances ne suffit pas k porter un jugement valable sur la destin6e professionnelle d'un enfant ou d'un adolescent. L'ensemble de ces conditions implique la prise en charge par l'6cole d'une responsabilit6 accrue dans le domaine de l'orientation. En particulier, les maitres devront s'efforcer d'amener les enfants et les adolescents ~ une vue plus r6aliste des activit6s professionnelles, ~ une estimation plus objective de leurs capacit6s et de leurs infarcts. Ils m6nageront des occasions de raise ~ l'exercice des fonctions naissantes par le recours ~ des m6thodes actives. Ils pr6pareront la fiche documentation longitudinale qui, jointe aux donn6es rassembl6es par les offices, permettra de rendre les extrapolations moins hasardeuses lors des d6cisions aux crois6es des chemins. Une organisation souple k plusieurs 6rages se substitue peu ~ peu au semis de centres autonomes d'autrefois. Dans les pays off cette 6volution est la plus avanc6e, -
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des offices au niveau local, joignant aux avis traditionnels fondus sur des examens collectifs, des services psychologiques en rapport avec des probl~mes individuels et, en liaison avec les ~coles, la tenue ~ jour de dossiers suivant la carri~re des 61byes; - des organismes r6gionaux, en relation avec les entreprises, documentant les centres d'orientation, informant les parents et le personnel enseignant; - enfin, au niveau national, un organisme central de coordination et de recherche. L'assembMe g6n~rale de I'A.I.O.P., lors du renouvellement de son comit6, a ~lu ~ la pr~sidence Monsieur Beaussier (France) qui fut la cheville ouvri~re de cet important congr~s. F. HOTYAT, Morlanwelz -
European Con/erence on Adult Education Hamburg, August-September I962 Adult education in highly industrialized countries was the subject for a regional UNESCO conference in H a m b u r g 28. August-5. September. The conference was organized by the German National Commission for Unesco and the Unesco Institute for Education, and was attended by participants from 29 European countries and international non-governmental organizations. Leader of the conference was Dr. Hellmuth Becker, President of the German Folk High School Association. (Deutscher Volkshochschulverband). Rapporteur General was Mr. Frank W. Jessup M.A., Head of E x t r a Mural Department at Oxford University.
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The conference was planned as a sequel to t h e W o r l d Conference on a d u l t education in Montreal 1960. An opening address was given b y Dr. J. R. Kidd, president of t h e M o n t r e a l conference and H e a d of U N E S C O ' s I n t e r n a t i o n a l c o m m i t t e e for the a d v a n c e m e n t of a d u l t education. I t really was inspiring to listen to a lecturer w i t h such an unc o n v e n t i o n a l and daring view on our tasks. U n i v e r s a l d e v e l o p m e n t of c o n t i n u i n g e d u c a t i o n is one of the crucial moves in our century, indeed in all history, said Mr. Kidd. No political, economic or scientific association in t h e long history of m a n k i n d will so influence h u m a n life and destiny as this m o v e m e n t . A d u l t education will also be in t h e v a n g u a r d of economic development. I t will be in the highly industrialized areas t h a t the new social inventions m u s t be w o r k e d out, ideas and concepts faced. Mr. K i d d also praised t h e Montreal conference for its fair t r e a t m e n t of opposing views, and its will to w o r k together. H e m e n t i o n e d 3 i m p o r t a n t gains: There are now in a t least a h u n d r e d countries several h u n d r e d m e n and w o m e n who are willing to w o r k t o g e t h e r towards these ends and who k n o w each other. K n o w l e d g e a n d experience h a v e been pooled, and t h i r d l y , there is now a far greater acceptance t h a t a d u l t education is an integral p a r t of a n y national system of education. The great p r o b l e m the H a m b u r g conference had to tackle, was how to create a rich satisfying life for people who face t h e perils and rewards of city life. H e r e we are pushing out in the unknown, and the H a m b u r g conference m i g h t be of g r e a t importance, concluded Mr. Kidd. The subject for discussion was: General e d u c a t i o n and v o c a t i o n a l t r a i n i n g in a highly industrialized society, and the 3 working groups a p p r o a c h e d the p r o b l e m s from 3 different angles : Society, work and individual. The planning c o m m i t t e e h a d also pointed a t w h a t seems to be a special E u r o p e a n p r o b l e m : The w a y ill which general education and v o c a t i o n a l training are k e p t apaI~ from each other. N a t u r a l l y a certain a m o u n t of overlapping came o u t of this procedure. Still, it seems the best procedure we h a v e found so far. I t gives t h e participants possibilities of gathering