Education & Pedagogy

Three papers focusing upon the beliefs and issues confronting professionals concerned with consumer and homemaking education programs are presented. The first paper "Consumer and Homemaking Education Today" (R. Hughes), examines the questions of content and audience from a curriculum development view. The status of programs using evidence of program effectiveness from existing data is discussed. Suggesting research needed and possible approaches for studies, the paper concludes with implications for programs, funding allocations, and legislation. The second paper, "Assessment of Consumer and Homemaking Education" (A. Cross), discusses criteria for determining the effectiveness of curriculum in consumer and homemaking education. Two major criteria are suggested: meeting needs of the various groups targeted by legislation and the competencies essential for the homemaker. Types of studies needed when evaluating a program are suggested. The paper concludes with a rationale for consumer and homemaking education as a part of vocational education. The third paper, "Legislation for Consumer and Homemaking Education: Social Implication" (E. Simpson), examines the role of consumer and homemaking education in the Education Amendments of 1966, and selected characteristics of the American family and relevant social issues having implication for home economics and for related legislation. The purposes of home economics and the role of such programs in vocational and general education are also presented. The paper concludes with a discussion of future alternatives. (JH)

This report presents summaries of existing state-of-the-art reviews of educational research dealing with education, work, and employment. Part 1 contains seven summary reviews. Each is identified by title, bibliographic information, and author information. The reviews are (1) Education and the Employment Problem in Developing Countries, an assessment of the responsbility of educational authorities in the problem of unemployment and underemployment; (2) Work Employment Programme (WEP) Research: A Critical Review, an evaluation of some of the research carried out under the International Labour Office's WEP; (3) Education and Employment in Latin America, a review of educational innovations, including non-formal training; (4) The Role of Educational Planning in Situations of Unemployment, a formulation and classification of the major problems of education and economic development; (5) The Use of Educational Qualifications in Labour Markets, an annotated bibliography of 190 books and articles on employers' use of educational qualifications; (6) Labour Market Backwash and the Educational Process, an annotated bibliography with 275 items; and (7) Education and Work: An Evaluation and Inventory of Current Research, a review summarizing main conclusions and suggesting areas for future work. Section 2 contains Education, Work, and Employment, a synthesis of recent research. It overviews recent work on the education-employment relationship and summarizes main issues. (YLB)

Selections from materials developed for a National Institute of Education two-day workshop to examine workplace perspectives on education and training policy are presented. Participants included employer and trade union representatives, education and training specialists, policy analysts, and government officials. Part I on national perspectives includes the following: Public Education and Industrial Training in the 1980s (Clark C. Abt); Training in Industry (Ernst W. Stromsdorfer); and Changing Worker Values and Worker Utilization of Industrial Skills Training (Herbert L. Selesnick). In the following sections on workplace perspectives, papers include: Training by and for Employers (Bruce Vermeulen); Education and Training Programs at Xerox (John R. Dinkelspiel); Education and Training Programs in the Bell System (Judith W. Springer); Training for Unionized and Regulated Occupations (Patricia Flynn Pannell); Education and Training Programs of the International Union of Operating Engineers (Phyllis H. Isreal); Training and Development at Michael Reese Hospital (Dean L. Kimmerly); Training by and for the Government (Susan Hudson-Wilson); and An Overview of Training in the Public Sector (David A. Smith). Four major functions are cited for the education and training system: (1) to prepare the work force to meet the nation's job requirements; (2) to facilitate adaptation to structural change in the economy; (3) to improve economic performance; and (4) to promote more equal access to employment. A section is included with information about the contributors. (LC)

