Education & Pedagogy

Popular education is a form of adult education that encourages learners to examine their lives critically and take action to change social conditions. Popular education's goal is to develop people's capacity for social change. Although it may assume diverse forms, popular education usually involves a cycle described as action/reflection/action or practice/theory/practice. Adult educators can facilitate the process by serving as democratic collaborators who ensure that learning, leadership, and self-direction occur in the group. Popular education often draws on popular culture (such as song, theater, dance, puppetry) to enhance communication among audiences, demonstrate respect for community values, enhance group spirit, and demystify the information conveyed. Because popular education is often seen as threatening to dominant institutions, popular educators face numerous challenges, including the following: demands or constraints of funding sources; perceptions of the role of facilitators; disconnection between program goals and participant objectives; and the perception that it is too radical or revolutionary. The literature includes several examples of how adult educators have overcome these challenges and helped facilitate social transformation. The examples demonstrate that, although individual popular education programs may appear to have failed in their immediate goals, they may represent steps in the slow, complex and cumulative process of social change. (Contains 12 references.) (MN)

Utah is experiencing chronic, critical, special-educator shortages in all positions and disability areas, including speech and language pathologists and school psychologists. The Utah Attrition Study found that the most common reason for special education professionals leaving positions was "moving out of state," followed by personal reasons. The largest area of potentially preventable attrition was "transferring to a general education teaching position." A study examining why Utah special education teachers leave to become general education teachers surveyed 51 Utah teachers who had left special education. Results indicated that although the teachers were satisfied with the instructional aspects of their work, they were dissatisfied with the noninstructional aspects of special education teaching, particularly paperwork. Another study examined why special education teachers stay on the job, surveying 812 Utah special education teachers with 10 or more years of teaching experience. More than 91.5 percent of these teachers were satisfied with the instructional aspects of teaching, but only 44.4 percent were satisfied with the noninstructional aspects. While overall, teachers felt supported, more support with paperwork would be helpful. Potential strategies to prevent special education teachers from transferring include increasing support from principals and administrators, using technology and organizational skills to help manage paperwork loads, ongoing inservice training and continued education regarding best practices for managing stress, and mentoring or professional peer coaching to pass on skills learned in the classroom. (TD)

This paper analyzes the trends, underlying factors and implications of the trade in higher education services. The term "trade in higher education" refers to the purchase of higher education services from a foreign country using domestic resources. The objectives of this paper are to provide policy makers in developing countries, World Bank staff, and others associated with higher education policy development with information on and analyses of the recent trends in international trade in higher education and to present the policy issues and options that arise from it. Following an Introduction, the second section reviews recent trends in this trade, covering students studying abroad, the growth of new forms of cross-border higher education delivery, and the relative importance of trade and aid in higher education. The third section discusses factors underlying the growth in this trade, in particular demand-side factors and the policies of exporting and importing countries. The fourth section analyzes issues related to trade agreements, including the extent of liberalizing commitments under the General Agreement on Trade in Services (GATS) and bilateral trade agreements. This is followed by a summary of the main concerns of developing countries and of the academic community related to trade in higher education. Finally, the paper discusses the implications of trade for domestic higher education systems in developing countries as well as policy choices and instruments.

Secondary education continues to expand rapidly worldwide. Equally important is its diversification. The present paper contends that the diversification of secondary education, while acknowledged, is not well studied. Despite the widespread expansion of secondary education in different world regions, the information available to researchers--and policy makers--for informed comparisons of secondary education systems has been, and remains, rather superficial and limited. The present paper compares the programmatic foci and contents of secondary education systems. It seeks to move beyond existing characterizations of secondary education, by reporting initial results from an International Bureau of Education-sponsored, cross-national study of secondary level programs, tracks and curricula. This study, while mainly limited to academic-oriented tracks, provides an empirical basis for comparing the diversification of secondary education systems. (Contains 12 tables and 14 footnotes.) [Additional funding for this report was provided by: the EFA Global Monitoring Report. An earlier version of this paper was prepared with the collaboration of Massimo Amadio for the publication: "Expanding Opportunities and Building Competencies for Young People: A New Agenda for Secondary Education." (Washington DC: World Bank, 2005). This is a slightly revised version of "La diversificacion en la educacion secundaria: Curriculos escolares desde la perspectiva comparada," "Profesorado: Revista de curriculum y formacion del profesorado" 10(1): 1-29, 2006; published by the University of Granada, Spain.]

