Education & Pedagogy

This book contains original essays that examine the interplay between women's education and development and how they affect women's status in selected nations in Asia. The volume focuses on how women in Asia use opportunities and challenge limits in education, the role of education in their economic participation, and the enhancement and tension brought to their family roles. Each chapter begins with a brief historical account of education for women in a specific Asian nation and investigates how women use their education in the labor market and in the family. The book is divided into three parts. Part 1, "East Asia," includes: (1) "The People's Republic of China" (Grace C. L. Mak); (2) "Japan" (Machiko Matsui); (3) "South Korea" (Oksoon Kim); and (4) "Taiwan, Republic of China" (Hsiao-chin Hsieh). Part 2, "Southeast Asia," contains: (1) "Indonesia" (Mayling Oey-Gardiner and Riga-Adiwoso Suprapto); (2) "Malaysia" (Robiah Sidin); and (3) "Singapore" (Guat Tin Low). Part 3, "South Asia," focuses on: (1) "India" (Ratna Ghosh and Abdulaziz Talbani); (2) "Pakistan" (Kowsar P. Chowdhury); and (3) "Sri Lanka" (Swarna Jayaweera). Contains an extensive bibliography. (EH)

This paper examines the goals, architecture, and means of lifelong learning. The following are among the topics discussed: economic and social dimensions of the forces pushing Europe toward a learning society (investing in people; promoting employment in an era of structural change; making firms key partners in the learning society; overcoming the fragmentation of life into education, work, and retirement; forging new routes to equal opportunities; diversifying education and training opportunities in Europe); clarification of goals and purposes (reconciling cultural, social, and economic goals; building on past achievements; devising a new "systemic" logic); movement toward a flexible architecture of institutions and opportunities (a learner-centered, consumer-led process of change; learning outcomes as a rallying point; redistribution of life chances); strategic changes in institutional frameworks (schools as foundations for lifelong learning up to age 16; initial vocational training and new pathways from school to work; development and renewal of the adult population's human capital through continuing education; creation of a frontier-knowledge and advanced-skills base through higher education and research); and new ways and means for lifelong learning (new methodologies and networks, more flexible systems of qualifications). (MN)

The increasing emphasis on work force development as a policy goal is bringing to the forefront a continuing debate over which of two roads--work force education or literacy development--the field of adult education should take. The recent shift in the welfare reform policy from emphasis on investing in basic and job skills to emphasis on quick job placement has caused many adult educators who had previously worked closely with human services agencies to feel "out of the loop." Increasingly, evidence from adult learners themselves and from research on welfare-to-work programs is demonstrating that policies focusing solely on expanding the low-wage labor supply without attention to raising living standards through opportunities for development of skills that can be transferred to multiple employment settings do not result in employment self-sufficiency. Based on the information in the literature, the question should not be "Should adult education focus on either work force education or literacy development?" but rather "Is it possible to combine both literacy development and work force education?" The Goodwill Literacy Initiative in Pittsburgh (Pennsylvania) and Philadelphia's (Pennsylvania) Community Women's Education Project confirm that adult educators can indeed take both roads. (Contains 12 references) (MN)

A project created a framework for integrating school-to-work (STW) into the preservice curriculum for all new teachers in Ohio and conducted a professional development activity for college and university faculty involved with preparation of new teachers. A work team of teacher education faculty representing six public universities met to learn about STW, discuss its implications, and design a teacher education framework and professional development activity for teacher educators. The framework consisted of the following elements: a vision of STW and teacher preparation; philosophy; set of economic assumptions; mission and definition of STW and preservice teacher educator's role; relevant concept maps; list of outcomes for preservice teacher education programs related to STW; relationship of STW and state curriculum models; relationship of STW and new Ohio teacher education and licensure programs; plan for integrating STW into all preservice teacher education programs in Ohio; list of possible barriers for implementation; time-line; and list of references. For the professional development activity, a prototype conference for teacher education faculty was planned and implemented. The event allowed participants to experience presentations, a simulation that included workshops by educators and business people involved with STW, 1-day externship at a work site, and force field analysis activity. (These products are included in the report: framework, conference materials, university plans, and conference assessment.) (YLB)

