Education & Pedagogy

A YEARBOOK ADVISORY COMMITTEE, APPOINTED BY NATIONAL EDUCATION ASSOCIATION'S DEPARTMENT OF RURAL EDUCATION AND AMERICAN VOCATIONAL ASSOCIATION MEMBERS, APPROVED THE OUTLINE, ASSISTED IN SELECTING AUTHORS, AND REVIEWED MANUSCRIPTS FOR THIS YEARBOOK ON VOCATIONAL EDUCATION FOR RURAL AREAS. THE DISCUSSION IS IN TERMS OF THE UNIFYING THEME THAT DESCRIBES THE PROBLEMS OF RURAL EDUCATION--THE MALDISTRIBUTION OF HUMAN, ECONOMIC, AND EDUCATIONAL RESOURCES. PART I, WHICH TREATS THE ENVIRONMENT IN WHICH VOCATIONAL EDUCATION IS OFFERED IN AMERICAN SOCIETY, COVERS ITS HISTORY, AFFECTING FORCES, PROBLEMS OF ACCOMMODATION, INSTRUCTIONAL LEVELS, FINANCE, ADMINISTRATION, AND ITS FUTURE. PART II PRESENTS THE CONTRIBUTIONS AND OPPORTUNITIES IN (1) AGRICULTURAL, BUSINESS, DISTRIBUTIVE, HOMEMAKING, TRADES AND INDUSTRIAL EDUCATION, (2) INDUSTRIAL ARTS, AND (3) VOCATIONAL GUIDANCE. THE FINAL CHAPTER EXAMINES THE CRITICAL ISSUES IN VOCATIONAL EDUCATION. OFFICIAL RECORDS AND LISTS OF OFFICERS AND MEMBERS OF THE DEPARTMENT OF RURAL EDUCATION ARE LISTED. THIS DOCUMENT IS AVAILABLE FOR $4.00 FROM DEPARTMENT OF RURAL EDUCATION, NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20006. (JM)

Five factors have influenced the movement in the United States now described as career education. Vocational educators might contend that this is another stage in the developmental history of vocational education, while others say that it is a natural consequence of concomitant advances in education. Another influence was work done by the National Advisory Council on Vocational Education. Career education movements in Europe and the Soviet Union influenced the scene world-wide, and a fifth explanation credits the United States Office of Education and State Education Agencies with strong leadership. Various approaches to career education focus on: (1) the philosophical commitment, (2) the essential components, (3) utilization of an educational delivery system, (4) education levels from the elementary grades through adult education, and (5) a program which is concerned with outcomes. In the school-based model, career education needs to be integrated into the entire school curriculum rather than to be a separate course. Characteristics of schools with exemplary school-based programs, assumptions which mitigate the influence of career education, problems for implementation, and developmental needs are discussed. (GEB)

This catalog is intended to make successful programs and practices available so that interested school districts may adapt and install their key elements. All programs were approved by program offices within their funding agencies and often by state education agencies. All were then carefully scrutinized for quality by the Joint Dissemination Review Panel of the Department of Health, Education, and Welfare. All programs demonstrated convincing evidence of effectiveness. Many programs are products of the National Diffusion Network. This annual catalog includes up-to-date information on all programs that were described in previous editions and over 30 additional programs. The appendix offers several listings of state coordinators of federally funded programs who may be able to assist local schools through technical assistance with new educational practices. (Author/LD)

The bibliography presents 91 English language annotations of newspaper articles, journals, and government publications about education in Algeria, Libya, Morocco, and Tunisia. Although the title also includes Maghreb, this issue does not contain any annotations for that country. All articles were published during the period July-September 1975. Entries are categorized by country and are broken down further by topic. Educational organization of vocational and higher education, and teacher training are discussed in all sections. Philosophy and theory of education are covered in all sections except the one for Libya. Other topics under "Libya" include special education, agricultural education, and religious education. The section on Morocco includes adult education, special education, teaching methods and aids, and agricultural education. The section on Tunisia includes educational organization of primary and secondary school, as well as two special problem sections on school failures. Lists of authors and periodical sources conclude the bibliography. (AV)