In early 2009, the State Council of Higher Education for Virginia (SCHEV) initiated an effort to assess the status of the Commonwealth's international education programs. A survey was distributed to the public and private institutions, focusing on critical aspects of contemporary international education programs as identified by an ad hoc group of university-based international program directors. The survey inquired about: (1) internationalization efforts of their institutions as reflected by mission statements and strategic plans; (2) inclusion of global concepts in the General Education curriculum; (3) foreign language and study abroad requirements and participation; and (4) international student populations. Institutions were also asked about funding and administrative structure of international program offices, and economic development efforts. This paper contains key findings that will be useful to state decision makers seeking to understand the connection between international higher education and economic development. The paper describes current worldwide and national trends that have given rise to efforts by governments and educational systems to globalize higher education. It examines the current and projected impact of these trends on Virginia's economy, its institutions of higher education, and their students. Lastly, it highlights current successful economic development projects that have aligned with globalized higher education and shapes the lessons learned from these projects into recommendations for Virginia's higher education and economic development leaders. (Contains 12 footnotes.)

For many years special education was not a priority for principals because most special needs children did not attend public school or were not identified as having a disability. However, recent changes in federal and state education legislation require that all public schools show growth in student academic achievement for all children, including those with special needs. These changes have led to concerns by special educators that principals' lack the preparation and leadership abilities in dealing with special education issues. Therefore, the supportive leadership needs of high school special education teachers in South Carolina are examined. The perceptions of supportive leadership by high school principals for special education teachers and the support provided by special education directors for principals and special education teachers was also examined. It was determined that the support provided by South Carolina's high school principals is not in-line with the supportive leadership needs of SE teachers. It does appear, however, that special education personnel are providing a bridge of support, working with principals to provide additional support to special education staff in the forms of human resources and material resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This annual report covers the operational year between July 1, 1971, and June 30, 1972, of Tennessee's Program IMPACT: Community Service and Continuing Education. The primary emphasis during the year was the encouragement of multi-instructional cooperative programming. This program thrust resulted in the first major Statewide multi-institutional program developed under the leadership of a State Agency. Projects completed during FY 72 were as follows: Training Program in Adult Education; Carrying Questions of Public Policy to the Community at Large; Planning Workshop on Youth Employment; Small Business Management Training Program; Assisting Local Government Through Community Organization; Community Planning Seminar; Solid Waste Management Seminars; and Technical Assistance to Tennessee Cities (Intensified Management Consultation). Status reports are provided of projects in progress during the year: Community Services Center; Seminars in Community Problems; Continuing Development for Assessors of Property; Technical Assistance in Housing; Community Leadership Development for Community Action Agencies; Consumer Education; Comprehensive Consumer Education Project; Legal Rights for Low-Income Community Leaders; Urban Education for Present and Emerging Civic Leaders; Development of Statewide Governmental Training; Private Higher Education Approach to Community Service; Task Force Planning for Community Development; Management Training for the Disadvantaged Community; and Statewide Consumer Education I. The Administration of the program by the State and the program evaluation are discussed. (DB)

A compilation of resolutions and recommendations from conferences held by African Governments and African regional and national Adult Education Associations, this booklet shows the progress made in adult education and literacy in the African States. The Conference of African States held in Addis Ababa May 15-25, 1961 laid the foundation for adult education in Africa, and produced the Outline of a Plan for African Educational Development. Resolutions and recommendations from this conference are given, as are those from the following conferences: Regional Conference on the Planning and Organization of Literacy Programmes in Africa held in Abidjan March 9-14, 1964; the Commonwealth Education Conference, 1964 held in Canada; the Commonwealth Education Conference held in Lagos February 26-March 9, 1968; the Annual Conference of the African Adult Education Association held at Makerere University College, Kampala, Uganda, January 1968; the Third General Meeting of the African Adult Education Association held at Dar es Salaam, April 23 and 25, 1971; the Second Conference of the West African Council for Teacher Education held in Sierra Leone, December 14-19, 1970; the Nigerian National Council for Adult Education initial meeting held in Lagos, March 27, 1971; and the National Seminar on Excellence in Education held in Ibadan, May 17-19, 1971. Appendix 1 notes 22 laws and decrees concerning literacy which have been adopted since September 1967, and Appendix 2 discusses a new trend in adult education and literacy. (DB)