in working groups according to background, experience and personal interest. The conference m e t w i t h the difficulties we all k n o w : Terminology, difference of b a c k g r o u n d and experiences and of ways of expressing oneself. V e r y often t h e s a m e words or expressions call forward different ideas a n d concepts in the minds of t h e participants. This was a regional conference for E u r o p e a n countries. Nevertheless we seemed almost as heterogenous as in Montreal, if n o t in clothes and o u t e r appearances, so in opinions and a p p r o a c h to problems. W a s it the e n o r m o u s m e l t i n g - p o t of Canada, t h e m e e t i n g place of a t least 4 different cultures: N o r t h - A m e r i c a n , French, E n g l i s h and I n d i a n t h a t gave a p a r t i c i p a n t from a far a w a y S c a n d i n a v i a n c o u n t r y t h a t impression ? While in t h e old H a n s a - t o w n of H a m b u r g we half-consciously e x p e c t e d all participants to be alike and were astonished w h e n we were n o t ? The president, Mr. Becker, m a n a g e d to recreate in H a m b u r g t h e " M o n t r e a l spirit," t h a t Dr. K i d d had r e m i n d e d us of: The fair trial of opposing views, a n d t h e will to w o r k together. The conference reached a g r e e m e n t on several i m p o r t a n t points. I n the industrialized societies characterized b y factors such as division of labour and specialization, mobility, t h e impersonal q u a l i t y of t h e individual's e n v i r o n m e n t and m a n y others, general e d u c a t i o n m u s t be a p a r t of all v o c a t i o n a l training, and adult education should n o t exclude v o c a t i o n a l aspects or interests from their programmes.
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A series of recommendations was agreed upon, to UNESCO, to national governments and to official educational bodies, commending professional training of adult educationists, paid leave for educational activities, more contact and collaboration between educational authorities in the two fields; general and vocational education, and many others. Neither conferences nor recommendations will save the world. But they are useful means of international cooperation. We hope t h a t the H am b u r g conference will bring adult education in the European countries another step forward. Detailed reports with all recommendations and Dr. Kidd's speech has been published in English, French and German by the German National Commission for Unesco. INGEBORG LYCHE, 0slo
International Council o] Sport and Physical Education Seminar at Wassenaar, September 1962 This Seminar was organized by the Dutch Sport Federation and it took place from the 10th-12th of September 1962 at Wassenaar (Holland). Dr. med. E. Simon of Tel-Aviv gave an interesting survey of the work done by the Council until now, particularly as it was done by the Research Committee. Since the establishment of UNESCO it has been stressed, t h a t as a World educational authority, UNESCO should deal within its activities with Physical Education and Sports as an integral part of education. I t took some years before this idea was recognised. Special interest was aroused at conferences held at the times of the Olympic Games 1952 in Helsinld and 1956 in Melbourne. The first task undertaken by UNESCO was in 1953 when a questionnaire was sent to membercountries about the "Role of Sports in Education" (v./Unesco Publication under this title). In 1959 a conference was held in Helsinki organized by UNESCO and the Finnish Government on the theme "Sport, Work and Culture and international relations." This led to the establishment of the "International Council of Sport and Physical Education," which previously was only a provisional body. The Director of the UNESCO Youth Institute at Gauting, Mr. R. WILLIAM JONES, was requested to work out the programme, statutes and regulations of this council. At Helsinki it was already discussed to set up two committees, - a Research Committee and a Bureau of Documentation and Information. Professor Dr. E. JOKL was asked to prepare a Memorandum and the composition of this committee. The first provisional meeting of the Research Committee was held in February 1960 at Squaw Valley, California, during the Olympic Winter Games with participation of Professor E. JOKL, Prof. M. J. KARVONENand Dr. E. SIION and a programme was worked out, dealing with: 1. The scientific basis of school physical education; 2. The inhibiting effect of sustained physical activity on adults and the ageing process; 3. The role of physical education in Rehabilitation, including sports of the handicapped; 4. The cultural significance of sport and physical education; 5. The relation between Sport, movement, aesthetics and arts. The first plenary session of the International Council of Sport and Physical Education was held in Rome, September 1960, after the Olympic Summer Games.
