Education & Pedagogy

This publication, presented in four sections, is designed to assist local school systems in implementing consumer education programs. Several parts of the guide are adapted from the U.S. Office of Education publication, Suggested Guidelines for Consumer Education, Grades K-12. First, the pupil goals are broadly and narrowly stated. The broad goals are to function effectively as a consumer and to interact with the producer-distributor to derive mutual benefits. The next section recommends general guidelines for the K-12 consumer education curriculum, and some specific ones for elementary, secondary, and in-service education. Section 3 discusses consumer education roles for the school administrator, classroom teacher, parents, students, state and local government, consumer organizations, and the business community. Section 4 suggests curriculum concepts and activities for the consumer as an individual, the consumer as a society member, the consumer's marketplace alternatives, and the consumer's rights and responsibilities. For instance, under "The Consumer as an Individual," K-3 through K-12 activities examine personal values and consider psychological influences. There are three appendixes which contain (1) a list of federal departments and their responsibilities and state, local, and other resources, (2) a consumer education film list, and (3) a consumer education bibliography. (CSS)

This plan seeks generally to improve literacy skills and specifically to aid adults in progressing through three adult performance levels to obtain the general educational development (GED) diploma. The introduction discusses the general growth of adult basic education; a chart depicts that growth in Kansas. The document is then divided into five chapters. Chapter 1 details the evaluation procedures used for each of the postsecondary education section's fourteen objectives for 1978. Interagency cooperation, new program establishment, and instructional method improvement are a few of the concepts touched upon in the objectives. A training needs assessment report for Kansas adult basic education personnel is also included. Chapter 2 outlines ten objectives for the 1979 program. Objective 1, for example, makes adult basic education programming available to all adults regardless of race, color, or national origin. Stated for each objective are a selection background, steps to achievement, and evaluation procedure. Chapter 3, entitled "Needs Assessment," gives Kansas adults' educational attainment level. Chapter 4 discusses overall evaluation, which embraces the program's needs assessment, implementation, progress, and outcomes. In chapter 5, six tables on adult basic education program facts and figures are presented. Table 1, for example, depicts legal restrictions. The appendixes contain definitions, federal requirements for adult basic education plans, and the governor's comments. (CSS)

The document presents papers, critiques, and discussion from a colloquium in Philadelphia in April, 1978, dealing with citizen education in the United States from 1795 to 1975. The colloquium was the first stage of a project by Research for Better Schools (RBS) to formulate guidelines for citizen education. The document is presented in two major sections. Section I introduces the analysis; relates the purpose of the project; introduces colloquium procedure, topics, and participants; and summarizes recommendations and issues posed by colloquium participants. Section II presents three colloquium papers. In the first paper, entitled "What Should We Learn from the History of Citizenship Education in the United States?", R. Freeman Butts stresses the importance of political education and points out how educational environment influences students' values, knowledge, and political participation skills. In the second paper, "Education of the American Citizen: An Historical Critique," Clarence Karier surveys the dilemma posed by having to choose between education for human development and education to fulfill social needs and provides samples of citizenship programs. The final paper, "Education For Citizenship," by Marvin Lazerson, focuses on multicultural factors in citizen education. Topics discussed include Americanization and schooling, protestantism and patriotism, citizenship and work, and citizenship in a pluralist world. (Author/DB)

Use of radio for nonformal education and development communications and the technical and economic considerations related to radio services are covered in this second volume of case studies on use of radio for education and development. Under radio and nonformal education are: an evaluation of radio schools as part of the popular promotion strategy of rural development in Honduras (focusing on adult basic education--literacy, health, arithmetic, agriculture--leadership training, and community organization); a report on harnessing radio to mass educational campaigns in Tanzania from first efforts to the massive health education campaign in 1973 (based on a radio series, supporting printed materials, organized radio study groups); a description of a pilot project in Senegal coupling rural educational radio programs to community listening and feedback; an explanation of three paradigms for open broadcast educational radio (top-down and bottom-up communication and a synthesis of the two); and guidelines for radio forums as a rural development strategy. Under radio for development communications are case studies on community use of radio in the Canadian North and interactive radio for health care and education in Alaska. A final section covers technical and economic considerations that should go into planning radio services in order to attain development goals. (RS)