Initially, the Spanish Emigration Institute (Ministry of Labour) endeavored to meet the educational needs of Spanish emigrants. However, this proved to be inadequate as the number of emigrants rose. Therefore, in 1969 the Ministry of Labour and the Ministry of Education and Science divided the responsibility between them and set up a Schools Council to educate emigrants and ensure they have the same opportunities as residents in Spain. To date, Spain has established education centres in 8 foreign nations, primarily in Germany, France, and Switzerland. These centres give migrants preparatory and introductory instruction in the language of the host country, and also play a supplementary role for migrants who have already been incorporated into that country's schools. Provisions have been made for receiving the primary education certificate, a general certificate of education, a "radio advanced secondary education certificate", and university education at a distance. Vocational training courses and social and environmental adaptation courses are available to emigrants before they leave Spain, as well as information on their future countries of residence. Research has been done on migrant education problems of Spanish children in Germany; a study is being carried out on Spanish children in Switzerland. The problem of immigrant education in Spain has not yet arisen, although Spain is beginning to be an immigrant country. Statistics on immigrants are not available, however, as most immigrants are ostensibly tourists or temporary visitors who work clandestinely. (KM)

This compilation includes descriptions and data for some 298,000 children and youth in 230 school systems. National Leadership Institute/Teacher Education (NLITE) staff estimates that this represents less than one-fifth of the number of effective programs in operation and compilation is therefore an on-going operation with expanded reports issued annually. One of the most heartening developments in school practices in recent years has been the increase in programs which enable disadvantaged children to receive a top-notch education in spite of poverty. Both the children and the nation benefit from the efforts of school teachers and administrators in this respect and a debt of gratitude is owed to a growing number. The National Leadership Institute/Teacher Education is a support and dissemination center sponsored by the U.S. Office of Education for which the University of Connecticut serves as host. This compilation of program descriptions was made by NLITE staff which gathered data from several sources including the annual Education Fair (Edu Fair) sponsored by the U.S. Office of Education, reports of the Council for Basic Education and the National Education Association, and invitations to school districts to submit reports and data from their programs. Data are presented in tabular form. The following information is provided for every program included in the compilation: name, place, number of students, curriculum, test gains in IQ points, and test gains in achievement score. (Author/JM)

The Migrant Education Section of the Oregon State Department of Education is responsible for providing educational and ancillary services to children of migrant agricultural workers. Title I, Elementary and Secondary Education Act (ESEA), provides payment to state educational agencies for assistance in educating migrant children. Funds provided by the U.S. Office of Education are used to meet special educational needs of these children and to coordinate these services with similar programs and projects in other states. In fiscal year 1972-73, regular year area projects were funded in Oregon. They provided diversified educational, health, nutritional, and social services for migrant students from kindergarten through high school. The major emphasis of the state plan was on these projects, but provisions were made for eight summer school programs in 1973. These were designed for children aged 5-14 and were directed toward improving reading and communication skills, diversified school and field trip experiences and health and nutritional services. Although these two types of programs formed the core of state migrant education, an undergraduate program in bilingual education was also established at Eastern Oregon State College. In addition to the above programs, the report describes the Migrant Education Service Center and the evaluation plan design. The bulk of the document gives individual reports, by county, for the regular year and summer programs. (KM)

