Education & Pedagogy

Designed to reflect the growth in technical education and to fulfill the need for a single source document containing information about that field, this third edition was compiled for those schools now offering technician training, for those planning to offer such training in the near future, and for guidance personnel who counsel young people planning careers as technicians. A nationwide directory of 1,024 institutions offering technician training is arranged by state and lists the total and technician enrollment, the admission requirements, and the available programs for each. Other sections present: (1) current developments in technician education, (2) federal legislative developments relating to technician education, (3) occupational information about the technician including a classification of technical education and technician manpower requirements and supply, (4) case studies for selected technician education programs, (5) articles on issues, problems, and proposals in technician education, and (6) the professional organizations concerned with technician education. A bibliography lists books, pamphlets, and articles containing information on technician education which have been published since 1965. Previous editions of the Yearbook are available as VT 002 407 and VT 003 546. (HC)

State directors, assistant state directors, and other national leaders in vocational education from 35 states, the District of Columbia, and Puerto Rico attended a national leadership development seminar on August 6-9, 1968 to exchange ideas concerning new and exemplary programs in vocational and technical education. Major objectives were: (1) to discuss topics of vital concern in planning and implementing vocational and technical education programs, (2) to provide information in the latest and most relevant research, and (3) to provide planning alternatives for "tuning up" for expanded vocational education programming in the future. Five papers presented to provide a springboard for discussion participants were: (1) "The Relationship of Vocational Education to the Total Elementary and Secondary Program" by D. Allen, (2) "Implications of the Vocational Amendments of 1968," by L. Burkett, (3) "Total Training Responsibility of the State Department of Vocational Education," by L. Minear, (4) "Professional Improvement of Staff," by C. Steinmetz, and (5) "New and Emerging Philosophies of Vocational Education," by J. Walsh. (DM)

This book, written by an Indian economist, attempts to show the role education and educational planning can play in human resource development. Though the volume is written in the Indian context and the last section is on purely Indian problems (language, youth, and social integration), the broad policies it deals with, the logic it contains, and the facts which are used for illustration are intended to have relevance to the developing economies in general and especially to nations in Asia and Africa which are trying to accelerate their economic growth through planned effort. After discussing the connection between economic growth, human resource development, and education, the book deals with such specific problems as manpower planning, education as investment, the place of higher education, and the technology of education. Two appendixes include (1) a reproduction of the author's address to a Conference of State Education Ministers held in June 1965, containing his thinking on educational policies and priorities in India's Fourth Plan; and (2) 12 tables and two graphs all bearing on the Indian situation, but also on other developing countries. (se)

CONCERN OVER UNFILLED DOCTORAL POSITIONS IN TEACHER EDUCATION AND SUPERVISION IN ENGLISH PROMPTED THE CONFERENCE ON ENGLISH EDUCATION TO SPONSOR A SURVEY OF 97 RECIPIENTS OF THE DOCTORATE IN "ENGLISH EDUCATION." EACH WAS ASKED (1) TO INDICATE DUTIES AND THE TYPE, SPECIALIZATION, AND INSTITUTION OF HIS DOCTORATE, (2) TO EVALUATE THE RELEVANCE OF HIS PREPARATION TO HIS POSITION, SUGGESTING DESIRABLE MODIFICATIONS, AND (3) TO RECOMMEND AN "IDEAL" DOCTORAL PROGRAM FOR THE POSITION. THE DOCTORATES OF THE 57 RESPONDENTS--10 PH.D.'S IN ENGLISH, 23 IN EDUCATION, AND 24 ED.D.'S--WERE AWARDED BY 40 INSTITUTIONS. OF 50 WHO RATED PERSONAL PREPARATION, 26 WERE GENERALLY COMPLIMENTARY, 24 DISSATISFIED. REASONABLE AGREEMENT WAS REACHED IN URGING DOCTORAL PROGRAM CHANGES--(1) MORE RELIANCE UPON INDEPENDENT STUDY, (2) CLOSER COORDINATION BETWEEN ENGLISH AND EDUCATION DEPARTMENTS, (3) PREREQUISITE REQUIREMENTS OF THE M.A. IN ENGLISH OR EDUCATION AND SUCCESSFUL TEACHING EXPERIENCE, AND (4) IN-TRAINING EXPERIENCE IN STUDENT-TEACHER SUPERVISION AND ENGLISH-EDUCATION INSTRUCTION. (RD)

