Education & Pedagogy

This handbook provides a practical guide for local communities to use to establish work education councils. It deals both with the role which such a council can play in a community and with the process for setting up a work education council. Following an introduction that discusses the work education council concept and demonstration project, the handbook is divided into three primary sections. Chapter 1 deals with the functioning of a work education council in a community. It covers possible activities and models of operation, definitions and realities of collaboration, and possible models for influencing youth policy. Chapter 2 provides a descriptive discussion of the process for setting up a work education council based on approaches used successfully in other communities. Chapter 3 contains a summary of problems and pitfalls experienced by existing councils. Attachments include a listing of sources for more information, definitions of activities that a work education council may undertake, listing of work education councils which are members of the National Work-Education Consortium, and list of major source documents used to compile the handbook. (YLB)

The study investigates the goals of arts education and measures the learning effects. Since the status of arts education is controversial, the question is, what does arts education provide for children? The report comprises four studies: (1) a review of the various conceptions of arts education advanced in literature; (2) interviews with teachers and policymakers in arts education to clarify their goals; (3) an empirical study of the learning experience of former students; and (4) an exploratory study, using "thinking aloud" protocols of students' problem solving in art subjects. The study showed that the main effect of secondary school students' taking art subjects is that they learn to participate in cultural activities and that these art subjects are useful for their future professional training and beneficial for their personal growth. There are several implications derived from this study. All outcomes of arts education can't be measured in objective ways. Also, there is a need to develop theoretical conceptions of the problem-solving process in the visual and other arts to improve the overall arts teaching. (NE)

This paper reports on phase one of a study to ascertain whether formal or nonformal education is more effective in accelerating the integration of women into development activities in developing countries. It is based on the premise that women need more and better credentials to gain social, economic, and political acceptance in less developed countries. The report is presented in five parts. Part I identifies personnel from the Agency for International Development (AID), other agencies, and international organizations who are concerned with the issue of female education in developing countries. Part II relates representative projects and studies dealing with women and education in Africa, Asia, Latin America, and the Near East. Part III assesses interest in an interagency forum of meetings to discuss operational, not theoretical, problems related to women, education, and development. Part IV suggests steps by which the Women in Development office of AID can maximize its impact on AID educational policy. Part V summarizes major points covered in the report. (Author/AV)

Ontario Universities' current and planned involvement with distance delivery of university level educational opportunities was reviewed. Additional considerations were: the feasibility of a cooperative approach to distance education, the organizational approach to expanding cooperation among the universities and between the universities and TVOntario, and the desirability of developing additional opportunities for adult part-time students. Findings include the following: about 16,000 Ontarians are being served through university credit programs offered through distance education techniques; 25,000 to 30,000 additional Ontarians are likely to be attracted to distance education opportunities; Laurentian University, the University of Waterloo, and Wilfrid Laurier University now have significant programs of distance study; and TVOntario is providing significant services through distance technologies in cooperation with postsecondary education. A coordinated approach to providing distance education is recommended, including a consortia of universities and working groups of university and agency representatives. Appended materials include an extensive bibliography and a TVOntario progress report entitled, "Toward an Interuniversity Service to Provide Media Supported Distance Education in Ontario" (Ignacy Waniewicz). (SW)

The workshop report provides a philosophy and rationale for special education for the culturally and linguistically different exceptional child, outlines components of personnel preparation, reviews model admission criteria, and suggests strategies to create effective leadership. Chapter 1 contains a legislative review, definitions, and comparisons of current and recommended practices for training personnel. Chapter 2 lists such aspects of personnel preparation as functions, skills, and competencies of trainees in areas of instruction/curriculum, assessment and evaluation, classroom management, counseling and research; and knowledge required by teacher educators to conduct a competency based training program. Briefly noted and listed in Chapter 3 are recruitment strategies, criteria for admitting trainees to preservice and graduate programs, approaches to evaluation, and ways to secure funding. Chapter 4 outlines knowledge and skills needed by teacher educators and ways to improve representation of minorities in teacher education programs. Appendixes contain a directory of workshop contributors and descriptions of 25 bilingual/bicultural special education programs in 10 states for preservice and inservice teachers. (MC)

