Education & Pedagogy

FOR THE FIRST TIME, REPRESENTATIVES FROM CORPORATIONS, UNIONS, AND EDUCATION MET TO DISCUSS CITIZENSHIP EDUCATION FOR THE YOUNG WORKER, AT AN ARDEN HOUSE CONFERENCE, WHICH WAS SPONSORED BY THE CENTER FOR RESEARCH AND EDUCATION IN AMERICAN LIBERTIES AT COLUMBIA UNIVERSITY. AFTER A DISCUSSION OF CITIZENSHIP EDUCATION IN A RAPIDLY CHANGING SOCIETY, EDUCATION PROVIDED BY THE SCHOOL SYSTEM, BY CORPORATIONS, AND UNIONS WAS OUTLINED. A MODEL OF A NEW TEACHING METHOD (CASE STUDY) WAS PRESENTED. BUSINESS MEN ARE ATTENTIVE TO PARTICIPATION IN COMMUNITY AFFAIRS AND CORPORATE PHILANTHROPY BUT PROBLEMS IN CORPORATE EDUCATIONAL PROGRAMS REVOLVE AROUND SELF-INTEREST VS CITIZENSHIP RESPONSIBILITY, LIBERTY AMONG EMPLOYEES, AND THE PRESSURES OF THE CIVIL RIGHTS REVOLUTION. IN LABOR UNIONS, THERE IS PRESSURE FOR CONFORMITY, ALSO, AND A WIDE GAP BETWEEN VIEWS OF TOP UNION SPOKESMEN AND THOSE OF LOCAL LEADERS. LABOR EDUCATION, WHICH HAS BEEN IN ESSENCE LEADERSHIP TRAINING TO BUILD UP ORGANIZATIONAL STRENGTH, IS NOW PROVIDING SOME EDUCATION IN THE AREA OF TOTAL SOCIETY, INCLUDING CIVIL RIGHTS. THE PSYCHOLOGICAL ISSUES INVOLVED IN AMERICAN LIBERTIES STEM FROM THE SACREDNESS OF HUMAN LIFE AND DEVELOPMENT IN PSYCHOLOGICAL, SOCIAL, AND AUTONOMOUS FREEDOM. THE CONFERENCE WAS CONCLUDED WITH DISCUSSIONS OF PRESENT TEACHING OF AMERICAN LIBERTIES AND WHAT THE CENTER MIGHT DO TO IMPROVE IT. (EB)

THIS IS A REFERENCE BOOK FOR PEOPLE WHO ARE PLANNING HEALTH EDUCATION PROGRAMS FOR ELEMENTARY AND SECONDARY SCHOOLS AND TEACHER TRAINING INSTITUTIONS. THE BOOK IS CONSTRUCTED FOR USE AS AN ANNOTATED AGENDUM BY CURRICULUM COMMITTEES OR PLANNING GROUPS WHO ARE DEVELOPING HEALTH EDUCATION PROGRAMS. PERTINENT TOPICS ARE PRESENTED IN THE FORM OF QUESTIONS, AND THE ANNOTATIONS CONSIST OF ANSWERS WHICH HAVE BEEN GIVEN TO QUESTIONS IN HEALTH EDUCATION OUTLINES IN DIFFERENT PARTS OF THE WORLD. THE MAJOR SECTIONS DEAL WITH (1) ORIENTATION AND BACKGROUND MATERIAL, (2) PLANNING OF LEARNING EXPERIENCES IN HEALTH IN THE ELEMENTARY SCHOOL, (3) PLANNING FOR HEALTH EDUCATION IN THE SECONDARY SCHOOLS, AND (4) HEALTH EDUCATION IN TEACHER TRAINING INSTITUTIONS. EACH SECTION INDICATES THAT LEARNING EXPERIENCES IN HEALTH ARE PROVIDED AND INFLUENCED THROUGH--(1) HEALTHFUL SCHOOL LIVING, (2) SCHOOL HEALTH SERVICES, (3) HEALTH INSTRUCTION, AND (4) SCHOOLS, HOME, AND COMMUNITY RELATIONSHIPS. APPENDED ARE (1) A LISTING OF DESIRABLE LEARNING EXPERIENCES AND PRACTICES IN HEALTH, (2) A PROGRAM OF HEALTH EDUCATION FOR RURAL PRIMARY SCHOOLS, AND (3) A LISTING OF TOPICS PRESENTED IN TEACHER TRAINING COURSES DEALING WITH HEALTH EDUCATION AND THE SCHOOL HEALTH PROGRAM. THIS DOCUMENT IS AVAILABLE FOR $3.50 FROM THE UNESCO PUBLICATIONS CENTER, 317 EAST 34TH STREET, NEW YORK, NEW YORK 10016. (DS)

