Education & Pedagogy

Articles on the expansion of business enrollment in higher education, prospects for liberal arts majors, and the lack of understanding by Americans about business and economics are included in this bulletin. It has been theorized that college students are studying business fields because of limitations in the job market. More women and blacks are reported to be studying business, and women are enjoying a seller's market upon graduation from business schools. There is an increase in cooperative education programs, workshops, and internships. Programs in southern colleges and universities are briefly described. The question of whether business education should emphasize knowledge itself or practical skills is addressed. The establishment of new schools of business in the South is also discussed. A Southern Regional Education Board Study has found that in addition to the liberal arts, the fields of education, law, and communications are being edged out of the traditional college job market. The employment prospects of liberal arts majors in comparison to business majors are examined. (SW)

This competency-based preservice home economics teacher education module on cultural food patterns is the fourth in a set of five modules on consumer education related to foods and nutrition. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking Education [MATCHE]--see CE 019 901-967.) Following the module objective and overview, one unit of instruction is presented (includes one lesson on cultural and ethnic variations). The unit includes the following elements: objectives, overview, narrative summary, suggested lesson activities, suggested resources (readings), and a unit progress test. A module pre/posttest (with answer key) concludes the document. (Workshop proceedings relating to the development of these modules are available in the ERIC system as CE 019 896-899; also available is a module on utilizing FHA-HERO as an instructional strategy to expand and strengthen the home economics instructional programs [CE 019 900].) (JH)

This book is a result of a project sponsored by the Working Party on Chemical Education of the Federation of European Chemical Societies, UNESCO, the Chemical Society and the Royal Society, London, England. The purposes of this publication are to: (1) inform chemists of the level and significance of the various chemical qualifications in Europe; (2) contribute to understanding between the various national educational systems; and (3) stimulate innovations in the teaching of chemistry by exchanging ideas and comparing practices. It covers all European countries except those that do not have developed systems of higher education. Both secondary and university levels as well as the training of chemistry teachers are covered. The book is divided into two parts. The first consists of a series of impressions of various aspects of chemical education by well-known chemical educators from various parts of Europe. Part two is a factual account of the various educational systems with details of the titles and abbreviations of qualifications, teaching assessment methods, higher education and teacher training. (Authors/HM)

A master plan proposal for postsecondary education in Hawaii for 1977-1982 is presented. The goal for this overall program is to provide all qualified people of Hawaii an equal opportunity for quality education through public and independent institutions. Objectives include: (l) provision of a diversity of vocational, academic, and professional program offerings; (2) assessment of quality; (3) provision of access to all willing and able to benefit; (4) assurance of adequate state financing; and (5) coordination of educational resources. Outlined in this report are state characteristics in terms of population, economy, planning efforts, and college-going rates; and characteristics of the diverse postsecondary education institutions--University of Hawaii; the independent colleges; the Western Interstate Commission for Higher Education; the East-West Center; the Adult Education Program; licensed trade, technical, and vocational schools; and out-of-state degree-granting institutions. A system of planning for postsecondary education is also outlined. Appendices contain legislation on postsecondary education, a list of members of the postsecondary education commission, data tables on state and institutional characteristics, and self-assessments of the postsecondary institutions. (MB)

This paper was written in response to questions about the future of New York State's higher education opportunity programs, and to raise related issues that might be addressed in the 1980 New York Statewide Plan for Postsecondary Education. The introduction to the paper discusses the history of the democratization of higher education, the development of postsecondary programs for the disadvantaged, and postsecondary enrollment trends and projections for New York in the 1980's. The second section of the paper presents the premises upon which State policy considerations rest, that is, the goals established by the Board of Regents for developing higher education opportunity programs. In the third section, the issue of remedial education on the postsecondary level is discussed. Recommendations and strategies for their attainment are presented in the fourth section. They address the areas of enrollment and recruitment, the location of special remedial programs and inter-institutional cooperation, financing programs and tuition, and college entrance requirements. (MK)

The benefits and broad perspectives that can result from higher education and the tension that exists between vocational and liberal education are addressed. It is suggested that this tension is powerfully related both to the content and the quality of higher education. The importance of introducing students to those themes of life that are universal and enduring, and to ideas that can give more perspective to students and greater meaning to their work is stressed. Rather than transmitting fragments of information to students, it is desirable to highlight the interlocking threads of human knowledge. The greatness of the university is also measured by the degree to which students develop a profound respect for the diversity of talents and traditions and discover that people are important. It is suggested that in addition to a curriculum that gives perspective to the student, it is important to have an authentic relationship between faculty and students and a recognition that education is a value-laden process. (SW)

This secondary unit of instruction on how to use a supply catalog is one of sixteen Common Core Units in Business Education (CCUBE). The units were designed for implementing the sixteen common core competencies identified in the California Business Education Program Guide for Office and Distributive Education. Each competency-based unit is designed to facilitate personalized instruction and may include five types of materials: (1) a teacher's guide, which provides specific strategies for the units as well as suggestions for the use of the materials; (2) a student manual, which directs the student through the unit's activities and jobs and brings the student to the competency level for the unit; (3) working papers, which are consumable materials used in completing the jobs and activities described in the student manual; (4) pre/post tests and quizzes; and (5) suggested electronic media. A strategies manual and the California Business Education Program Guide and supplements are also available--see note. (LRA)