The volume, first in a series of five, presents an analysis of sex education programs in the United States. It is presented in six chapters. Chapter I provides a brief overview of sex education in the public schools and summarizes goals, forms, and prevalence of sex education. Chapter II reviews literature on the effects of school sex education programs based on behavior goals of sex education courses. Chapter III describes important features and outcomes of sex education programs and includes ratings by experts of the importance of these identified features and outcomes. Conclusions are that the dual goals of preventing pregnancy and improving the quality of relationships are mutually supportive; an emphasis should be placed on changing values, self-esteem, skills, and comfort in sex-related activities; and the classroom environment should be supportive and trusting. Chapter IV identifies 20 exemplary school sex education classes or programs and describes in detail the program at University City High School, St. Louis, Missouri. Chapter V provides an overview of nonschool sex education programs for teenagers. Programs analyzed include Planned Parenthood Affiliates, national youth organizations, local youth agencies, religious organizations, programs for pregnant teens, and hospital programs. Chapter VI contains analyses of state guidelines for sex education instruction in the public schools. Data for the study were obtained by completing a "Summary of Laws and Guidelines for Instruction in Sex Education" for each state. (Author/KC)

Five articles on the development of higher education in Southeast Asia are presented. In "Philosophy and Objectives for Higher Education in Southeast Asia," William B. Relf discusses the historical background of education in Southeast Asia, three general purposes for a university, education and national development, future needs, recommendations concerning educational planning, learning and teaching methods, educating for employment, and adult education. In "New Approaches to Teaching and Learning in Higher Education," Chai Hon-Chan considers pressure for change in higher education in Southeast Asia, the need to establish course objectives, incentives and rewards for teachers, and possibilities and problems of instructional radio, instructional television, programmed instruction, and future prospects for new approaches. In "University Research and Service to Society in the Southeast Asian Context," Niphon Kantasewi considers future needs for research in Southeast Asia, responsibilities in research, research in natural science and technology, the social sciences and related fields, the humanities, and the university role in assisting the public to solve problems. In "Innovations in the Management of Higher Education in Asia," Victor M. Ordonez discusses the concern for accountability, the adoption of management technologies and budgetary mechanisms, the greater utilization of professionally prepared administrators, and the growing interdependence among subsectors of higher education. (SW)

One in a series of studies of lifelong learning, this paper discusses the cultural and educational needs of selected urban and rural communities in Senegal and Ghana, emphasizing grassroots initiative and the community's analysis of its own needs. Information is drawn in part from surveys, public meetings, and interviews in three communities: Guediawaye, a rapidly growing, ethnically diverse suburb of Dakar; Damfa, a traditional village 17 kilometers from Accra exemplifying the social organization of most African villages; and Cidan Tuba, a religiously based agricultural village composed of recent converts to Islam. The study consists of (1) a methodological discussion of the survey and of the cultural and social context in which it was conducted, (2) an analysis of various nonformal education programs in the communities studied, (3) an analysis of the role of nonformal education structures, and (4) identification of the elements of a nonformal education policy that would leave room for creativity at the community level. Discussion of policy implications of the survey emphasizes the need to link nonformal education with community development and occupational training with cultural training. Comparisons are drawn between nonformal educational systems in Ghana and Senegal and between rural and urban systems. (JH)

The purpose of the seminar was to provide selected participants with a broader vision of the importance of vocational education in the rehabilitation of their charges. The program was organized with the "impulsive" offender in mind, or those presumed to be more easily rehabilitated. The advancing cost and increasing number of people committed to such custodial care, along with the high rate of recidivism, brings into focus a great need for new approaches to rehabilitation or, at least, the inclusion of other considerations in existing programs. Such additional inclusions would be socioeconomic, psychological and anthropological, as well as technical. This document is the initial report of the first national effort at getting to some of the solutions to the problems facing this specialized field of education. The twenty-six papers included present a balance between theory and practice and are authored by a staff selected on the basis of varying backgrounds of education and experience. Titles of some of the papers included follow: "The Opportunity for Vocational Education in Correctional Institutions,""Similarities and Differences of In-School and Correctional Institutional Vocational Education,""The Psychology of Our Various Publics to the Policeman and His Role in Society,""The Use of Team Teaching,""A Pilot Program in Cooperative Vocational Education," and "Implications for Vocational Education Teacher Education." (Author/BL)

