Education & Pedagogy

Education policy seeks to define the purpose of schooling and design the educational sphere according to authorities' objectives and people's needs. Governments set policies and principles to reach their intended goals in education, preserving people's values and culture. Many countries provide learning foreign languages in their curriculum to address modern life challenges. English and Arabic are the two foreign languages in the Iranian public education system. Recently, Iranian politicians have begun to criticise the hegemony of English and blame it for changes in the nation's culture and identity. Therefore, they implemented restrictive measures on English language education in the public curriculum; however, they did not change language education in the tertiary education policy. These changes failed to significantly impact the position of English in Iran for several reasons. The present study reviews the stated political climate of English in the Iranian higher and lower education system. We assess the gap and differences between teaching general English and English for specific purposes regarding Iranians' needs and propose an interpretation for a better language education design. We highlight the gap between Iranians' and authorities' educational objectives, pointing to the value of education to people in the current globalised world.

President Bush's budget for fiscal year (FY) 1992 includes $1.94 billion for mathematics, science, and engineering education at the precollege through postdoctoral levels. This is an increase of $225 million or 13 percent over FY 1991. This report from the Committee on Education and Human Resources of the Federal Coordinating Council for Science, Engineering and Technology (FCCSET) outlines the federal role in mathematics, science, and technology education at the precollege through graduate levels; examines the underlying issues that affect this role; and discusses the elements of a strategy that can maximize the effectiveness of the federal contribution in these fields. For mathematics, science, engineering, and technology education specifically, this report: (1) defines the baseline of federal funding and programmatic activity; (2) outlines strategic objectives and budget priorities; (3) presents the first coordinated federal interagency budget; (4) lists criteria for evaluating federal programs; (5) highlights new initiatives and ongoing programs by education level and agency; and (6) provides contact information for each agency. The appendices display four matrices of fiscal year budgets for 1990, 1991, and 1992 and a 1990-1992 comparison. A copy of the 5-page press release announcing the report is appended. (MLF)

For Utah residents to remain in the forefront or even stay competitive economically, the state's work force must acquire the knowledge and skills that match or exceed those of their most technically advanced competitors. A powerful engine for economic growth is a high-quality system of vocational-technical education. The majority of Utah public school students are encouraged to consider a concentrated vocational-technical career cluster, with regional planning commissions working to provide greater access to vocational-technical education for rural populations. The Utah State Board for Vocational Education and the Utah State Board of Regents have agreed to their respective governance roles. The core curriculum requires a basic general education so that each student has total access to vocational-technical education and college entry. Scope and sequence for vocational-technical course clusters will be developed. The area vocational centers will offer open-entry/ open-exit, competency-based programs on a year-round basis not tied to the traditional quarter and semester. Regional technical plans will be used to avoid unwarranted duplication and to coordinate offerings, facilities, and equipment. Because secondary and postsecondary programs should reflect actual and projected needs of business and industry, the Liaison Committee may appoint a Market Advisory Committee to counsel the regional and state committees. (CML)

Literacy teaching and education of migrant workers and their children is an intense, emotional issue because the education of migrant workers is the point of intersection of two major social problems: education and immigration. Nonformal adult education radio and television programs have been set up in some countries to reach unemployed migrant workers. Host countries of children of foreign origin have developed educational systems that incorporate changes in structure, content, methods, teaching materials, and training of teachers. The following two questions remain: What more can schools do? What more can be accomplished by schools in liaison with other resources? The right to cultural identity is recognized in host countries, notably via courses in the language and culture of origin offered to students of foreign origin. These courses aim to facilitate the scholastic reintegration of children in the case of repatriation. It seems that host countries have come to the conclusion that pupils' knowledge of their culture of origin improves their ability to integrate and avoids the creation of a rift between these children and their parents. Openmindedness toward others becomes an essential element of all educational practice. Since 1970, the Council of Europe has devoted an important part of its educational activities to the education of migrants. (CML)

Latin America continues to have about 44 million illiterate people. Since the 1950s, education went from being a requisite of national identity to being recognized as an instrument of power, an important factor of development, the dispenser of human resources, and the guarantor of the continuity of the entire local scene. Important post-World War II education meetings have included the Regional Seminar on Adult Literacy and Education in Rio de Janeiro in 1949 and the Seminar in Primary Education in Montevideo in 1950. Other important meetings took place during the 1950s. In 1979, the Declaration of Mexico set the goals for the Major Project in Education in Latin America. Towns are no longer able to absorb part of the rural work force and most people who subsist on the peripheries of cities have nothing to do there. Among educational problems are teachers who do not have sufficient education, school programs that are not relevant to their students, and the large gap between community life and the scholastic milieu. Yet people are optimistic about changes. The conditions for success are of an ethical and political order. Only in a framework of greater equality will it be possible to make progress. International Literacy Year is a stimulating challenge and signifies the moment of truth for Latin America. (CML)