This secondary unit of instruction on applying for a job is one of sixteen Common Core Units in Business Education (CCUBE). The units were designed for implementing the sixteen common core competencies identified in the California Business Education Program Guide for Office and Distributive Education. Each competency-based unit is designed to facilitate personalized instruction and may include five types of materials: (1) a teacher's guide, which provides specific strategies for the units as well as suggestions for the use of the materials; (2) a student manual, which directs the student through the unit's activities and jobs and brings the student to the competency level for the unit; (3) working papers, which are consumable materials used in completing the jobs and activities described in the student manual; (4) pre/post tests and quizzes; and (5) suggested electronic media. A strategies manual and the California Business Education Program Guide and supplements are also available--see note. (LRA)

This secondary unit of instruction on grooming for job interviews is one of sixteen Common Core Units in Business Education (CCUBE). The units were designed for implementing the sixteen common core competencies identified in the California Business Education Program Guide for Office and Distributive Education. Each competency-based unit is designed to facilitate personalized instruction and may include five types of materials: (1) a teacher's guide, which provides specific strategies for the units as well as suggestions for the use of the materials; (2) a student manual, which directs the student through the unit's activities and jobs and brings the student to the competency level for the unit; (3) working papers, which are consumable materials used in completing the jobs and activities described in the student manual; (4) pre/post tests and quizzes; and (5) suggested electronic media. A strategies manual and the California Business Education Program Guide and supplements are also available--see note. (LRA)

This secondary unit of instruction on the adding machine is one of sixteen Common Core Units in Business Education (CCUBE). The units were designed for implementing the sixteen common core competencies identified in the California Business Education Program Guide for Office and Distributive Education. Each competency-based unit is designed to facilitate personalized instruction and may include five types of materials: (1) a teacher's guide, which provides specific strategies for the units as well as suggestions for the use of the materials; (2) a student manual, which directs the student through the unit's activities and jobs and brings the student to the competency level for the unit; (3) working papers, which are consumable materials used in completing the jobs and activities described in the student manual; (4) pre/post tests and quizzes; and (5) suggested electronic media. A strategies manual and the California Business Education Program Guide and supplements are also available--see note. (LRA)

The linkage between formal education and the development efforts of third world nations is examined. Consideration is given to the fields in which education may be most helpful, such as social, political, and cultural. The extent to which the development of education itself is a part of the total national development effort is also discussed. A detailed examination is made of current views about the link between education and development, and available evidence concerning this relationship is explored. The contribution of education to development and vice versa in the context of African countries south of the Sahara is analyzed. The importance of economic factors is pointed out in a discussion of the correlation between the gross national product and education. Contemporary attitudes of students and parents toward the value of certain types of education are noted with the warning that some of these views are inclined to be short-sighted and not conducive to fruitful long-range educational and developmental planning. (JD)

The St. Louis (Missouri) Citizens' Involvement Project was a joint effort between the Housing Authority's Tenant Affairs Board and the Board of Education. The program goal was to supplement Elementary and Secondary Education Act Title I programs by fostering educator-parent-community cooperation in including teaching/learning strategies that would incorporate community awareness into the basic skills instruction program. In order to accomplish this goal, three workshops for educators and community members were held during the 1978-1979 school year. The Consumer Education workshop was designed to demonstrate activities that could be used in the classroom or at home to promote consumer and legal awareness. The Make and Take workshop provided teachers and parents with opportunities to make educational materials designed to teach or reinforce basic skills. The Law and Education workshop was designed to provoke thought among participants about everyday law. The program evaluator's conclusions and recommendations are presented, additional findings and perspectives are reviewed, and the program objectives and workshop evaluation forms are included in the report. (MK)

The Teacher Education Center Act (TEC Act) of 1973 provided Florida with a statewide system of centers intended to bring about reform in teacher education programs. The act mandated the responsibility for operating programs of preservice and inservice teacher education jointly to the colleges and universities, the school districts, and the teaching profession. These centers are the governance structures which coordinate the designing, implementing, and evaluating of teacher education programs in school districts. The TEC operates on the philosophy that the process of education of teachers is career-long, and that collaboration among universities, school districts, and the teaching profession is necessary. This governance structure provides for shared decision making on all phases of program development for teacher centers. Descriptions are presented of every component in this network of centers that link the Florida school districts in a cooperative working relationship. The operations of an exemplary teacher education center are outlined, and a typical school-based inservice program is described. Information is provided on the activities of the Florida Education Standard Commission and Council on Teacher Education. (JD)

A project designed to insure that all teachers who receive their undergraduate training at the University of South Dakota are prepared to deal with handicapped children is described. It was realized at the inception of the project that the following major obstacles would have to be faced: (1) a resistance to change on the part of the faculty; (2) a lack of commitment from those in charge of the training of regular educators; and (3) negative attitudes toward special students and special education in general. To overcome these obstacles, an intensive program for training key faculty was developed and initial designs for curriculum revision were drawn up. The reorganization of special, elementary, and secondary education areas into one division was a priority in overcoming the gap between special education and regular education. A discussion is presented of future plans and strategies that will be implemented to overcome faculty resistance to the changes in preservice education that are implicit in successfully fulfilling the mandate for mainstreaming. (JD)

This report on vocational education and training in Denmark consists of five sections. Section 1--the introduction--contains three subsections. The first subsection, which is devoted to the relationship between the primary and lower secondary school and the business sector, discusses apprenticeship training, basic vocational training, other training for technicians, other vocational training schemes, courses of education within the social and health sector, the course of further training and education, and vocational training for adults. The second subsection covers the relationship between apprenticeship training and basic vocational training, and the third subsection describes youth unemployment. In section 2 enrollment in and the scope of the Danish vocational education program are outlined. In section 3 the relationship between vocational training and other aspects of general training and education are described. Vocational training and education by business enterprises is examined in section 4. Section 5, which provides information on counseling, covers general information about educational guidance and career guidance within the educational system, particularly exposed groups of young people, and the public vocational guidance system. (MN)