Objectives of the conference, proceedings of which are described in this report, were to (1) provide decision makers with information designed to foster the continued development of essential attitudes and skills in planning, implementing, administering, regulating, and assessing vocational education in corrections; (2) provide a forum for the exchange of information about problems, programs, ideas, and activities; (3) facilitate the dissemination and use of products, practices, and services; (4) provide information about new vocational education legislation and its ramifications for vocational education in corrections; and (5) stimulate and increase interagency cooperation. The body of the report is comprised of twenty-eight speeches which are grouped into the following nine sections: (1) setting the stage (includes an address by Clairborne Pell, followed by questions and answers); (2) the 1976 Education Act and vocational education in corrections; (3) funding and delivering vocational education in corrections; (4) information retrieval and future technology for vocational education in corrections; (5) planning, accountability, and standards for vocational education in corrections; (6) job market information and offender placement; (7) offender needs and interests; (8) personnel development; and (9) interagency cooperation. (BL)

Synthesizing previous research, statements, and special reports calling attention to the unique problems associated with rural education, this paper presents definitions, statistics, and recommendations applicable to rural education and to Montana. Among the topics presented are: a contemporary definition of rurality (nonmetropolitan is posited as the more contemporary definition since its emphasis on rural experience encompasses more people--31.4% of the total U.S. population); tabular data describing U.S. population by place of residence (metro, nonmetro, rural nonfarm, and rural farm); discussion of the President's National Advisory Commission on Rural Poverty, "The People Left Behind"; tabular data re: the number of public school systems and the number of pupils enrolled by size of system in the U.S. (1975); discussion re: the lack of pre-school, vocational, and kindergarten education programs in rural areas; the retention of quality teachers and teacher education programs in rural areas; and maintaining and supporting quality facilities and instructional materials in rural areas. Demonstrating the degree to which rural education problems have not been addressed, this paper presents a brief but pointed statistical profile of education in Montana. Citing recommendations coming from the U.S. Office of Education's Task Force Report on Rural Education (establishment of a rural unit in USOE, development of a National Center for Rural Education, provision of funding for teacher incentive, shared services, and interstate councils, etc.), this paper asserts that implementation will achieve major goals for rural education. (JC)

Sponsored by 10 State departments of education (Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Oklahoma, Texas, Utah, and Wyoming), the Project participants met in San Antonio, Texas, on November 17-19, 1976 to discuss bilingual/multicultural education. Since Arizona, New Mexico, and Texas have had significant experience in this field and have moved forward in the development of policy and programs in the area of bilingual education, Project representatives from these states were asked to give presentations discussing the state-of-the-art of bilingual/multicultural education. Participants also visited the Institute of Texas Cultures and six local bilingual educational programs; listened to a group of junior high school students who shared their experience in crossing racial barriers; and listened to a discussion of a unique and challenging program developed for the Bay City (Texas) Independent School District. Presentations covered bilingual education and evaluation problems, the Bureau of Indian Education, the "Lau" issue, language assessment and a sociolinguistic alternative to the Lau remedies, and the present state of bilingual education. This report gives the presentations and a synopsis of the other activities. Also included are the participants' responses to an evaluation of the seminar. (NQ)

A General Plan for Education in the Federal Republic of Germany was adopted in 1973. Priority areas for development in the plan are vocational education, counseling services, scholarships for secondary and university students, special education programs, and an improvement in the pupil/teacher ratio on the primary level. Developments in the field of education from 1974-76 are reviewed and integrated into a discussion of a phased five-year educational plan for 1973-78. Of paramount importance in this Five Year Plan is an expansion of the financial base to provide equal educational opportunities for an ever-increasing number of secondary and university students. Uniform requirements for the secondary school graduation examination (Arbitur) have been established in biology, chemistry, physics, mathematics, German, English, French, Latin, Greek, civics, art, music, theology, and physical education. A Higher Education Framework Act was passed in 1976 to govern general reorganization of higher education, curriculum, admission requirements, examinations, and staff categories. The main objective of the act is to coordinate activities of universities, teacher training institutes, art academies, and specialized institutes. The main developments in educational research during the period under review have been research accompanied school and model experiments in all subjects financed jointly by the Federal and regional governments and research to establish national testing norms. (Author/DB)