The role of the Federal Government in Continuing Higher education is studied. The study contained three stages: (1) An identification was made and a description written of all those Federal programs that have a community service, extension or continuing education component that involves institutions of higher education; (2) A series of case studies was prepared on particular Federal programs which represented major areas of Federal support; and (3) Drawing on facts and information developed in the first two stages, a broad assessment was made of the Federal effort in extension, continuing education, and community service. The following activities are recommended: (1) To keep current the information assembled on the programs already identified and to record new program activities, (2) To establish more systematic liaison with other administrators of Office of Education programs, and (3) To study State plans, Title I projects, continuing education needs of women and prisoners, effects of federal programs on intra-and inter-university relationships, and quality control and consumer protection in higher continuing education. (Author/CK)

Three of the papers in this collection present the separate models--school based, employer based, and home-community based. Titles of the five papers are: (1) "Facts and Fantasies of Career Education" by Gorden I. Swanson, (2) "Strategies for Implementing Career Education: A School Based Model" by Aaron J. Miller, (3) "Employer Based Career Education (EBCE)--A Model Developed At The Far West Laboratory For Educational Research and Development" by Bela H. Banathy and Robert M. Peterson, (4) "The Home-Community Based Model (Model Three) Of The U.S. Office Of Education's Career Education R&D Program--A Synopsis" by Cornelius F. Butler, and (5) "A Summary Of A Rationale For Education For Work" by Jerome Moss, Jr., Brandon Smith, and George Copa. Two points covered in the speeches that may be of special interest to program planners are the basic career education elements and the career education curriculum model. (JS)

Prepared by the Overton County Rural Education Improvement Project Director for Overton County, Tennessee, this 8-section report covers the period from July 1, 1971 to June 30, 1972. Section 1 provides demographic and school data which includes the current county population, industrial expansion in the county, and the current school population. Section 2 reports on project interventions. Projects for communication skills development, family involvement, cultural enrichment, integrated vocational education (building trades), nonprofessional aide service, and teacher education are evaluated. Verbal and graphical presentations of pre- and post-testing in communication and computation skill development (K-12) are included in sections 3 through 6. Special projects for remedial reading (grades 2-11) and building trades (grades 11-12) are described in section 7. The financial report in section 8 presents general and detailed disbursements and available funds for 1971-72. Appendix A displays special events in the in-service education programs, while appendix B presents the project's governing board. (HBC)

Education in a technological society must teach its people to perform the work and provide the services required to maintain and further develop the society. It must also prepare its people to cope with the rapid change which new technology causes in their personal lives, such as occupational obsolescence, social mobility, world wide communication and social awareness, and others. The concept of career education has been developed in view of these demands of a technological society. Career education relates to all educational experiences from early childhood throughout the productive life of the individual. In early childhood it provides an awareness of the world of work and some direct, hands-on experiences to motivate the learner's interest. At the end of high school, the burden is on the high school system to give strong, positive assistance to students in obtaining job placement or placement in a post-secondary institution. The development of a career education system requires the accomplishment of differing objectives at each level of the existing school system, including public and private technical institutes, junior colleges, area vocational schools, and colleges and universities. (SB)

This compilation presents over 300 resumes of instructional materials in home economics education, which have appeared quarterly in "Abstracts of Instructional Materials in Vocational and Technical Education" (AIM), Fall 1967 throug Fall 1971. Resumes cover a wide range of fields and occupations, such as child care occupations, consumer education, home management, interior design, and homemaking education. The resumes are arranged in ascending order according to an accession number and include the following information: (1) author(s), (2) title, (3) institutional source, (4) sponsoring agency, (5) grant, contract, and program area numbers, (6) report and bureau numbers, (7) sources of availability, (8) descriptors and identifiers which characterize the contents of the document, and (9) an abstract of the document. Author, subject, and conversion of document number indexes are included to help locate the abstracts by page number and accession number. The full texts of documents are available from the original sources or from ERIC Document Reproduction Service (EDRS) as microfiche or xerox reproductions. A sample resume and ordering information for AIM and EDRS reproduction are provided in an introductory section. (SB)