DERIVED FROM AN ANALYSIS OF FUNCTIONAL REQUIREMENTS AND ASSIGNED RESPONSIBILITIES, A NEW ORGANIZATIONAL SYSTEM RELYING UPON MANAGERIAL CAPABILITIES AND CAPACITY FOR CHANGE IS PROPOSED BY A TEAM OF PROFESSIONAL CONSULTANTS TO COPE SUCCESSFULLY WITH PROBLEMS AND STRESSES CONFRONTING THE CALIFORNIA STATE SYSTEM OF EDUCATIONAL ADMINISTRATION. SEVEN BROADLY DEFINED MAJOR FUNCTIONS INCLUDE SENSING EMERGING NEEDS, ASSIGNING PRIORITIES AND ALLOCATING RESOURCES, DISSEMINATING INFORMATION REGARDING NEW INSTRUCTIONAL PROGRAMS, AND ASSURING THE QUALITY OF EDUCATIONAL OFFERINGS IN ACCORDANCE WITH LEGISLATIVE MANDATES AND STATE BOARD REGULATIONS. AN ORGANIC DIAMOND GRID CHART INCORPORATING INHERENT FLEXIBILITY PORTRAYS THE INTERDEPENDENCE AMONG COMPONENT ELEMENTS OF THE NEW ORGANIZATION, WITH FUNCTIONAL ATTRIBUTES CUSTON-DESIGNED TO CARRY OUT THE MISSIONS OF THE ORGANIZATION. SPECIFIC RECOMMENDATIONS ARE MADE FOR ESTABLISHING MAJOR PROGRAMS (COMPENSATORY EDUCATION, DEPARTMENTAL DEVELOPMENT AND LONG-RANGE PLANNING, DISTRICT DEVELOPMENT, AND EDUCATIONAL INNOVATION DISSEMINATION) AND A NEW AGENCY FOR STATE-LEVEL ADMINISTRATION OF COMMUNITY COLLEGE EDUCATION. OTHER RECOMMENDATIONS INCLUDE PERSONNEL ASSIGNMENTS, RESPONSIBILITIES OF THE STATE BOARD OF EDUCATION, AND ORGANIZATIONAL RECOMMENDATIONS FOR MAJOR DIVISIONS (GENERAL EDUCATION, VOCATIONAL EDUCATION, SPECIAL EDUCATION, AND FISCAL AND BUSINESS MANAGEMENT SERVICES) AS WELL AS FOR PERSONNEL, INFORMATION, AND DEPARTMENTAL SUPPORTING SERVICES. (JK)

This manual provides resource information for state staff in planning, implementing, and evaluating vocational education programs and services for special needs students. Part 1 focuses on development of vocational education programs for youth and adults with academic or economic handicaps which prevent them from succeeding in regular vocational education programs. The six chapters are entitled Vocational Education Legislation Relating to the Implementation of Services and Programs for the Disadvantaged and Handicapped, Additional Types of Services Which May Be Funded, Classification System for the Disadvantaged, Groups of Individuals Most Likely to Show Effects of Disadvantages, Criteria for Establishing Separate Specialized Programs for Disadvantaged Persons, and Illustrations of Case Study Situations. Part 2 is Vocational Education for Handicapped Students: A Guide for Policy Development. It is divided into nine sections describing policy areas for which the local education agency should develop special policies and procedures; following the description of each policy area are policy development guidelines. Five of the policy areas are oriented toward identifying and serving handicapped students--Identification of Students, Vocational Assessment, Individualized Education Programs, Program Placement, and Service Delivery. The other four sections address administrative concerns with managing the program and providing appropriate resources--Planning and Administration, Facilities and Equipment, Personnel, and Fiscal Management. (YLB)

This Spanish translation of ED 132 428 includes the three papers representing Office of Education attempts to face the need for improving delivery of career education to special portions of the population. New additions are brief sections on basic definitions and additional considerations of the significance of work. The first paper, on career education for minority and low income persons, states that career education for this segment of the population has been a matter of over-promise and under-delivery. Promises and problems are discussed as conceptual, process, and programmatic assumptions of career education. The second paper, on career education for gifted and talented persons, discusses special problems involved in program development, such as career decision making, the development of talent, and work experience. In the third paper, on career education and the handicapped person, statistical predictions concerning under-employment and unemployment of handicapped high school graduates during the next four years are cited to emphasize the need for making career education opportunities available. These basic career education principles are stressed as particularly relevant for the handicapped: the right to choose from a wide range of personally meaningful work opportunities and emphasis on accomplishments and discovery of an individual's talents rather than limitations. (YLB)