This collection of papers addresses two issues of critical importance to higher education: leadership and changing the way that schools and colleges of education conduct the business of teaching and learning. The book contains an introductory paper, seven studies written from the perspective of the deans leading the change, and a concluding paper. Six of the seven institutions included in the volume are public. The institutions vary in size and historic commitment to teacher preparation. After a foreword by Eileen Wilson Oyelaran, the nine papers are: "The Context for Leadership and Reform in Schools and Colleges of Education" (Kenneth R. Howey); "Leadership for Change in Faculties of Education" (Michael Fullan); "The New Sisyphus: The Dean as Change Agent" (Richard Wisniewski);"Deaning in the Nineties: The Challenge of Restructuring a Professional College" (Nancy L. Zimpher); "New Values and New Programs: One Dean's Experience" (Raphael O. Nystrand); "Reconstructing the Community of the School of Education: Influencing Habits of Mind, Discourse, Work, and Results" (Gail Huffman-Joley); "Addressing the Dean's Dilemma" (Sam J. Yarger); "Building Capacity for Change" (Richard Arends); and "Deans of Education: Only the Reform-Minded Need Apply" (Dennis Thiessen). (Most papers contain references.) (SM)

This final report of the Nebraska Special Education Accountability Commission presents recommendations for reforming the state's special education system. The tasks of the commission were to develop recommendations for a new funding system for special education which would be identification and placement neutral, to encourage preventive services, to assure adequacy of funding to meet the needs of student with disabilities and those needing support services, to ensure equity in services available to students across the State, and to contain costs. The commission was also required to develop accountability recommendations. Final recommendations include: (1) a new funding system that integrates special education funding for school age and transportation programs into the State's general education equalization funding program; (2) placement of special education under the same budget limitation provision as general education; (3) tighter department definitions of educational benefit; (4) closer review and approval of the service of their party contractors; (5) new criteria for related services: (6) improved interagency cooperation in providing services for students ages 14-21; (7) having school districts set standards for student performance for all students: (8) providing appropriate modifications and accommodations for students with disabilities; (9) improved training of teachers in servicing students with more diverse needs; and (10) reporting of student outcome data. (CR)

In New Jersey, the corrections system has grown from approximately 6,000 offenders in 1975 to more than 25,000 offenders and more than 19,000 parolees currently. An estimated 70 percent of the incarcerated perform at the two lowest literacy levels. Of the approximately $25,000 spent per offender for each year of incarceration, only 1-2.5 percent of the Department of Corrections' budget is spent on education. Studies show a correlation between education and a reduction in the rate of recidivism. Education does not guarantee rehabilitation, but it can help an offender acquire the necessary skills to succeed upon release. The Corrections Education Task Force advocates expanded and improved educational opportunity to reduce the likelihood of recidivism and deter further criminal involvement. Increased successes in rehabilitation can result from expansion and improvement of educational programs. Modest increases in educational spending can be offset by the significant savings from reduced recidivism. Recommendations call for greater emphasis on education; better data collection to determine the impact of programs; enhanced intergovernmental cooperation to improve operations and linkages with other state education, training, and employment initiatives; expanded and improved program quality and delivery to increase access; improved integration of corrections education programs with other aspects of the institutional environment; and expanded transitional programs. (YLB)

