Education & Pedagogy

This document is an English-language abstract (approximately 1,500 words) of a publication giving the steps to be taken to develop industrial education to conform to the socialist economic planning in the UAR. It is divided into eight sections dealing with various aspects of development: (1) curricula of technical schools; (2) general description of technical education; (3) equipment and facilities; (4) teacher training, with candidates selected from the graduation classes of the industrial school; (5) on-the-job training in the factories; (6) the relationship between the industrial schools and the community; (7) the Ministry of Education proposal to follow up graduates from the industrial schools in their new jobs to evaluate their professional efficiency; and (8) the role of industrial schools in production as an active participating one. (Author/GDB)

A report on the status of bilingual education during 1970, this document is composed of presentations from the 7th Annual Conference of the Southwest Council for Bilingual Education. Papers included are entitled Bilingual/Bicultural Education: Our Mission in the 70's, Bilingual Education--Theory and Practice, Discrepancies Between Theory and Practice, Getting a Handle on the Attainable, and, The Measurement of Linguistic and Cultural Phenomena. A section entitled Increasing Teacher Proficiency in the Education of Mexican-American Youth describes a proposed program to increase the proficiency of bilingual teachers; this section provides a description of the program (to be implemented at the University of Texas at El Paso) in terms of rationale, goals, program of instruction, and strategies for recruitment. Also included are 6 paradigms relating to the proposed program. (MJB)

This volume of materials on Hebrew and Arabic books and articles selected during the period of April through July 1971 is part of a collection of volumes comprising annotated bibliographies written in English including author and publishers indices for each abstract. The volume is divided into several sections: 1) Statistics, 2) The Educational Data-Media Age, 3) Foundations of Education, 4) The Educational Ladder, 5) Teaching-Learning Process, 6) Educational Frameworks, 7) Administration of the Educational System, 8) The Teaching of Various Subjects, and 9) Jewish Education in the Diaspora. For other volumes see: ED 027 806, ED 032 810, ED 034 995, ED 037 820, ED 049 138, ED 049 139 and SO 002 337. (SJM)

This booklet is a transcription of a program from the radio series, "Options in Education." It is part 2 of a two-part series dealing with sexism in education. It deals with sex discrimination in various aspects of public education, including textbooks, teacher promotion, sports programs and children's literature. There is also a discussion of Title IX of the 1972 Federal Education Amendments, which explicitly forbids sex discrimination in education. Interviewees include high school principals, a Board of Education President, textbook company representatives, and the Deputy Director of HEW's office for Civil Rights. A general theme of the program is that curriculum materials are rampant with sexism, and that females have been systematically repressed by sexism just as Blacks have been repressed by racism. (BP)

This paper discusses the education section of a 1974 study group (GEPE) report commissioned by the Mexican government to consider the problems of unemployment, income distribution, and poverty. The author welcomes the report's broad educational proposals, such as the priority given to rural adult education and rural primary education, as well as many of the specific suggestions made in connection with the priority tasks. However, he argues that such policies are not likely to be successful unless they are based on a more serious concern with data requirements, and that more awareness is needed of the differential needs of different groups and the reasons for the past failure of similar proposals. In his discussion, he focuses mainly on institutional problems related to adult education and on the structures and processes which appear to have hampered rural primary education. (Author/JG)

One of 10 publications resulting from a comprehensive long-range vocational education planning project, this report presents three areas of study: The applicability of the planning process to vocational education, a description of the planning model in detail, and an examination of organizational structures for educational planning and their relationships to other community planning systems. Chapter I provides an overview of vocational education and the planning process. Chapter II describes labor market planning as it relates to vocational education, and chapter III analyzes the projection and evaluation of student interest in vocational education. Chapters IV through VIII look at the major systems internal to vocational education: Curriculum development, facility and equipment planning, planning for instructional personnel, accounting and budgeting, and placement programs. Chapter IX relates vocational education planning to other planning systems including community or urban planning, labor market planning, and others. (BL)

This report is one in a series of ten documents examining the experiences of New York State in the transition from traditional to competency based teacher education. This volume presents data on institutional perceptions of problems relating to program development. Institutions of higher education and the State Education Department perceptions are reported and compared. An additional dimension of the report is an analysis of the State Education Department's proposal review process. Background, statement of the problem, and purpose of the research are discussed in an introductory section. The body of data is presented in three phases: Phase I--elements of program development; Phase II--State Education Department program review process and perceptions of elements of program development; and Phase III--comparison of these perceptions. Instrumentation and correspondence are presented in the appendices. (MJB)

Provided is an overview of the Education for all Handicapped Children Act (Public Law 94-142), including a report of the history of federal involvement in the education of the handicapped. Sections cover ten critical issues dealt with in the new law, such as the concepts of zero reject, appropriate education, and least restrictive alternative, and provisions for procedural safeguards, single agency responsibility, training of professional personnel, and accountability. In summary, it is noted that the following are the specific purposes of the law: (1) to insure publicly funded special education and related services for all handicapped children no later than 1978, (2) to insure the rights of handicapped children and their parents and guardians; (3) to relieve the special education financial burden of state and local governments, and (4) to assess and insure the effectiveness of efforts to educate handicapped children. (IM)