A large body of literature was reviewed to examine the concept of community education. The review was based on the sociological concept of power as it pertains to education--how power enters into educational institutions through formal decision-making procedures, methods of assessment, and views of knowledge. The study began with a schematic review of literature on the sociology of education to set the context for a discussion of the notion of community education. The study found that many researchers were concerned with the relationship of schooling to social inequality and suggested, explicitly or implicitly, ways of changing education toward a situation of greater equality. It also found that community education locates domination and power in the decision-making processes that affect curriculum and instruction. Curriculum and instruction, in turn, produce in the majority of working class pupils a sense of failure and incompetence. Advocates of community education thus view the school in ways that promote combining learning with social action. However, there are theoretical objections and practical problems with community education, such as parental attitudes, power, examinations, pupil resistance, and lack of resources. These problems may stem from limitations in the implicit theory of power used by advocates of community education. (An extensive, 302-item reference list is provided in this paper.) (KC)

A study identified significant issues currently confronting vocational education and described what role(s) the University Council for Vocational Education (UCVE) might pursue relative to each issue. To identify significant issues, a literature review, analysis, and consensus building were used. A Delphi method was used to build consensus on the importance of the issues identified. A 4-point Likert-type scale was sent to 65 respondents, who rated the degree of importance of clusters, categories, and issues. Data showed that all five clusters had over 3.00 rating. Only one achieved a high-level consensus on the degree of importance. Of the 21 categories, the highest rated was Purposes and Outcomes, then Teacher Education followed by Leadership. The Support Services category received the lowest mean rating of 2.87. The Purposes and Outcomes and the Support Services categories received high-level consensus ratings on the degree of importance. Of 94 issues, respondents achieved a high consensus on the degree of importance of 17; 76 issues received a medium-level consensus. UCVE institutional representatives who were mailed the results recommended various actions for each category. (Appendixes include the list of issues and their ratings, a participant list, and 77 references.) (YLB)

A study examined the "induction detractors" (defined as more broadly based than "problems") experienced by beginning vocational education teachers entering from traditional teacher education programs and those entering without such training. A sample of 12 (7 male, 5 female) first-year vocational education teachers was selected from Virginia, West Virginia, and North Carolina. Five of the teachers were certified through teacher education, four through alternative programs, and three through vocational certification. The average age of the teachers from teacher education backgrounds was 23, whereas the average age of the alternatively or vocationally certified teachers was 38. Data collected included biographical, situational, school and community, personality, and job satisfaction information. Data were collected through focus group sessions, field observations, and interviews with the teachers, principals, vocational directors, other teachers, and students. A total of 1,777 detractors were identified. For both groups of teachers the most important category of detractors is students, followed by the educational system. Alternatively certified teachers' detractors were higher than expected in the areas of curriculum, pedagogy, peers, students, and system, whereas detractors for those certified in teacher education were higher than expected for the community, internal, and program categories. The study recommended programs to meet the needs of beginning vocational education teachers. (28 references) (KC)

This book discusses state child care and early childhood education policies, particularly their relationship to the economy. It provides a framework for policymakers who are deliberating child care and early childhood education policies; outlines the range of recent state legislation; describes initiatives of Massachusetts and Washington; and suggests ways of integrating child care and early childhood education policy approaches on the state level. State child care policies have been implemented for the purposes of reducing the cost of child care; contributing to the expansion, accessibility, and quality of child care; and providing support to parents in education and training programs. State funding of early childhood education has grown considerably over the past decade. But in most cases, state implementation of early childhood education programs is limited in scope and takes the form of half-day programs. State early childhood education programs seldom provide comprehensive services. Recently enacted state legislation illustrates an emerging trend toward expanded services. State policymakers are considering potential benefits of expanding child care and early childhood education policies under a comprehensive approach to a state's economy. Two tables provide state-by-state information on regulation of child care centers and family day care. Citations number 88. (RH)

Equity, quality, and cost in higher education is examined as it exists in Australia. The first chapter provides a broad overview, both current and historical, of the complex structure of higher education in Australia and identifies issues and concerns. Chapter 2 examines enrollment trends in different fields of study. The third chapter looks at educational access for disadvantaged groups such as Aboriginal students as well as issues involving gender and socioeconomic status. Further chapters examine: (1) the nature of post graduate study in Australia; (2) the debate over tuition and fees; (3) the use of inputs as a measure of higher education quality; and (4) assessing the processes at work in higher education (e.g., staff development and teaching and learning improvement) as an indication of the quality of an institution. In addition, three factors relating to the quality of education are discussed: student selectivity; instructional efficiency; and staffing rigidity. Finally, the study explores the following areas: higher education institution's role in research, continuing education, and community service; the unit costs of higher education in Australia; cost management issues; the problems of resource allocation and available financing; and higher education policy and its effect on equity, quality, and cost. Contains an index and 309 references. (GLR)