Focus of this 1976 journal on agricultural and rural development education is how to deal with the shortage of trained manpower which is an obstacle to large-scale rural development efforts. The journal's theme is that a broader approach must be made to generate adequate numbers of trained manpower--all types of nonformal education (agricultural extension/rural vocational training) must be initiated and helped; new technologies of educational communication should be put to full use; maximum opportunity for active involvement of rural people in their own development process should be created. The 17 papers present these topics: Coordinating Research, Training, and Extension (IRRI in Philippines, CIMMYT in Mexico); Training for Rural Development--Gulf Between Farm and Town; Farmer Training Centers in Cyprus; Education and Training for Rural Workers and Their Organizations; Farmer Training in Africa (INADES); University Level Education in Agriculture--Perspective for the Year 2000; Qualities Required of Teachers of Agriculture; Training for Land Settlement Schemes (FELDA); Training and Development (pictorial review); Training Needs for Rural Development; Getting the Farmers Together (Lesotho); Rural Leadership; Population Education for Rural Development; Method Demonstrations and Practical Training; Informal Development Training in Italian Rural Communities; Agriculture in the Curriculum; Television for Rural Development--Indian Experience with SITE. (RS)

Guidelines for planning in higher education (which might have an application in Colombia) are described. Chapter 1 provides an expanded definition of higher education that includes noncollege channels to lifelong education and embraces all viable postsecondary education. Chapter 2 addresses current problems facing higher education, such as lack of statewide planning, proliferation of programs and institutions, lack of educational opportunities for all citizens, unsatisfactory financing, and inadequate measures of performance. Chapter 3 presents a general view of higher education, principles for development of higher education, and goals and objectives for higher education. In chapter 4 focus is on governance and management and proposals for both a state commission and a management agency are presented. Chapter 5 covers enrollment forecasting and describes an analytical procedure for predicting the number of potential college and postsecondary enrollees. Needs, aspirations, and accomplishments of high school seniors, high school graduates, vocational-technical students, seniors and graduates of private four-year colleges, public colleges and universities, and community junior college students are examined in chapter 6. Chapter 7 summarizes educational planning model applications and capabilities, and chapter 8 provides a report of the status of the model system in 1970 and lists 12 recommendations growing out of the program evaluation. (BD)

A study was conducted to identify and describe evaluated, exemplary activities in career education (K-12) which represent the best of the current career education programs and practices referred to in Public Law 93-380. The major tasks of the study were to: (1) establish criteria for identifying evaluated, exemplary activities; (2) search for activities that met these criteria; (3) review and screen activities according to these criteria; (4) visit those activities identified as having produced objective evidence of effectiveness to obtain further evaluative and descriptive information; (5) prepare detailed descriptions of career education activities meeting the criteria and summary descriptions for submission to the United States Office of Education and to the Joint Dissemination Review Panel (JDRP) of the Education Division, Department of Health, Education, and Welfare; (6) develop prototype evaluation designs for career education activities; and (7) prepare a final technical report including an analysis of evaluation in public school career education activities. (This executive summary describes the manner in which these tasks were carried out; see CE 018 212 for the final technical report.) On the basis of objective evidence of effectiveness, JDRP approved seven of the ten submissions for dissemination through the Office of Education's National Diffusion Network and by its Office of Career Education. (BM)