The document discusses the curricular implications of global studies for teachers of all subjects and grade levels, emphasizing that the global approach can facilitate the integration of knowledge. The purpose is to help educators become aware of the implications that global studies have for their special interests. It is presented in 12 chapters. Chapter I describes a model of an interdisciplinary global studies course. Chapter II presents an overview of global education in the United States. Chapter III offers ways to integrate science and other curriculum areas to present a realistic world picture. Chapter IV discusses the implications for early childhood education with special reference to the Year of the Child. Chapter V delineates four goals which multicultural education and global studies have in common. Chapter VI clarifies the problem of applying arts to global studies. Chapter VII recommends action in the area of foreign languages. Chapter VIII uses a case-history approach to the curricular implications of global education in regard to school administration, structure, and climate. Chapters IX and X present key concepts from the fields of health and nutrition and social studies that provide the critical issues for global studies. The concluding chapters suggest a variety of teaching strategies in the areas of mathematics and environmental concerns. (CK)

Although in recent years federal, state and local initiatives have been directed toward improving the education of Hispanic children, no significant impacts have as yet been made. The major weakness may be that strategies are still being designed against the characteristics of the larger society and not against the particular minority group. Federal funding has been small, both in the number of federal dollars as well as in the percentage of target population served. The strongest federal effort has been funding for the bilingual education programs, and these have been enthusiastically received by the target population. However, hampering the success of bilingual education has been (1) the lack of a philosophical base, (2) inappropriate research and development efforts, (3) lack of leadership for proper program implementation, and (4) the "poorly conceived and even more poorly implemented" evaluation of bilingual education by the American Insitute for Research for the U.S. Office of Education. Problems in the education of Hispanic Americans are not limited to the elementary-secondary level, for lack of both federal and institutional responses have essentially excluded Hispanics from participation in Higher Education. Hispanic American leadership is sorely needed for the education of Hispanic American children; coalitions must be developed and directed to work toward meeting the educational needs of America's eight million Spanish-speaking children. (DS)

A model is presented in this paper for opening the doors between the educational system and the larger community to an effective career education program which would prepare graduates of the 1980s to move directly from the classroom into jobs. Topics discussed include the following: (1) the youth employment crisis and how business and government respond, how the public schools respond, some approaches to career education (career awareness, career discovery, and career emphasis), how postsecondary schools respond, and the need for a cooperative response; (2) trends in the job market of tomorrow, including computerization, more white-collar and temporary jobs, effects of the knowledge explosion on on-the-job training and lateral management, and impact of resources conservation, including fewer goods-providing jobs, new jobs in conservation technology, and more service-providing jobs; (3) the career education curriculum and its impact on knowledge (task-oriented curriculum, lifelong education, community-based education, and multimedia curriculum), on skills (including thinking and communication skills), and on attitudes (to foster the personal qualities demanded of a future worker); and (4) suggestions for preparing educators and the community prior to implementing the career education program. Sample units are included to provide examples of career education curriculum for various age levels and to exemplify principles discussed in the paper. (TA)

Among the range of resources in the Mid-West Region of Ireland, higher education is an important, if costly, element. Five university institutions, eight colleges of education, two colleges of technology, and since 1970 nine regional technical colleges offer a higher education. The very large second level student body of the Limerick region was denied access to higher education, unless they travelled outside the region to Cork or Galway, between which Limerick is geographically situated. Since a case for a university at Limerick was rejected in 1967, the Higher Education Authority in 1968 recommended the establishment of an institution of higher education providing technological education at various award levels. Therefore in 1970, the National Institute for Higher Education (NIHE) was founded, having both a national and a regional function. This study examines the Mid-West region (demography, physiography, economy, education) and the NIHE, and evaluates some of their salient features. Some aspects of the present interaction between them are described and an extended pattern of constructive interaction is advocated and analysed. In this analysis the education system is seen as a component part of the socioeconomic fabric of the region; its quality and quantity will not determine autonomously the fate of the region. Also given is some statistical data on the total and rural population, employment, and enrollment in the post primary schools and in NIHE. (Author/NQ)

Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this section of module 3 is designed to identify change strategies to help the principal motivate teachers to accept the concept of career education. (Module 3 is one of six modules for administrators and four for counselors developed in Phase IV of a five-phase career education project in Hawaii.) Module 3 contains three sections. The first section is a repeat of the information module, (module 1) and the second a repeat of the orientation module (module 2); the principal now works with the teachers using the same format and readings by which he developed an understanding of career education and specifically of career education in Hawaii. The third section (this volume) is a lesson in the concept of change theory as related to teaching. It illustrates the techniques necessary for creating a climate for successful intervention. Major contents are introductory readings on change theory, readings on administrator awareness of change, and readings on change for staff development. A bibliography on change strategy is included. (TA)