This study focuses on three questions: (1) What are the perceptions of teacher educators regarding five education approaches titled: "Educational Equality,""Cultural Understanding,""Individual Development,""Power Parity," and "Bilingual/Bicultural Education"? (2) Do variables such as age, race, gender, or professional responsibilities affect the rate of agreement with the five approaches? and (3) Are there differences in the number and type of multicultural course components incorporated into foundations, methods, clinical experiences, and human development courses? Survey respondents were selected faculty in 44 accredited teacher education programs. Statistically significant differences in perceptions were found by race and gender, by academic area, and in the number and type of multicultural practices incorporated into courses. It was concluded that, even among teacher educators with professed interest and experience in multicultural teaching, there are differences in their perceptions about this concept, and that few faculty possess the necessary skills to effectively incorporate multicultural components into their courses. Appended are the institutional and faculty questionnaires, coded perceptions statements, and a list of multicultural education practices frequencies. (Author/JD)

The prevalence of the need for marketing in continuing education in nursing is justifiable considering the growing pressures for efficiency and economies of scale in this field of higher education. This paper critically analyzes the current utilization of needs assessment in continuing education programs in nursing. It is argued that the cost benefit of a needs assessment can only be realized when the needs assessment is utilized as a framework for subsequent development of a total marketing scheme. More specifically, the paper discusses and illustrates by example, strategies for how a marketing plan can be employed in continuing education programs in nursing in order to: (1) define objectives; (2) examine opportunities and threats; and (3) perform situation and competitive analysis, with relatively low cost to the administrator of continuing education. In this manner it is possible to achieve a more desirable balance between organizational and market needs. A set of guidelines are presented for conducting a comprehensive yet cost efficient marketing analysis to serve as a basis for decision making in a continuing education program in nursing. (Author)

Major social science concepts that have an impact on a study of teacher education in developing nations are discussed. The relationship between national progress and teacher education is considered, and economic, political, and social realities facing these nations are pointed out. Among those discussed are: (1) economic problems of high population gains; (2) increasing demands for child labor; (3) the problem of school-age populations outstripping teacher education resources; (4) school involvement in training for rural development and improvement of production and the environment; (5) development of universal literacy and numeracy; (6) education as a social good; (7) social class values and attitudes; (8) social differences between the educated and the illiterate; and (9) national attitudes toward educating teachers. It is argued that American colleges and universities have a responsibility to produce teachers who are aware of the people and problems of the developing world, as well as a responsibility toward foreign students who come to the United States to study. (JD)

Findings are reported of a survey to determine researchable problems or implications for trade and industrial education as they might be stimulated by "The Final Report of The Vocational Education Study, Publication No. 8," directed by Henry David in 1981 for the National Institute of Education. Research questions and implications provided by respondents are listed according to the six sections of the instrument. The sections and frequency of responses are distribution of funds (25), programs and services for special needs students (22), overcoming sex bias and sex stereotyping (21), planning improvement (21), extending and improving programs (16), and strengthening evaluations (17). (The population was comprised of these groups: policy and planning and research committee members of the American Vocational Association's Trade and Industrial Education Division, state and territorial supervisors of trade and industrial education, and individuals listed in the Trade and Industrial Education Research Directory.) The survey instrument is appended. (YLB)

Social science concepts have an impact on the study of teacher education in developing countries, and teacher education is a primary social force woven throughout the study of national development. A recommended approach to research on teacher education combines a study of how education influences, and in turn is influenced by, other developmental forces and events within a national, regional, or other unifying network, such as religion or tribal identity. Economic, social, and political realities are major factors governing an understanding of how teacher education relates to national progress. Economic factors are also involved in a high imbalance between numbers of students and scarcity of financial resources for education. In the realm of politics, educational programs are vulnerable to national political decisions and the kinds of schools the government demands. Social class values and attitudes and social differences among the educated and the illiterate are factors which determine inequalities in schooling. Studying teacher education concerns in developing nations demands a set of strategies from the combined social sciences and a balance in methodology from each. (JD)

