Education & Pedagogy

Six support systems for black higher education that are needed to achieve educational equity for black Americans are assessed, and recommendations for national program objectives are offered. The six support systems are: federal policy toward black colleges, a research base, a human resource system support, dealing with socioeconomic and sociopolitical issues; higher education planning; and monitoring and evaluation. Analysis of the literature, surveys of programs, and interviews of program staff and experts were undertaken. Information was obtained on federal bureaucrats' perceptions of policy, formal and informal policy development processes, the question of who makes policy in the federal government, and the question of what policy initiatives in the federal government have implications for black higher education. For various federal agencies and programs, information is presented on policies specific to higher education and to black higher education. The data needs of black higher education are considered in relation to the database, required research initiatives, educational policy research, and a model for a total research system. Sources of information that can be used to begin a partial analysis of certain subject area concerns of black higher education are identified. Data and recommendations are presented regarding representation of blacks in decision-making positions in foundations and at the federal and state levels. Among the social issues that are addressed are the following: institutionalized racism, political participation and policy-making roles, the job market, and economic factors. Statewide higher education planning and the federal role in planning are addressed, along with evaluation and monitoring of equal educational opportunity programs. (SW)

Eight on-site visits (focusing on school districts which did not use federal Vocational Education Act funds) were made with state vocational education administrators and rural school superintendents in two states to identify factors related to providing vocational education to rural secondary students, to ascertain why some rural districts did not apply for federal and/or state vocational education funds, and to establish what vocational education services students in those districts received. Local superintendents were most concerned about finding and keeping certified vocational teachers. The small amount of money and the volume of paperwork entailed discouraged some from applying for federal funds. Reasons for not wanting to join or contract with area vocational schools included cost, travel, distance, and political considerations. A number felt that their own industrial arts programs were best suited to their students and community. Some superintendents were not sure whether the requirements which concerned them were federal or state. State level vocational administrators were also concerned about the proper role and funding for industrial arts and career education programs. Both states were in the process of developing multi-occupational cooperative programs. State officials had more direct problems with and suggestions for changing federal law than local officials had. Data indicated that cooperative efforts of federal, state, and local educators were needed to resolve the issues of rural vocational programs. (CM)

Like that of other African nations, the educational system of Togo was created during the country's colonial period, and reflected the needs of the colonizers, not those of the native peoples. Education was elitist and served to further the government bureaucracy. After Togo became independent in 1960, it began to revise its inherited French educational system to better serve its needs. Educational reforms emphasize free and compulsory school attendance, preschooling and continuing education, equal educational opportunities for girs and boys, and a curriculum developed from local needs. A special effort has been made to adapt the educational curricula and teaching methods to Togo's economic and social needs. This effort includes the teaching of national languages to preserve and at the same time improve the culture. Togo's efforts in adult education are directed to the adult population living in rural areas who have not received formal schooling. Because of financial considerations, however, this effort is very limited. Efforts include improving agricultural skills, health education, disease eradication, and literacy education. In addition, two training centers are maintained to train workers in various occupations, such as secretarial work, technical drawing, auto mechanics, and heavy equipment operation. One of the most important adult education areas is culture and recreation. The development of Togo's culture and heritage is a means for arousing national consciousness and for directing attention to solving needs and problems. Effective educational programs for the adult population are critical needs in the economic and social growth of Togo. (KC)

This booklet deals with moral education examining major issues of theory and public policy and suggesting how educators might approach their roles as moral educators in the real world of schools. Written in a question/answer format, the booklet is organized into four major sections. In the first section, the author defines moral education to mean what the school does, directly and indirectly, to affect both the student's ethical behavior and his capacity to think about issues of right and wrong. The second section examines the pros and cons of moral education. Cons include: there is too much diversity in our society to have a program of moral education in our schools, moral education is difficult to teach without indoctrinating, and morals and values are very complex. The pros include: teachers and parents recognize the need for moral education and that moral education is inevitable. Approaches to moral education are presented in the third section of the booklet. Values education, Kohlberg's cognitive moral development approach, moral reasoning, and an approach which sets out to teach a particular set of values are discussed. In the concluding chapter, the author points out that each approach has certain strengths and should be used to gain certain ends. The author suggests that we draw on all of these alternatives and use a synthesis approach. Four steps for a program of moral education are suggested: consciousness raising and information sharing with teachers and parents, a study program leading to a general plan, the development of a curriculum and implementation plan with a strong experiential dimension for students, and a system of evaluation. (Author/RM)