The Oregon Annual Program Plan for fiscal year 1979 sets forth the state's policies to provide all handicapped childre (6-20 years old) with a free appropriate public education, as mandated by P.L. 94-142, the Education for All Handicapped Children Act. Addressed are the following topics: right to education, full educational opportunity timetable, priority policies, child identification, individualized education programs, procedural safeguards, least restrictive environment, protection in evaluation procedures, comprehensive system of personnel development, participation of private school children, placement in private schools, recovery of funds for misclassifed children, hearings on Local Education Agency applications, annual evaluations, and additional requirements under the law (such as monitoring and complaint procedures and nondiscrimination and employment of handicapped individuals). (CL)

This guide concerns organizing and administering materials and resources outside the classroom and using them to meet educational objectives. It contains a brief historical review of conservation, and environmental and outdoor education in America and Europe. The identity and roles of administrators are described by discussing several studies of their personal and professional characteristics. Factors involved in successful eco-education projects are analyzed and elaborated upon. The importance of program evaluation is stressed and dealt with in depth. A brief summary of legislation and regulations that are relevant to eco-education is presented. A section on staff improvement offers various methods and techniques for personnel development. Resource materials, sites and facilities for eco-education are listed and discussed. The manual also includes information on initiating and interpreting a program and behavioral characteristics of a good administrator. (Author/SB)

The conference provided a forum where educators, members of public service organizations, and legislators could explore the need for and commitment to citizen education, set citizen education objectives, and generate ideas for creating a citizen education effort. Conference participants explored two major aspects of citizenship education--knowledge, skills, and attitudes conducive to citizen participation; and governance skills and opportunities such as discipline and decision making which are part of children's lives in the school, home, and community. Topics discussed include skills, political concepts, and attitudes which can help prepare students for changing world conditions; the need for school/community cooperation; gaps in student knowledge about political affairs; cognitive and affective objectives of citizenship education; curriculum development; characteristics of an ideal citizenship education program; citizen competence; and using students' everyday political experiences to help them understand the adult political world. (DB)

Survey data, collected by the vocational education sections of the California State Department of Education and the California community colleges, outline the number of indentured apprentices who are receiving related and supplemental instruction in California public secondary schools, adult schools, and community colleges. Data on the schools or districts providing apprentice classes, the number of classes, and the number of apprentices are first organized alphabetically by the name of the city or town where the classes are located. Subsequently, this information is organized alphabetically by each of 47 trades or occupations. The enrollment report shows that, as of the final week of February, 1979, a total of 76 secondary school and community college districts were providing instruction to 24,355 apprentices in 1,108 classes for 47 trades. The appendix contains data on apprenticeship education for inmates of California penal and correctional facilities. (Author/JP)

The study examined graduate and professional school receptivity to nontraditional student applicants by reviewing what institutions know about nontraditional education, what institutional attitudes and practices are regarding nontraditional education, and what institutions actually do in admissions procedures that permit access to nontraditional students. Questionnaires were mailed to 496 chairpersons of graduate departments of English, Sociology, Psychology, Medicine, Law, Secondary Education, Business Administration, and Chemistry of 61 U.S. institutions with 60 percent return. Findings indicate that graduate departments were somewhat knowledgeable regarding nontraditional concepts but much less knowledgeable regarding specific programs where such concepts are put into practice, and that departments varied in levels of openness, with attitudes somewhat favorable to nontraditional education but much less favorable toward admission of nontraditional students to their departments. Possible correlates of openness in institutions were developed and reviewed. (Author)

This journal contains four articles about education in Indonesia, Nepal, Pakistan, and Thailand; reviews of five recent publications and studies; and an annotated bibliography of six documents on education in Asia. The first article reviews the history, weaknesses, and recent developments of curriculum in Indonesia. A short article describes programs of higher education for rural workers in Nepal, followed by an analysis of the structure, programs, and cost effectiveness of the People's Open University in Pakistan. The fourth article briefly describes a research-oriented doctoral fellowship program in Thailand. The reviews of recent publications present information and annotations about (1) work experience as part of the curriculum in India; (2) outcomes of primary education in the Philippines; (3) Singapore experimental schools; (4) an international symposium for literacy held in Iran in 1975; and (5) social and economic promotion of women in Iran. (AV)

This notebook is a collection of materials designed to support the workshops implemented under the Council of Chief State School Officers (CCSSO) Title 9 Equity Workshops Project for personnel from institutions of postsecondary education. It contains a collection of background readings and reference materials relevant to Title 9 and sex equity in education as well as worksheets to be used by participants during workshops. This notebook is one component of a multicomponent training model developed under a subcontract with the CCSSO by the Resource Center on Sex Roles in Education. The training model is designed to assist education personnel and interested citizens in the implementation of Title 9 and the attainment of sex equity in education. The training model will be utilized and tested on 20 regional workshops of the CCSSO's Title 9 Equity Workshops Project. (Author)