This book examines flexible delivery of vocational education and training in Australia's technical and further education (TAFE) sector. Discussed in chapter 1 are issues in the invention and implementation of flexible delivery with general reference to Victoria's TAFE sector, vocational education and training, and selected precursors of flexible delivery. Chapter 2 reports a case study of off-campus teaching at six TAFE colleges that were selected to include a mix of small, medium, and large urban and rural institutions and a mix of styles of managing flexible delivery (management by dedicated off-campus centers, individual teaching departments with academic responsibility for particular courses/modules, or a combination of dedicated center- and department-based management). The findings regarding student support services, administrative services, open learning and off-campus services, course production and development, off-campus centers and departments, institutional and cross-college arrangements, teachers and modes of instruction, and use of technology that are presented in chapter 2 provide empirical evidence that implementation of flexible delivery is not living up to its promises of equity and openness. Chapter 3, "Off-Campus Study Meets Entrepreneurialism," considers global issues shaping the organization and practice of flexible delivery. The book contains a 59-item annotated bibliography and 66 references. (MN)

In 2005, Alberta's Minister of Advanced Education initiated a comprehensive review of the province's advanced education system. To assist in the development of the vision and policy framework, discussion documents have been prepared. Each discussion document identifies key issues, outlines challenges to achieving policy objectives, and identifies advanced education system opportunities. This paper supports three discussion documents: "Ensuring Affordability in Alberta's Advanced Education System"; "Investing in Alberta's Advanced Education System"; and "Advanced Education in Rural Alberta: Challenges and Opportunities" by providing a brief overview, citing both national and international examples of programs and policies that other jurisdictions are using (or contemplating using) to ensure accessibility, affordability and quality within their respective advanced education systems. This overview, however, should not be considered an endorsement of any one system or model, but merely a starting-point for discussion. Although accessibility and affordability are discussed separately throughout this document, it is important to note that affordability and access are closely linked since student financial assistance provides support to learners facing financial barriers to access. A review of affordability must also consider policies regarding tuition, which not only impact learners' costs but also the resources available to advanced education. (Contains 13 endnotes.) [This document was produced by the Business Policy and Analysis Branch of Alberta Advanced Education.]

The role of distance education is shifting. Traditionally distance education was limited in the number of people served because of production, reproduction, and distribution costs. Today, while it still costs the university time and money to produce a course, technology has made it such that reproduction costs are almost non-existent. This shift has significant implications, and allows distance educators to play an important role in the fulfillment of the promise of the right to universal education. At little or no cost, universities can make their content available to millions. This content has the potential to substantially improve the quality of life of learners around the world. New distance education technologies, such as OpenCourseWares, act as enablers to achieving the universal right to education. These technologies, and the associated changes in the cost of providing access to education, change distance education's role from one of classroom alternative to one of social transformer. (Contains 2 figures.) [This paper, published in "The International Review of Research in Open and Distance Learning," is a part of a collaborative project sponsored by UNESCO. Six journals participated in this joint publishing initiative.]

This report documents actions taken and data gathered by the Colorado Department of Higher Education (DHE) as required by statute to report annually on students taking basic skills courses at Colorado's public higher education institutions. DHE has prepared this report which summarizes: (1) actions by DHE and the Commission on Higher Education since adopting the Remedial Policy in 2000; and (2) data on assessed and remediated students collected from Colorado public higher education institutions; data on students enrolled in college basic skills courses; and data on the remedial needs of first-time enrolling students from Colorado public high schools. The Commission is charged with five areas of responsibility with regard to remedial education: (1) adopt and implement a remedial policy; (2) develop funding policies for remediation appropriate to institutional roles and missions; (3) design a reporting system that provides the General Assembly with information on the number, type, and costs of remediation; (4) establish comparability of placement or assessment tests; and (5) ensure each student identified as needing remediation is provided with written notification regarding cost and availability of remedial courses. The report will be submitted to the Education Committees of the Senate and House of Representatives, the Joint Budget Committee, the Colorado Department of Education, and each Colorado public school district superintendent. (Contains 1 footnote, 2 figures, and 7 tables.)