The New Mexico Public Education Department's (PED) mission is to ensure all students in New Mexico receive the education they deserve and that students are prepared for college, career, and lifelong learning. To do this, the department is focused on supporting sustained learning and outreach to districts, charter schools, tribal education departments, parents, students, and communities. PED also focuses on leadership, productivity, building capacity, accountability, communication internally and externally, and fiscal responsibility. New Mexico is unique because of the 23 sovereign tribes that include 19 Pueblos spanning across the state. PED has the unique opportunity to work with all 23 nations by focusing on each tribe's educational priorities that directly affect their tribal students and communities. The State-Tribal Collaboration Act (STCA) is only one of the mechanisms that supports PED's ongoing relationship and collaboration with each Pueblo, Tribe, and Nation. Within each Pueblo, Tribe, and Nation, are education departments that provide educational and cultural opportunities for students while they are in school but also provide after school and summer learning for their tribal students. These multiple opportunities embedded in each community offer PED unique opportunities to work with community members, help build capacity and increase institutional knowledge within each education department. This report includes: (1) Policy Adopted by the PED Pursuant to the State-Tribal Collaboration Act (STCA); (2) PED Current and Planned Efforts; (3) Training That Supports Communication, Collaboration, and Cultural Competency; (4) Native American Student Data School Year (SY) 2023-2024; (5) Indian Education Programs--Funding; and (6) Indian Education Funding Fiscal Year (FY) 2023-2024.

Several African countries instituted education reforms in the 1980s and 1990s. Yet, there is only little evidence on the effectiveness of these programs. Additionally, most previous studies of the determinants of literacy and numeracy have considered the proficiency in only one language and, possibly, numeracy. This paper examines both of these issues for the case of Ghana, analyzing the trends in and determinants of four different literacy skills and numeracy. A comparison of outcomes before and after the 1987 Education Sector Reform indicates that literacy and numeracy skills levels increased following the Reform, and more so for English literacy skills than for Ghanaian literacy skills, thus confirming prior expectations. The results from linear probability models of literacy and numeracy outcomes indicate that, consistent with the objective of the Reform, the productivity of primary education in terms of literacy and numeracy increased, while the productivity of other levels of education remained constant or decreased. Additionally, the results highlight the importance of school quality and other community level factors in the creation of literacy and numeracy and therefore also the importance of incorporating these factors in empirical analyses. The results indicate that the focus of the 1987 Education Sector Reform might have been too narrow, so that future education policy in Ghana may want to focus on strengthening the quality of education above the primary level, also.

Physical education is at a crossroads in the 21st century. With government mandates related to the No Child Left Behind Act (U.S. Department of Education, 2001) emphasizing core subjects, such as math and literacy, non-core subjects have been deemphasized. The most recent "Shape of the Nation Report" (National Association for Sport and Physical Education & American Heart Association, 2012) showed that 28 states allow physical education waivers and only 6 require physical education in every grade. Despite continued reductions, evidence indicates that physical activity provides a wealth of benefits to children, including the development of healthy life habits, improved concentration, healthier bone development, improved classroom behavior, increased graduation rates, and higher educational aspirations (Bailey et al., 2009). Further, more time in physical education does not have a negative effect on learning in other subjects and reduces the likelihood for childhood obesity (Cawley, Frisvoldc, & Meyerhoeferd, 2013). Although findings such as these are encouraging, physical education teachers must be able to demonstrate program outcomes in a meaningful way. Advances in educational technology provide several viable approaches to collecting and communicating this evidence. Armed with data gathered through technology, physical education teachers become better equipped when trying to convince various stakeholders--including students, parents, colleagues, and administators--of the merits of a quality physical education program. In this article, the author describes how physical education can be supported by technology and highlights how two physical educators have made technology a cornerstone of their programs. The article concludes with several ways teachers can pursue funding for programming needs that extend beyond their typical school allocations.