This document is an English-language abstract (approximately 1,500 words) of a description of the UAR Ministry of Education's efforts during 1970 to implement national education policy. All children of compulsory age were admitted to elementary school. This required the construction of new facilities in rural areas to combat absenteeism and dropouts. There was also an increase in the construction of secondary schools. Technical education was expanded both in absolute figures and in ratio to other education. Also 10,185 additional teachers were appointed. Modern mathematics were introduced to many schools by way of newly trained teachers and new textbooks. A new plan was developed by the Ministry to conform to modern educational thinking. Special emphasis was placed on technical education. Many meetings and seminars were held to discuss future schools in the modern state. The four problems of concentration for the Ministry of education are: (1) new buildings and smaller classes; (2) new school equipment; (3) teacher recruitment and training; (4) preparation of curricula to meet national technical needs. (Author/GDB)

This document is an English language abstract (approximately 1,500 words) of the reform provisions of the Bulgarian education system as formulated by the Bulgarian Communist Party in 1969. These reforms include the following items: access to compulsory secondary education for all; enrollment of all six-year olds; teachers to be specialized from the fourth grade on; curriculum and organizational modifications; vocational training for dropouts; reorganization of teacher training; extension of school boarding facilities; creation of new types of higher education institutions; greater administrative responsibility for senior academic staff members; greater ideological indoctrination. The complete recasting of the teacher training system will make it possible for teachers to play a greater role in implementing the above reforms. The theoretical and scientific level of the teaching is to be raised; obsolete data and details will be eliminated from courses. Mathematics, science, and language education are in need of upgrading. (Author/GDB)

This report presents the findings of a study on the current status of planning in American higher education and the feasibility of establishing a "national planning congress" for higher education. The study team gathered the views of key people concerned with higher education planning through extensive interviews and seminars throughout the country with college presidents and chief planning officers, federal and state government officials, association representatives, members of the research community, economists, and other key people in education and government. Based on this study, the team recommends against the establishment of a national planning congress for higher education and argues instead for the passage of an "education act of 1970" designed to improve institutional and statewide planning for education at all levels and to improve the coordination of federal educational support programs. Part 1 of the report describes the purpose of the study and presents its findings and recommendations. Part 2 discusses the rationale for improved educational planning, educational planning as a process, and possible ways to improve educational planning in the U.S. (JG)

Goals of the secondary health occupations workshop held May 16-18, 1974, in Madison were to develop a set of guidelines for health occupations education in Wisconsin secondary schools and to increase educators' awareness of the need for such education in Wisconsin. Speeches and panel discussions were titled as follows: "Health Care Trends--Needs for Education and Training,""The Students To Be Trained,""Health Occupations: Building the Career Ladder Concept into Health Training Programs,""Curriculum and Instructional Materials in Health Occupations,""Vocational Education and the Health Occupations,""Transfer of Learning: Health Careers Education,""ASAHP Glossary of Health Occupations Titles,""Local Programs in Health Training," and "The Changing Environment for Health Manpower." This report presents the workshop agenda, list of participants, invited papers, and questions presented to speakers and their answers. Appended are a tentative plan for a 3-year curriculum in health careers education and the results of a survey of health occupational training in Wisconsin secondary schools. (MF)

There is little argument that the physician is the most expensive form of health manpower or that the physician is a critical decision-maker in allocating resources for the production of health-care services. Thus, their education and orientation have been singled out as intervention points when public concerns have emerged on cost containment and access to services. The primary goal of this paper is an exploration of several issues regarding the status of financing of graduate medical education, some of the policy issues surrounding graduate medical education financi:'g, and some residual research questions. The issues handled include the financing of graduate internships and residencies through federal support, state and local support, patient revenues, and out-of-pocket dollars; graduate medical education speciality choice, geographic distribution, salary differentials, and future trends; anj objectives, options, and issues in financing graduate medical education, including the possible implications of national health insurance. (JMF)

This book emphasizes the value of bilingual education as an enrichment for all groups, not merely for heterogeneous populations or poor or dislocated populations. The book is aimed at teachers, administrators and concerned laymen. Part I of this book surveys the sociology of bilingual education. Language and culture in the global community and in the U.S. are discussed, and the values of linguistic and cultural diversity are asserted. Bilingual education is divided into four broad categories, and each type, with its programs and goals, is explained. The usefulness of a sociolinguistic perspective on second language teaching is demonstrated. Part II concerns international findings relating to bilingual education. The future is envisioned with more linguistic diversity and a greater number of languages being taught than now. Bilingual secondary education in 110 countries is reviewed. Social and economic characteristics of many nations are charted, and international perspectives on bilingual education are reviewed. The appendices in Part III furnish sketches of bilingual schools, an annotated bibliography of bilingual education, a history of bilingualism and a consolidated bibliography. (CHK)