This report presents the findings and recommendations of Botswana's National Commission on Education, based on the commission's 15-month review of Botswana's education system and its goals and major problems. The commission conducted its study from January 1976 through March 1977 and gathered information through personal visits and consultations with groups and individuals throughout Botswana, through invited written submissions from organizations and the general public, and through the work of investigative task forces composed of local teachers, educational administrators, and personnel within the Ministry of Education. The commission's overall finding was that while education in Botswana has grown dramatically in terms of quantity and scale since independence, the nature of education has changed little, and it is widely believed that the quality of education has actually declined. Major sections of the report focus in turn on educational problems and issues in Botswana, educational goals, strategy for educational development, primary education as a national priority, secondary education, teachers and teacher education, nonformal education, educational administration and planning, and implementation of the commission's recommendations. (JG)

The successful implementation of bilingual/multicultural education programs depends, at least in part, on the availability of information on legislation, funding, teacher education, and program evaluation. This volume contains current descriptions and listings of resources essential to the functioning of any bilingual education program. Contents include a discussion of bilingual education in Public Law 93-380, a consideration of state bilingual education programs, an outline for a comprehensive education plan, background leading to Lau vs. Nichols, a directory and discussion of the activities of the CACTI (Cultural Awareness Center Trilingual Institute) Advisory/Evaluative Committee, a review of the Emergency School Aid Act funding of bilingual programming, a list of bilingual programs and grants in institutions of higher education and of civil rights activities general assistance centers, selective educational bibliographies of information and resources useful in Mexican American education and Native American education, and a guide to teacher education programs for bilingual-bicultural education in U.S. colleges and universities. (CLK)

The purpose of this study was to evaluate the developments observed in the Turkish education policies in the light of international scientific studies on education policy following the 12 year compulsory education (4+4+4) reform that took place in 2012. Data for the study that was carried out as scoping review and intrinsic case study were acquired via document analysis. For this purpose, scientific studies published in the 9 international education policy journals and National Education Council Report and Development Plans encompassing the education policies of Turkey after the year 2012 were analyzed via content analysis. According to the results of the study; the subjects in education policy studies were generally in accordance with the issues that are in the focus of Turkish educational policies. The results of the study were discussed in the light of international education policy studies with inferences regarding Turkish education policies.

This study aims to determine what had been done in distance learning applications to enable special education students to continue their education during the COVID-19 epidemic period and how students and their families could benefit from these applications. The research was prepared using a qualitative method and semi-structured interview questions were used to collect the data. In the research ten special education teachers affiliated to MNE (Ministry of National Education), the sample group was analyzed by using content analysis method. The research results revealed that distance education and face to face education were not provided and family education is not given importance; special education teachers expressed both positive and negative opinions about distance education practices in primary education; there is not a sufficient distance education application for students with special needs and no IEP (Individual Education Program) applications in distance education for students with different developmental characteristics; the use of materials suitable for students' needs is inadequate.

These worksheets are designed for use by participants in workshops on implementing sex equity in physical education programs. Subjects of the workshop sessions are: (1) assessing Title IX implementation in physical education programs; (2) basic guidelines for physical education Title IX compliance; (3) physical education case examples; (4) physical activity objectives for female and male students; (5) the film, "An Equal Chance through Title IX"; (6) physical education assessment inventory; (7) establishing action strategies and priorities; (8) physical education assessement inventory; (9) physical education program options and implications; (10) basic orientations to physical education programming; (11) scheduling of classes and facilities for physical education programs; (12) evaluation of physical education students; (13) developing a model for student physical education; (14) individual action plan; and (15) suggestions for action steps. Appendices include requirements of Title IX as they pertain to physical education, sample questions and answers related to Title IX, suggested answers to physical education case examples, and an analysis of the film, "An Equal Chance through Title IX." (JD)

This document contains abstracts of 148 reports, manuals, and other educational resources for persons involved in technical and further education in Australia. In a format similar to that used by the Educational Resources Information Center (ERIC), each entry contains an identifying number, title, author, publisher, access information, price, descriptors, and an abstract. Entries are indexed by author and by subject. Some of the subjects addressed in this volume of abstracts include the following: academic achievement, access to education, administrator education, adult aboriginal education, adult education, adult learning, adult literacy, advertising, agricultural education, apprenticeships, building trades, business education, carpentry, course evaluation, daily living skills, unemployed youth, educational change, educational needs, employment projections, farm occupations, females, individualized instruction, job development, labor market, machine tool operators, occupational courses, prevocational education, sex discrimination, skill analysis, training methods, technological advancement, and youth employment. A list of clearinghouse addresses and information on how to use the TAFE documents are included in the booklet. (KC)