This policy memorandum provides guidance to assist educators, parents, and state and local education agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities. The document stresses the requirements of the IEP to involve each child with a disability in the general curriculum, to involve parents and students, together with regular and special education personnel, in making individual decisions to support each child's educational success, and to prepare students with disabilities for employment and other post-school activities. It stresses that the IDEA affords states and local educational agencies significant flexibility to choose to establish IEP format requirements and to establish requirements for developing IEPs that include specific provisions that are not expressly required by IDEA. It also emphasizes that, in considering any changes to its IEP-related requirements, a state or local education agency carefully consider the impact of such changes on both compliance with other IDEA requirements and on ensuring that children with disabilities receive the services they need in order to be involved and progress in the general curriculum, to prepare for employment and post-school independence, and otherwise to achieve to high standards. (CR)

This document presents a total of 130 references and annotations of works that are related to the topic of adult learning through museums or through the arts in general. Although not all of the materials cited focus specifically on adult models or experiences, all pertain to education in and through museums, art education theory and practice, and/or successful models of collaboration. Section 1 presents 59 annotated references with keywords drawn from the Canadian Literacy Thesaurus. Selected topics covered in the publications annotated are as follows: pictorial-verbal and analytic-holistic learning strategies; linking museums and libraries; the role of popular theater in adult education programs; participatory practices in adult education; reaching new adult learners through museums; fostering shared learning among children and adults; integrating literature and the arts; functional literacy, cultural literacy, and educational reform; museums' roles in literacy and in adult education; learning from objects; a framework for diversifying museum audiences; partnerships between museums and schools; adult learning in nonformal institutions; and community and institutional partnerships in art education. Section 2 lists 60 readings recommended by participants. Section 3 briefly describes the materials available at 11 World Wide Web sites of organizations concerned with and/or involved in adult learning and education through museums or the arts. (MN)

The purpose of this hearing was to examine the education system of New Orleans. Statements were presented by: Honorable Lamar Alexander, Chairman, Subcommittee on Education and Early Childhood Development; Honorable Mary L. Landrieu, U.S. Senator from Louisiana; Honorable Richard Burr, U.S. Senator from North Carolina; Linda Johnson, President, Louisiana Board of Elementary and Secondary Education; Sarah Ottinger, Parent, Audubon Charter School; Father William F. Maestri, Superintendent of Catholic Schools, Archdiocese of New Orleans; Carole Butler-Wallin, Deputy Superintendent, Louisiana Department of Education; Robin Jarvis, Ph.D., Acting Superintendent, Recovery School District; Greg Richmond, President, National Association of Charter School Authorizers; Brian Riedlinger, Ph.D., Chief Executive Officer, Algiers Charter Schools Association; Phyllis Landrieu, President, Orleans Parish School Board; Senator J. Chris Ullo, Chairman, Louisiana State Senate Education Committee. Additional material includes letter from Gordon Alexander Cole; prepared statement of Scott S. Cowen, and responses to questions of Senator Alexander and Senator Landrieu.

Background: Existing measures for access to and efficiency in the school system are very limited as measures of gender equality, even though there have been marked improvements in sex-disaggregated data. A methodology for developing a scorecard which measures gender equality in schooling and education partly based on Amartya Sen's capability approach, addresses this problem. Purpose: To apply a methodology for measuring gender equality in schooling and education in Asia. Findings: Gaps in the data are common. Some countries have no publicly available data while others have incomplete or unreliable data, in particular the former Soviet states. Proxies were used to overcome this. Conclusion: The Asian scorecards provide insights with regards to Millennium Development Goals. Government policies and strong local organizations, increases scores. Good scores once attained yield value over decades. Little action in gender equality in education leads to falling scores. Citation: A scorecard on gender equality and girls' education in Asia 1990-2000. Bangkok, UNESCO, 2005. 25p. (Advocacy Brief). Appended are: (1) Calculating the Girls' Access and Retention in Education Scorecard for 2000 and The 2000 Scorecard; and (2) Calculating the Girls' Education 1990 Scorecard. (Contains 15 tables and 4 footnotes.) [This report was produced by Asia and Pacific Regional Bureau for Education, UNESCO and Beyond Access Project, Institute of Education, University of London and Oxfam GB.]