The education of the whole person and the noncognitive dimensions of curriculum and teaching methodology are considered. Attention is also directed to the methods of scholarly research that may be employed in investigating this area of learning. Terms that have been used to describe affective development or a combined approach to cognitive and affective learning are identified (e.g., humanistic education, developmental education). It is noted that affective education is concerned with both intrapersonal and interpersonal development. The following research approaches that would be employed by social scientists in exploring education for the whole person are described: historical research, descriptive research, and experimental research. Conclusions include the following: the efficacy of values clarification exercises and programs of human development are not consistently supported by empirical research; this lack of support may reflect the inadequacy of using empirical research techniques to assess affective learning; and public schools and teacher education programs should provided experiences to develop interpersonal and human relations skills. Affective learning at University of Montevallo is also briefly addressed. (SW)

This paper reports on past educational objectives of the old political regime in Ethiopia and new educational objectives of revolutionary Ethiopia. It is reported that these new objectives focus on education for production, scientific research, and socialist consciousness, and that all subjects are based on Marxism-Leninism. Curricular objectives for the subjects of agriculture, the social sciences, vocational training, physical education, English, science, and mathematics are discussed. Also discussed is the ultimate aim of the new regime: to make sure skills and attitudes obtained from education make students productive citizens whose productivity in turn contributes to enhancement of national aims. The paper notes that emphasis is placed on the interconnection between national aims, national educational aims, national objectives, and objectives for each subject in each grade in each unit. Examples are given of how to teach a mathematics and geography lesson from the Marxist-Leninist point of view. (JMK)

Observations concerning the field of education are presented in 38 articles by Donovan Russell and one article coauthored by Donovan Russell and A. M. Sets'abi. The articles are based on experience in the United States, Canada, and Africa. The following are among the article titles: "Before Cynicism Sets In; An Argument for a Curriculum of Concern"; "Continuing Education and Survival"; "Educational Administrators, Scholars or Technicians?"; "Participatory Program Planning in Continuing Education"; "School System Reorganization and Full Provincial Funding in Prince Edward Island"; "Research for Reform in N. Carolina, A Model for Developing Countries"; "Education in an Amoral Society"; "Looking beyond Ivy Walls; An Assault on the Traditional"; "A Demeaning Status for the Best and Brightest"; "Universities and Continuing Education: A Threat or a Promise?"; "Education for Responsibility in an Age of Complexity"; "Bringing Resources and Needs Together"; "Educators Haven't Time for the Critical Issues"; "Educating for Vitality"; "Goals for Teaching; Do We Have Them?"; "Dignity, Dissonance, and Education"; "Learning through Third World Living"; "A Dynamic Institution for Community Development in Africa"; and "Challenges in Community Development." (SW)

The Indiana State Advisory Council on Vocational Education (SACVE) endorses opportunities for all Indiana citizens to attain an education that is relevant, understandable, and reasonable. It recommends that secondary and postsecondary resources be combined and committed to mount a coordinated, unified campaign to provide the general public with accurate information concerning vocational/technical education. The state legislature should provide incentives to encourage collaboration rather than maintain funding systems that tend to be divisive. SACVE further recommends that joint regional planning for vocational education currently encouraged by State Board of Vocational and Technical Education grants be established for the entire state. It is recommended that training resources be made avaiiable for regional planners to develop the skills necessary to apply the Indiana collaboration model. SACVE recommends that Indiana undertake an educators-in-industry summer program for counselors and educational administrators. A vocational representative should be included as a resource member of each superintendent's cabinet or top administrative team to complement the expertise already represented in those bodies. SACVE recommends substantially increased state-level financial support for all levels of vocational/technical education. (YLB)

An examination was made of Federal program statistics on vocational education during the past 10 years by the Bureau of Occupational and Adult Education of the U. S. Office of Education and the National Center for Education Statistics of the U. S. Department of Education. The study found that despite a mandate for reform, the National Center's data from the Vocational Education Data System (VEDS) exhibited many of the same basic defects as the previous system. The two systems appear to have been designed to create exaggerated impressions about the scope and effectiveness of the program, as well as to sustain certain official "myths" embedded in the authorizing legislation. They have done this by manufacturing inflated program statistics, marketing inflated programs claims, and protecting inflated numbers from embarrassment. Four recommendations for reform were made: (1) do not confuse official numbers with information, (2) combat the tunnel vision of categorical programs, (3) end the conspiracy of polite silence about bad numbers, and (4) urge more restraint on legislators who demand accountability that is not feasible. (Author/KC)