Education & Pedagogy

It is argued that attention to effectiveness criteria must be paid early in the development of nontraditional programs to assist in planning and to anticipate questions about worth and value. The criteria outlined are also applicable to traditional postsecondary institutions and programs. (Editor/LBH)

Analysis of 1978 occupational patterns of college graduates in Indonesia considers occupation type, government employment, pay level, degree, discipline, relevance of education to employment, and concentration of academic majors in certain occupations. No occupation was the preserve of any one subject. (MSE)

Efforts made in Sri Lanka to restructure university courses to match the country's employment needs are chronicled, including data on employment level of college graduates in a variety of disciplines. The role of government employment is noted. (MSE)

Cooperative education can be an antidote for student and faculty burnout. For students, cooperative job experience shows the relationship between classes and the real world, making classwork seem more relevant. When these highly motivated students return to the classroom, the excitement deters professorial burnout. (JOW)

Argues that the role of the cooperative educator must include that of researcher; that cooperative coordination should be a self-critical research act; that cooperative education should incorporate the study of the complex relationship between formal education and corporate training. (JOW)

Presents findings from a survey of state education agency officials, which investigated state-level plans for community education. Considers quasi-legal interagency agreements, advisory groups, financial resources, responsibility for community education, and staffing. Analyzes state governance plans and their strengths and weaknesses. (DMM)

Philosophy of education is described and recommendations for how educators should view philosophy of education for maximum utility and how professional philosophers of education should act as professionals are provided. Philosophers of education are urged to demonstrate technical competence in their work and to address philosophical issues relevant to classroom practice. (Author/LC)

Emphasis is upon the estimation and classical hypotheses testing of economic learning-regression models which may involve systems of equations, collinear regressors, interactions, and distributional effects, when there are errors in the variables and where measures of learning may be ordinal. (Author)

Common criticisms of schooling by Ivan Illich, Paulo Freire, and other radicals are examined to show how one can agree with many of the fundamental premises of the argument for deschooling and yet dissent from its conclusion. Deschoolers challenge philosophers of education to confront a number of philosophical problems. (SR)

Briefly introduces the Norwegian Seminar for Nature Life with a discussion of the course methods, values, and attitudes as related to Norwegian culture. Explains the difference between this and other programs that use nature for experiential education, and addresses the need for creativity in experiential education. (SB)

Few areas of education have expanded as rapidly as preschool education in Europe during the 1970s. Questions have arisen, however, about whether such education should be publicly or privately funded. Britain and the Netherlands provide examples of the importance of involving parents in preschool education. (PB)

There are now plenty of adult education classes on how to use a computer; this article is an account of how microcomputers were actually used as an aid to learning in the biological, natural, and social sciences. (Author/SSH)

This article by the Council of Europe includes extracts from a letter sent to all universities in 1981 by the British University Grants Committee. The committee suggests ways to reshape arts, science, medicine, and part-time and continuing education within the financial constraints determined by the government. (AM)

Helene Lange worked to obtain equal educational opportunities for women in Germany at the end of the nineteenth century. She tried to improve teacher training for women, enhance the curriculum in girls' high schools, and increase professional training opportunities for women. (AM)

The development of democratic values as preparation for citizenship is liberal education's true function. Values education should include these forms of inquiry: values analysis, awareness, assessment, alteration, and affirmation. Students can test values against the criteria of consistency, coherence, duration, adequacy, comprehensiveness, authenticity, and others. (Author/MSE)