It has become increasingly important to determine if certain key segments of the population recognize and accept the premise that the occupational preparation of youth and adults is a function of public education. This report, Part I of a two-part series, deals with some of the attitudes toward vocational education held by secondary school administrators and boards of education members. Data were collected by questionnaire sent to 537 persons of which 339 or 63 percent responded. Findings include: (1) In spite of the apparent support of vocational education, the respondents indicated that they did not feel present vocational programs were effectively preparing students for today's world of work, (2) Respondents reported that they did not feel their respective counties were providing a wide enough variety of vocational education programs to meet the diverse interest, abilities, and needs of students not going to college, (3) A lack of sufficient money for support of vocational education was identified as the major reason why there was not more vocational education in public schools, and (4) The respondents felt the cost of vocational education could be justified in terms of the numbers of persons it made useful members of society. Part II, dealing with attitudes held by West Virginia employers and labor leaders, will be published later. (CH)

Minimum standards are set forth for accrediting institutions offering degree programs in teacher education. The standards are proposed primarily for the use of state departments of education; they emphasize an approved program approach to accreditation based on college curriculum with well developed rationale, comprehensive objectives, and continuous evaluation. These standards are also intended to help upgrade the quality of instruction in institutions engaging in teacher education and to promote a greater degree of uniformity in accreditation procedures among states. Chapter I provides a general discussion of accreditation procedures to assist state education agencies in reviewing, developing, and applying standards for legal accreditation or approval of teacher education programs. Chapter II covers the organization, administration, and operational provisions that support a program in teacher education. Chapters III and IV present standards that deal with specific areas of teacher education. Chapter V presents standards that emphasize the importance that the National Association of State Directors of Teacher Education and Certification (NASDTEC) places on the continuous development of new programs for the preparation of school personnel. These standards were designed to create an awareness on the parts of both the program developers and the accrediting agencies of the concerns that must be considered in the conception, approval, and implementation of innovative and experimental programs. The NASDTEC recommended procedures for the development of state lists of teacher education programs approved as meeting NASDTEC standards for the purpose of interstate certification is appended. (MM)

One of a series of nine reports of Project ACTIVE (Attaining Competence for Teaching in Vocational Education), this report focuses on trade and industrial (T&I) education, one of nine project components. An overview of competency-based vocational teacher education (CBTE) and the Florida exemplary CBTE project is provided. Part 1 describes the competency identification phase of the trade and industrial education component including review of related research, methodology for identifying competencies, findings (competencies listed to indicate appropriateness for awareness, practice, or real school situation components of preservice and inservice portions of the program), and conclusions. Part 2 describes procedures for identifying and validating of specific criteria for assessing mastery of the competencies and lists the criteria in a 15-page table under competency statements divided into these categories: (1) Orientation to vocational teaching, (2) preparation for instruction, (3) presentation of instruction, (4) application of learning, (5) evaluation, (6) classroom/laboratory management, (7) human relations, and (8) professional role, including the method of assigning credit to competencies. Part 4 describes two sub-components to the T&I project (communication competencies and reading project). Appendixes contain instruments used in the study. A bibliography is included. (TA)

Thirteen papers constitute the major portion of the proceedings of a conference designed to review and analyze current research, to identify research priorities, and to provide a challenge for the continuing improvement of the planning, conduct, and implementation of research in agricultural education: (1) Research in Agricultural Education from a Different Perspective, (2) Professional Competencies of Vocational Agricultural Instructors: The State of the Art and the Science, (3) Attitude Development as a Part of Teacher Education Programs, (4) Identification of the Occupational Competencies Needed in the Area of Agri-Chemicals, (5) A Cost-Effectiveness Analysis of Selected Vocational Education Programs in Area Vocational Centers and Local Comprehensive High Schools, (6) Factors Related to the Success of New Mexico Vocational Agriculture Teachers as FFA Advisors, (7) The Effect of Instructional Materials on the Leadership and Character Development of Vocational High School Students in Indiana, (8) Improving Research in Departments of Agricultural Education, (9) Performance-Based Teacher Education, (10) The Development and Pilot Testing of Instruments and Procedures for Advisory Councils to Use in Evaluating Vocational Programs, (11) Curriculum Materials from National Defense Organizations, (12) Metric Education Instructional Materials for Vocational Agriculture, and (13) Problems of the Profession Needing Attention. Also included are a conference summary, program, minutes, and list of participants (graduate students, teacher educators, and State supervisors from 11 States). (HD)