The paper describes the educational system of Malta which is regulated by the 1964 constitution, a 1974 Education Act, and a Malta Development Plan for the period 1973-80. These documents state that education in Malta will be free to all students, compulsory from ages six to 16, administered by a Minister of Education and a Commission for the Development of Higher Education, and should include non-compulsory religious instruction in Maltese and English up to the secondary level. The period 1974-76 was one of significant educational change in Malta due to the passing of the 1974 Education Act. Major developments include the introduction of kindergarten classes for four-year-olds, addition of Arabic as a compulsory subject in the secondary curriculum, and provision of summer activities and employment for students. The number of trade schools was increased from ten to 15 during the period and the annual timetables of primary, secondary, and technical schools were synchronized. Findings from studies by the University of Malta and the Malta Union of Teachers indicate that research on attainment levels and learning attitudes is needed as part of a general government documentation service. (Author/DB)

Designed for those interested in the mechanics of establishing outdoor education programs, this text is basically a guide to program development and includes examples of procedures, forms, conceptualizations, etc. Chapters deal with: (1) the contemporary education scene (an overview); (2) the basic concepts of outdoor education (17 concept statements, including the following summation: "Outdoor education is a direct, simple method of learning that extends the curriculum to the out-of-doors for the purpose of learning. It is based on the discovery approach to learning and it appeals to the use of the senses--audio, visual, taste, touch, and smell--for observation and perception".); (3) integrating outdoor education into the curriculum (emphasis on teacher involvement in the planning stages); (4) planning for the use of outdoor education settings (includes a typical schedule for 68 sixth graders as planned for an elementary school at a resident center); (5) establishing an orientation program for teachers (sample themes for learning situations, activity units in social studies and natural sciences, student and teacher handbooks, films, etc.); (6) organizing camps for comparative environmental and ecologic education (social/cultural history of camp property, camp geology, etc.); (7) the logistics of outdoor education; (8) funding through cooperative ventures; (9) planning the development of a national facility concept for outdoor education (the Tennessee Valley Authority's Land between the Lakes project); (10) the Outdoor Education Project (established in 1955). (JC)

Due to Alaska's unique culture, geography and history there are various State and Federal laws affecting the education of Alaskan children, especially Native children. Under these laws, several kinds of school systems operate for rural Alaska communities--Bureau of Indian Affairs, Regional Education Attendance Areas, city and borough districts, denominational schools, community (tribally) controlled private, and boarding programs. There are laws for funding special programs (i.e., bilingual education, reading improvement, free lunches) and laws which specifically aid Indian and Native education (i.e., the Indian Education Act, Indian Self-Determination and Education Assistance Act, Johnson-O'Malley Act). Because many of the laws are new and many people who will be on boards and committees are new to their jobs, some basic information on legal matters is needed. Prepared with advice and suggestions from parents and community leaders in rural areas and from professional educators, this booklet is designed to help supply a background and understanding of the laws which are important to education in rural Alaska. The two sections provide basic information about the kinds of school systems operating in rural Alaska; give answers to questions about funding programs, student and teacher rights, community control, bilingual education, administration, and legal liability; and provide definitions for often-used terms which appear in italics whenever they are used in the booklet. (NQ)

This is the second of four volumes reporting phase 2 of a two-phase project to examine the competency-based vocational teacher education movement and analyze the current state of the art (phase 1), and to assess the implications for preservice, inservice, and leadership level professional development programs in career and occupational education in Massachusetts (phase 2). This volume describes a state-wide needs assessment for occupational education teachers, counselors, coordinators, and administrators in Massachusetts, through a survey sent to personnel in both comprehensive and regional vocational-technical schools. Section 1 presents the competencies as initially developed, and then ranked according to their importance scores. Section 2 presents importance scores for the following six domains: curriculum development, career development, staff development, philosophy, occupational information, and community-related activities. Section 3 presents scores of a variable which measured the difference between importance and frequency. Section 4 presents the result of a discriminant analysis conducted for competencies common to all personnel groups and for domains regarding both the importance and difference variables. The researchers concluded that the competencies are useful, important, and needed for the implementation of career education programs; that career development is the most highly valued component of career education across all groups; and that occupational information is the least valued ingredient. (TA)