This book is a critical appraisal of continuing education for Australian professionals. Part 1 sets the scene, with an introduction in Chapter 1. Chapter 2 examines the key terms from a number of perspectives to provide an overview of the context in which all professionals practice in Australia. Chapter 3 provides a broad framework for the discussion of continuing professional education (CPE) within any profession. Discussion in this chapter and in the ones that follow is based on six sets of considerations related to CPE: contextual factors, policy and objectives, management, program content and delivery, evaluation, and finance. Part 2 contains five professional profiles (chapters 4-8), written by persons involved in their own professions and its CPE. Written during 1988, the profiles follow the framework outlined in chapter 3, thus allowing for comparisons among the five professions. The professions chosen are law, accounting, engineering, occupational therapy, and school teaching. Part 3 (chapter 9) is the conclusion. It draws a cross-professional picture of the stages of development that CPE has undergone in Australia. It raises important issues that are emerging in the field as a whole and suggests future directions for CPE in Australia. (YLB)

This report presents findings of a Florida task force that focused on the integration of career, technology, and economic concepts into the academic curriculum. It contains the mission statement for the public school experience, lists student outcomes to be assessed at high school graduation, and defines career development and economic, technology, and vocational education. The task force's 10 recommendations are summarized. Members of the task force and of the Florida Commission on Vocational Education are listed, and background information on the task force is provided. Each of the 10 recommendations is then set forth in detail. The initiator, rationale, legal reference, and State Department of Education goal are provided for each. The recommendations are (1) development of an optional course, "Educational and Career Planning"; (2) legal provision for a required career plan for all students; (3) redesign of the vocational wheel; (4) funding of pilot programs to develop standards for comprehensive career development programs; (5) infusion of career development into preservice training; (6) funding of inservice training in career development; (7) redefinition of the role of the occupational specialist to include career development activities as a major focus; (8) dissemination of exemplary career development programs; (9) implementation of career education programs; and (10) funding of pilot career/interest clubs. (YLB)

The desire for students to understand and respect each other is a primary motivation for the effort to integrate multicultural education into all aspects of the Anchorage School District (Alaska) curriculum. The Anchorage curriculum emphasizes the cultural heritage of Alaska Natives, other resident ethnic groups and Pacific Rim cultures. In recent years, this emphasis broadened to include a more international focus. At the elementary grades, the intercultural curriculum is for the most part integrated into the social studies and language arts programs. In the secondary grades, the program emphasizes particular courses and programs. The Bilingual and Multicultural Education Programs also involve students through a variety of programs and activities. The University of Alaska and Alaska Pacific University offer district-sponsored credit courses in bilingual education, intercultural education, and Native education for interested teachers. Result of a needs assessment of minority secondary students (n=246) show that prejudice, racism, and intercultural communication are not major concerns. Academic achievement, planning for future college and career, and developing personal relations predominate. The survey supports maintaining the effort to integrate cultural information into the existing curriculum rather than attempting to introduce cultural education as a separate entity. The integration of intercultural issues, materials, and instructional methods is an ongoing process that has support from the community, school board, and school district administration. (Author/KS)

Texts of speeches delivered before general sessions and abstracts of papers presented in concurrent sessions are collected in this document which also contains the conference program, a directory of presenters, and the 13 conference cosponsors' recommendations for enhancing the quality of rural and small school education. The six addresses to the general sessions are given by policy makers of the Mellon Foundation, the National Endowment for the Humanities, the U.S. Department of Education, the National Council on Vocational Education, and the National Information Clearinghouse on Handicapped Children and Youth. Topics include innovative programs, school/college collaboration, educational politics, and serving rural handicapped students. There are some 89 concurrent presentations represented by an abstract or summary or, in some cases, the complete paper with references, questionnaires, and other supporting documents. The program indicates which major conference topics apply to each presentation. The 33 conference topics include abuse/neglect/crisis intervention, administrative issues, adult learning, alternative education, creative arts, community involvement, cooperative extension programs, cross-cultural programs, curriculum and instruction, private school programs, inservice training, family programs, research in rural education, appropriate technology, new teacher needs, preservice programs, recruitment and retention practices, vocational planning, and program evaluation. (JHZ)

A project completed and field tested the concept of vocational instructors and special educators jointly planning curriculum objectives for the handicapped/special needs learner. The diagnostic-prescriptive individualized education (IEP) model developed at Bloomsburg University (Pennsylvania) or IEP Planner was used. Eight occupational areas were developed to supplement the four areas already completed. For each of these occupational areas, occupational safety, mathematical, and vocabulary skills appropriate for job entry levels for handicapped learners were identified. Following the 11-page narrative is the manual, "A Vocational/Special Education Individualized Transitional Planner (School to Work)." Planners are included for these vocational areas: horticulture, apparel assembly, carpentry, food service, plumbing, masonry, sales, cosmetology, electrical, welding, graphic arts, and machine. A completed planner is intended for use as an addendum to an IEP. Each planner provides the following: individual transitional preparation form (present aptitude level, physical assessment, career goal, job selection, attitude assessment); a vocational curriculum assessment inventory of specific occupational, safety, mathematics, and vocabulary skills to indicate attainment of objectives in the categories of objective, exposure, training, production, and employable; and a curriculum planning form. (YLB)