The four major chapters of this study describe education in Nepal, analyze the progress of primary education in that country, describe national policy and planning for primary education, and report significant developments and programs. Chapter One concerns the historical background, present structure of education, primary education administration, textbooks and instructional materials, educational media and technology, financing of primary education, school buildings, and community participation in primary education. Chapter Two reports growth in enrollment, distribution of primary education facilities, education in remote areas, institutional development, non-enrollment, retention of students, teaching staff, supervisory staff, curriculum, and primary education for special populations. Chapter Three provides an overview and summary of national policy and discussions of free and compulsory primary education programs of the 1960s, the national education system plan, and other policy strategies for universalization of primary education. Chapter Four describes studies and programs having implications for the universalization of primary education in Nepal. Chapter Five indicates problems still to be addressed by educational planners. Related statistics are appended. (RH)

Policies and programmes of higher education play an important role to make accomplishment of the higher education objectives. If the policies and schemes of government for higher education has a good strategy to implement them, then only they will accomplish the objectives of higher education which in turn will bring progress and quality education. In this article various policies and schemes of government for higher education are analysed and discussed. For this purpose, documentary analysis of various government documents, such as annual reports of Manipur University, acts and statutes of Manipur University, annual reports of Directorate of Higher Education, Manipur, college statistics published by College Development Council, Manipur University and State Higher Education Commission report, are done. It tries to identify the changes which the policies and schemes of government have brought for the development of higher education in the state. Towards the end, the article tries to find out the problems of implementation of higher education policies and the gap in its implementation.

The term continuing education is extensively used throughout nursing education literature. This paper sought to re-examine the concept 'continuing education' for its meaning, relevance and appropriateness of application. The authors examined the definitions of continuing education from dictionaries, thesauruses, and current nursing education literature for meanings, usages, attributes, antecedents and consequences in line with Walker and Avant (2005) method of concept analysis. Model, borderline, and contrary cases were also presented. The paper concludes that the development of a theory of continuing education is usually preceded by a logical analysis of the concept which includes distinguishing properties, antecedents and outcomes of further education. The subsequent step in the development of the theory of lifelong education requires establishing theoretical relationships between perceptions, motivation and barriers to continuing education. It recommends that empirical studies of further education, whether qualitative or quantitative can be carried out to find out the effects of lifelong education on the nursing profession to enhance research in nursing and advance professionalism in nursing.

Access to higher education is affected by inequalities worldwide. Here we present a longitudinal study based on large databases of scores in upper secondary education and access to higher education in Portugal. Our findings show how access to higher education builds on and reinforces social inequalities: (1) private, fee-paying secondary schools inflate their students' scores; (2) this inflation unfairly improves their chances of accessing higher education; (3) the Portuguese national compensatory education programme is ineffective in bridging the gap in academic performance between the less privileged and the rest of the schools. This study, then, provides further insights into how the upper classes are disproportionately benefited by the massification of higher education. To achieve greater equity, issues such as the State supervision of grading practices, the assessment and reconfiguration of compensatory education programmes, and the admission process into higher education have to be addressed.

This paper describes the Wisconsin Department of Public Instruction's (DPI's) efforts in the area of education for employment. The efforts grew out of the Parker Project's attempt to determine the needs of business and industry in the state. This report contains the following components of the Education for Employment program, under the following headings: (1) Overview of the Parker Project; (2) Wisconsin Business and Education Survey; (3) Education for Employment: A Policy Paper; (4) Education for Employment: A School District Standard; (5) Education for Employment: Draft Administrative Rule; (6) Other Related School District Standards; (7) Education for Employment: Demonstration Grants; (8) 1985 Wisconsin Act 75; (9) DPI Information Release: Education for Employment Grants Announced; (10) Education for Employment: Demonstration Grant Sites by Cooperative Educational Service Agency Location; (11) Governor's Council on Business and Education Partnerships; (12) Preparation for Post-High School Employment and/or Further Education and Training; (13) Education for Employment: Teacher Preparation Standards; and (14) Education for Employment: Questions and Answers. (KC)