For the past decade, I have been observing, researching and reporting on a group of Scottish further education lecturers and schoolteachers, who, through their trade union activities, have had a significant impact on their colleagues' engagement with post-compulsory education and professional development. They are members of the Educational Institute of Scotland (EIS) and are unpaid lay volunteers who are trained and accredited as Union Learning Representatives (ULRs). They have a specific remit of advising and guiding colleagues in all matters relating to post-compulsory education and professional development. The article will detail how from very humble beginnings this group has become an indispensable element of the Scottish education system. It will show how these ULRs, many of whom had not been involved in trade union or political activism, are now regarded as experts in the field of post-compulsory education and professional development. They regularly work with key stakeholders such as the Scottish Government, Her Majesty's Inspectorate of Education and local authorities, and hold major positions within the EIS and on the General Teaching Council for Scotland. They have evolved as leaders within their institutions, the EIS and the Scottish education system more by accident than design. These developments indicate that they may well become key players in the construction and implementation of future local and national post-compulsory education and professional development policy. The article will be underpinned by the academic concepts of "wounded learners", "organic intellectual growth" and "emerging teacher leaders through professional development engagement".

As the lowest-priced higher education institutions serving the greatest share of students in New England, public institutions are a crucial access point for the region's students who may not have other opportunities to enroll in college. Maintaining the cost of attending a public institution in New England is imperative for students, families, communities, states and the region. Yet, the price of public higher education has increased dramatically since the beginning of the 2008 recession. Meanwhile, five of six New England states face multimillion-dollar budget shortfalls this fiscal year. State policymakers who must simultaneously address current deficits and decide on upcoming budget plans have tough choices ahead. Funding for public higher education is one of many competing budget priorities. With few federal or state regulations on minimum funding levels, allocations to higher education are frequently cut to create a leaner budget. As the region strives to grow beyond modest "recovery" from the Great Recession, however, a robust, high-quality system of public higher education is vital. The Georgetown Center on Education and Workforce predicts that 65% of jobs will require some education beyond high school by 2020. In the New England states, the projected number of jobs requiring some postsecondary education is equal to or higher than the national projection. A more educated labor force is needed if New England states are to continue to develop a competitive economy. A more educated labor force would also improve residents' quality of life, and, not coincidentally, relieve pressures on state budgets in other areas such as corrections and healthcare. Getting there, however, will require accessible and affordable quality higher education options for students.

In Nigeria, as in most developing countries, there is gender disparity in education access especially at the higher education level. Research reports on this subject link this phenomenon to the prevailing socio-cultural and economic values and practices in Nigeria. Efforts are on ground to widen access to tertiary education for all including women. One such effort is the establishment of the National Open University of Nigeria (NOUN). From available statistics, NOUN is recording steady increase in enrolment for both women and men though still more men than women are enrolled in NOUN especially at the higher education level. Since socioeconomic and cultural factors are known to influence women's access to education, this study sought to determine the socio-economic characteristics of the women who are currently enrolled in higher education programmes at NOUN. A 30-item questionnaire on socio-economic characteristics such as age, educational background, employment status, marital status, income, was validated and used for data collection. The questionnaire also sought to find out if there were any constraints facing the women enrolled into NOUN higher education programmes. Two research questions were used for the study. Six hundred (600) women enrolled in NOUN were drawn from six randomly selected study centers in Nigeria. The instrument had a coefficient of 0.83. Data collected was analyzed using descriptive statistics. The findings indicate that majority of the women though employed had very low annual income. Recommendations were made for enhancing women's access to higher education programmes in NOUN.

In the current study, the aim is to investigate the theses addressing the issue of program evaluation in the field of Curriculum and Instruction (C&I) in 1997-2015. The study employed the survey model. The universe of the study consists of totally 87 theses addressing the issue of program evaluation in the field of C&I in 1997-2015. As the data collection instrument of the study, the document analysis technique was used in the current study. The master's and doctorate theses to be analyzed in the current study were obtained by writing "curriculum and instruction" in the search engine of the national thesis center of the Council of Higher Education. The data collected in the study were analyzed by using NVivo10.0. program package through content analysis. The findings of the analysis revealed that nearly half of the theses addressed the issue of program evaluation in elementary education and the other half dealt with program evaluation in other levels of schooling (higher education, high school education, in-service training, pre-school education, adult education, special education). The number of theses addressing program evaluation within the context of in-service training, pre-school education, adult education and special education is quite small. Another important finding of the study is the paucity of the studies aiming to investigate/evaluate hidden curriculum in all the levels of schooling.