This paper describes competency-based systems and system components in vocational and occupational education and other areas of elementary, secondary, and postsecondary education. Seven systems of competency-based instruction are discussed: Program for Learning in Accordance with Needs, Individually Prescribed Instruction, Individually Guided Education, Programmed Logic for Automated Teaching Operations, Computer Curriculum Corporation's CCC 17 Systems, Bell Lab's individualized and group instruction systems, and Oakland Community College Cognitive Style Mapping Program. Three newly emerging systems are also described: Individualized Mathematical Systems, Kettering Secondary School Improvement Project, and Challenge Education. Seven career guidance and information systems are described: Planning Career Goals; AIR Career Guidance Program; Information System for Vocational Decisions; Discover Foundation, Inc.; CHOICES; Career Planning and Support System; and System of Interactive Guidance and Information. Curriculum materials in occupational and vocational education examined include those developed by the Mid-American Vocational Education Curriculum Consortium, Vocational Technical Education Consortium of States, and eleven other educational institutions or agencies. Assessment systems described are The California Test Bureau's (CTB) ORBIT (Objective Referenced Bank of Items and Tests), Houghton Mifflin's SCORE, Educational Testing Service's Program for Assessing Youth Employment Skills, and NOCTI (Nactional Occupational Competency Testing Institute). CTB's data management system, TRACER, is also described. (YLB)

This first part of the congressional hearings held in Washington, D.C., in February 1981, to reauthorize the Vocational Education Act of 1963 contains 16 pieces of testimony about vocational education programs in different institutional settings. Individuals giving testimony include representatives of the following institutions: Des Moines Community College in Iowa; Helena Vocational Technical Center in Helena, Montana; The New York State Department of Education; Great Oaks Area Vocational Technical School in Cincinnati, Ohio; Harrisburg-Steelton-Highspire Area Vocational Technical School in Harrisburg, Pennsylvania; Lockport Township High School in Wausau, Wisconsin; Utah Technical College of Provo, Utah; Eastern Kentucky University; and Northern Burlington County Regional Senior High School of Columbus, New Jersey. Topics covered in the testimony include the scope, design, problems, needs, and outcomes of given programs. Services provided to adults, females, minority groups, and handicapped students are also described. (Part 2 of these hearings, which contains testimony on urban and rural vocational education, is available separately through ERIC--see note.) (MN)

Designed to provide pre- and inservice administrators with the skills necessary to select appropriate program development and implementation, and monitor and evaluate their success, this competency-based learning module consists of an introduction and four sequential learning experiences. Each learning experience contains an overview, required and optional learning activities, a self-check section, and a series of model answers for use with the self-check section. Topics covered in the first learning experience include procedures for promoting vocational education programs (needs assessment, determining the audience, setting goals, and planning the program) and the role of the administrator in the program promotion process. Alternative promotional techniques, planning an open house, audience, and school/community relations are among the areas examined in the second learning experience. Also discussed are developing plans for publicizing and promoting a hypothetical vocational education program. The final learning experience entails promotion of a vocational education program in an actual administrative situation. (Related competency-based vocational education administrator modules covering curriculum development, program evaluation, improving instruction, staff development, and student recruitment and admissions are available separately through ERIC--see note.) (MN)

The relationship between Mexican American power and federal funding being tapped for bilingual education by Texas school districts was examined through data from the 1970 Census and the Texas Education Agency's Division of Bilingual Education and information from two key Mexican American advocacy organizations. Although state legislatures, courts, and various educational agencies and community groups had increasingly supported bilingual education since passage of the Bilingual Education Act of 1968, support had varied and no national policy existed regarding distribution of funds. Many Texas school districts receiving the most federal funding for bilingual education were identified as being centers of Mexican American power, often equated with participation in the League of United Latin American Citizens (LULAC) and/or as areas where reapportionment litigation had occurred. Three counties with 1,200 or more persons of Spanish language or surname under 18 years of age had no bilingual education programs. Apparently bilingual education was not being provided in these three counties because no local pressure was exerted on the educational institutions to provide it. An appendix contains correspondence with cooperating agencies and organizations and Hispanic Texas Congressmen, along with Texas maps showing where litigation has occurred, LULAC power is strongest, and funding is greatest. (AW)