On-site evaluation visitations were made to seven institutions participating in fiscal year 1974 Education Professions Development Act (EPDA) 553 and 554 cooperative arrangement programs under the auspices of the Illinois Division of Vocational and Technical Education. A three-part evaluation instrument was designed and administered to project participants and conferences and interviews were conducted with each project staff. Individual focus of the seven programs were as follows: administrative internship for vocational education teachers, an administration by competency program to train and certify votec program administrators, preservice training for secondary certification of health occupations teachers previously trained in some health profession, inservice for teachers of inner city disadvantaged youth, work training internship for secondary occupational education teachers, inservice correspondence courses for vocational/career education teachers, and inservice program on career education for elementary principals. (Major contents of this report consist of the seven individual project evaluations. Each includes project title, institution, project director, amount of funding, contract number, brief narrative description of the activity, list of participants, summation of evaluation data collected, and judgments concerning the activity including lists of strengths, limitations, perceived changes in behavior, and recommendations.) An overall evaluation of the seven projects and copies of the questionnaires are also included. (BL)

Recent educational developments in Nigeria reflect an attempt to replace British colonial influences with a system more suited to the needs of the Nigerian people. In accordance with the objectives of redefining educational values and practices, a new national educational policy was established in 1973 to emphasize lifelong learning, community needs, modern instructional techniques, and work/study programs. To implement these programs, financial allocations for education have been increased each year since 1972 and are distributed by the Federal Ministry of Education in such a way as to insure uniformity of standards and conditions in all areas and on all levels. The six-year primary education program is free and universal from the age of six and is expected to be compulsory by 1979. The five-year secondary system, two-year advanced secondary program, and university programs are being broadened to ensure equality of access for all students. Teacher education has been given high priority since 1974, at which time an emergency teacher training program was instituted to produce 163,000 additional teachers to meet universal primary education goals. A shortage of trained teachers, however, remains one of Nigeria's major educational problems, along with widespread illiteracy, structural imbalance between primary and secondary levels, and dearth of vocational and special education programs. (Author/DB)

A study was done to gather and compare data regarding continuing education needs of New York State adults, the present delivery system for continuing education in the state, and inservice training needs of continuing education faculty and administrators. The study had a three-part data collection effort. Subsequent to developing survey instruments, 20,486 New York State adults were interviewed regarding their continuing education needs, providers of educational opportunities for adults were surveyed concerning their program offerings, and administrators and teachers in continuing education programs were surveyed to assess their inservice training needs. The findings included these: (1) Most adults are interested in learning, (2) the choices of adults reflect a wide variety of learning interests, (3) the choices and reasons given for the selection of a first-choice learning interest differed according to the adult's life situation or special characteristics as a potential learner, (4) for a variety of reasons, many adults do not participate in organized continuing education activities, (5) the present continuing education system in New York State is largely self-supporting, and (6) nearly two-thirds of continuing education administrators and 90% of the teachers surveyed are employed part-time. (This report includes 212 tables, a proposal for a three-year plan of action and the survey instruments.) (EM)

The document considers theoretical and practical resources for use by American Academy of Religion members in their clarification of differences among moral education, values clarification, and religion studies. A task force on religion studies in public education has been established by the Academy in response to public interest in re-introducing spiritual values into American society. The background and activities of the task force since 1975 are discussed and a brief analysis of prevalent social and religious influences since Colonial days is presented. A brief overview relates the rationale and goals for religion studies in public education, a selected bibliography, audio-visual resources, and a list of organizations interested in religion curriculum development. The major portion of the document consists of three working papers. The first paper describes major differences and interrelations between moral education and religion studies. The second paper summarizes and evaluates the major movements in contemporary moral education and values clarification and their relationship to religious education in public education. The third paper presents information on projects and applied research activities dealing with religion and moral development in Canada, Great Britain, and the United States. (Author/DB)

Are our colleges and universities worth what they cost? For generations the American people have thought so. Recently, however, the public has become more skeptical toward higher education and other social institutions. Current knowledge of the consequences of higher education is substantial and is found in a vast literature derived mainly from research and scholarship in psychology, sociology, education, philosophy, social criticism, and economics. The time has come to gather the scattered knowledge of the outcomes of higher education into one volume, to interpret and evaluate this knowledge, to raise methodological questions, to provide analysis where empirical data are weak, to judge whether American higher education is worth what it costs, and to suggest policies that may follow from the conclusions. The materials compiled in this book cover: efficiency and accountability; educational goals; cognitive learning; emotional and moral development; practical competence for citizenship and economic productivity; practical competence for family life, consumer behavior, leisure, and health; the holistic approach; institutional similarities and differences; societal outcomes from education; societal outcomes from research and public service; progress toward human equality; economic returns on investment in education; the views of social critics; the cost of higher education; and the future of American higher education. (MSE)