This article shares and extends research-based developments at the University of Otago, New Zealand, that seek to explore how students' worldviews change as they experience higher education with us. We emphasise that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by affective attributes such as values, attitudes and dispositions; so that "education for sustainable development" is substantially a quest for affective change. We describe approaches to categorise affective outcomes and conclude that "education for sustainable development" objectives comprise higher order affective outcomes (leading to behavioural change) that are challenging for higher education to address. Our own work emphasises the need for student anonymity as these higher order outcomes are assessed, evaluated, monitored, researched or otherwise measured using research instruments that focus on worldview. A longitudinal mixed-effects repeat-measures statistical model is described that enables higher education institutions to answer the question of whether or not "education for sustainable development" objectives are being achieved. Discussion links affect to critical reasoning and addresses the possibility of documenting and assessing the development of lower and mid-order affective outcomes. We conclude that "education for sustainable development" objectives need to be clearly articulated if higher education is to be able to assess, or evaluate, their achievement.

In 1947 the Fundamental Law of Education (FLE) defined the pacifist principles for post-war Japanese education and was revised in 2006 for the first time in nearly 60 years. The revised FLE stipulates the importance of teaching love for country and region and Japanese culture and traditions with special emphasis on moral education. Today, this moral education is regarded as an essential program for promoting patriotism among children in line with the revised FLE. Critics, however, fear that the revision is a revival of pre-war patriotism and a rightward shift in Japan's education. Their fear resurfaced more recently when Shinzo Abe, who carried out the revision of FLE during his first term as prime minister, was elected to his second term in December 2012. As Abe emphasized the importance of teaching patriotism in schools, the international media came to report that Japan's education was taking a turn to the right under his administration. While critics expressed their concern that Japan's education was becoming too patriotic, there was a lack of empirical inquiry into the issue of whether patriotic education had materialized in the classrooms. This study examined this issue by analyzing the content of moral readers currently used throughout Japan. The findings suggest that, contrary to the critics, the content of these readers does not emphasize patriotism. Instead, the readers seek to promote basic moral values such as faithfulness and friendship and sympathy and kindness. The findings are discussed with reference to social and educational contexts in Japan.

Re-engineering technological strategies in teaching and learning in an open distance learning (ODL) environment is paramount as the demand for access to quality higher education escalates drastically on a year to year basis. The organisational framework requires change in order to accommodate the increasing number of students. In view of the changing higher education landscape and the increase in the number of students qualifying for higher education acceptance, open distance education has been opened to residential institutions. Despite the fact that demands is greater than supply in the higher education sector, the University of South Africa (Unisa), in reaction to the "competitive threat," has embarked on the re-evaluation of ODL as a component of its teaching and learning methodology. Unisa focussed on its pedagogical approaches as a primary means of maintaining its competitive edge. The challenges in the higher education sector are also attributed to the basic education sector that does not prepare students sufficiently for higher education. ODL, if applied appropriately, could be a strategy to address the issues of access, equality, and equity in a democratic South Africa. Pedagogical strategies that are functional and appropriate need to be applied in the higher education sector. Hence the research question is to determine what ODL strategies can be implemented to ensure that students are on par with traditional universities. Therefore, this paper explores the pedagogical strategies that colleges may use with the intent to improve delivery of teaching and learning in an ODL environment.

Teacher education is the environment for the learning and instruction of prospective teachers. Its structure, components, and contents shape the development of relevant competences which enable prospective teachers to be effective in the classroom. But its relevance is questioned because respective research, characterised by inconclusive results, does not offer explanations about the reasons why certain teacher education programmes are more effective than others in the development of relevant competences. One reason for the lack of explanations can be found in the way research assesses the effectiveness of teacher education. This might be due to problems regarding the conceptualisations of teacher education, as well as to the inherent selection and non-random allocation problems in research on the relation between teacher education and student achievement. In this paper we respond to claims for an organisational perspective on teacher education and develop such a new perspective. Accordingly, we provide these claims with an adequate theoretical foundation and develop an organisational model of teacher education based on Open Systems Theory. Besides being one of the first integrative organisational models of teacher education, it is among the first models which illustrate the relations and interdependencies of systems, its different parts, and its different levels, and enables researchers to investigate these interdependencies. The development of this model is further based on an alteration of the input variables of the concept of teacher quality. Moreover, the model has consequences for the notion of teacher education effectiveness. We illustrate these changes, and discuss them and the model with respect to possible areas of further research.