The booklet provides direction for driver education instructors, special education teachers, and school administrators in the planning and implementing of effective traffic safety education programs for handicapped youth. Section I focuses on understanding state and federal laws with subsections on P. L. 93-112 (the Rehabilitation Act of 1973), P. L. 94-142 (the Education for All Handicapped Children Act), and the Oklahoma Department of Public Safety rules and regulations relative to the medical aspects of driver licensing. Section II on program management addresses instructional delivery systems, special populations, the least restrictive environment, instructional equipment and materials, reimbursement for handicapped students in driver education, length of course, and adults and out of school youth. Developing individualized education programs (IEPs) is the topic of a third section. Section IV considers general objectives for driver education, driving task analysis, additional tasks for the physically handicapped, limited sight and hearing students, behind the wheel instruction, driving simulation for handicapped students, special education assistance, and the physically handicapped. A final section provides information on institutions offering assistance for handicapped drivers, adaptive equipment, and instructional materials. Appendixes include a list of manufacturers of handicapped driver assist devices, a selected bibliography, handicapped insignia and parking certificates information, directions for transfer from wheelchair to car, use of the adapted van, and manual communications for deaf students. (SB)

Vocational education in America has attempted to be the bridge between education and work. The Comprehensive Employment and Training Act (CETA), an example of such a bridge, provides for remedial education in basic skills for training disadvantaged youths and young adults who had not been successful in the educational system. The context of skilled workforce preparation is changing. National changes such as the philosophy of the Reagan administration and its goals, the acceleration of technological change and demographic change, will affect the interface between education and work. The developments may affect the interaction of education and work in the following ways: (1) expansion of career development programs; (2) re-emphasis on the study of mathematics and science; (3) more emphasis on postsecondary technical education with equipment sharing with industry; (4) increased demand for industry training utilizing a teacher-worker exchange; (5) increase in cooperative education; (6) training trust funds negotiated by labor unions; (7) increase of vocational education in rural areas; and (8) expansion of special needs programs. Combined with labor union willingness to build retraining into industry-wide contracts, this represents the opportunity to redefine education and work, or rather to rationalize all of the disconnected pieces into a reasonably smooth continuum. (BPB)

Designed to apply basic principles of career education to graduate education, this monograph focuses on (1) reshaping graduate education to make Ph.D.s more employable, (2) placement of Ph.D.s, and (3) necessary complementary changes in faculty and administrative culture. Chapter 1 briefly discusses efforts to redefine the mission of the academic professions so they prepare students for non-academic careers and obtain information on education and work. It closes with a plan to create a Confederation of Academic Professions to provide technical assistance. Chapter 2 describes networking by which Ph.D.s in nonacademic employment and employers combine with universities to collaborate in preparation of Ph.D.s for nonacademic employment. Efforts by academic professions and institutions to locate and place able Ph.D.s are detailed. Chapter 3 addresses developing a career development program for faculty. A pilot effort to offer all faculty career education options is reviewed that includes internships in other university units or in nonacademic employment. Chapter 4 proposes a coalition of employers and universities to recruit talent and to work with students to integrate education and work. The proposal suggests building on the competency-based education movement to encourage students to engage in voluntary assessments preceding graduate education to provide direction for career planning. (YLB)

Key trends in higher education in the 1970s are summarized, and the current condition of higher education in terms of its human, physical, and financial resources is reviewed. Attention is directed to progress to broaden access to higher education, to preserve quality programs and services, and to maintain fiscal health. Data are presented to indicate that higher education is a major U.S. industry. Much of the growth in higher education during the 1970s resulted from serving previously underserved citizens. To balance their budgets, higher education institutions have had to focus on controlling costs internally through short-run economies, holding down faculty salaries, deferring maintenance of buildings and equipment, and postponing needed equipment purchases. It is suggested that the Education Amendments of 1980 provide the potential over the next five years for sustaining the national commitment to equal educational opportunity by authorizing increases in the maximum federal student aid awards to compensate for inflation, but appropriations must be increased accordingly to realize this potential. Endowment income has lost significant ground to inflation, and though overall voluntary support has increased substantially, it has failed to keep pace with expanded enrollments and inflation-induced cost increases. It is concluded that higher education institutions have begun to experience a depletion of their human, physical, and financial resources. (SW)