Education & Pedagogy

Human ecology and indispensable components of a quality system in vocational education are two operational frameworks that could help to facilitate cross-national cooperation in vocational education. As the exhaustion of natural resources is recognized as resulting partly from the dysfunctional behavior of people, human ecology becomes a necessary frame of reference for the development of vocational education programs. Implications of human ecological research will be used to indicate tolerance levels for environmental strain on people. The aim in curriculum development for vocational education should be to give priority to an extensive common prevocational curriculum preceding specialized skill training to lessen school stress. Another traditional issue that needs reconsideration in human ecological terms is general human development versus work force utilization. The second framework for cross-national cooperation in vocational education calls for definition of components that constitute a quality system in vocational education in different countries. These components are emphases on (1) non-job-specific interpersonal skills and skills related to coping in the work environment, (2) the integration of general and vocational education, (3) basic skills, (4) sequencing curricula for lifelong vocational learning, and (5) the formation of compound systems for in-school and out-of-school learning resources. (Questions and answers are appended.) (YLB)

Trends affecting postsecondary education finance, including declining enrollments, are considered, including: demographic changes, changes in student enrollment rates, fundamental shifts in the economy, and the changing social priority assigned to postsecondary education. Major demographic trends that have major implications for postsecondary education are a birth rate decline, fewer persons of traditional college age, and an aging population. Two dilemmas will confront higher education as enrollment-driven revenues for many institutions level and decline: new bases for justifying budget increases will be needed, and migration and population growth patterns will result in some campuses growing, some remaining stable, and other contracting, often within the same state. Changes in participation in higher education are analyzed by student sex, race, age, part-time enrollment status, income level, and ability level; by type of academic program; and by type of institution (public, private, and proprietary sectors). Economic trends affecting revenues available for postsecondary education include inflation, the scarcity of energy and natural resources, a growing competition for funds, the cost of higher education, productivity, and shifting sources of revenues. Social trends include views on the economic value of higher education and the production of advanced degrees. Contemporary trends will also affect the following goals of postsecondary education: access, diversity, quality, and economy. (SW)

One of five modules in the foundation series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section examines federal laws pertaining to vocational education up to 1963. In section 2 the period from 1963 to 1976 is discussed, with emphasis on the Vocational Education Act of 1963. The third section focuses on Title II of the Education Amendments of 1976, which extended and revised the 1963 Act. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include key legislative provisions for sex equity and summaries of pertinent legislation, suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

These proceedings represent a compilation of the papers presented at a conference on entrepreneurship education that was designed to promote the infusion of entrepreneurial concepts into vocational education curricula. Included in the first section of the volume are descriptions of the following projects sponsored by the U.S. Department of Education, Office of Vocational and Adult Education: a task force on entrepreneurship and training, a project to promote economic development through entrepreneurship and training, and the development of an entrepreneurship education network. The second part of the proceedings consists of the texts of various papers presented at the forum, including "Entrepreneurship--Expanding Horizons for Vocational Education," by Edward D. Miller;"Entrepreneurship Education and the Joint Council on Economic Education," by John E. Clow; "What Can Be Done to Help U.S. Business: A Women's Business Enterprise Perspective," by Charlotte Taylor; "A National Management Development Program for Minority Business Enterprise by Private and Public Sector Partnerships," by John Russell; and "Sustaining a Dream," by Paul A. Donais. Concluding the proceedings are a series of presentations by representatives of lead states that discuss entrepreneurship education programs in Colorado, Florida, Maryland, New York, Ohio, Oregon, Wisconsin, Washington, D.C., Michigan, Pennsylvania, and Massachusetts. (MN)

A collection of 17 articles on American Indian issues in higher education contains Russell Thornton's introduction, "American Indian Studies as an Academic Discipline: A Revisit," plus five major sections. "Purpose of American Indian Studies" covers relevancy of Indian Studies in higher education (Duchene); an alternative model for Native American Studies programs (Churchill); role of university Native American Studies programs in facilitating tribal education and economic development (Peregoy); history/structure/organization of University of North Dakota's Indian Studies Department (Eder). "Native Americans in Higher Education" discusses rationale and retention in relation to the section topic (Otis); graduate training requirements for American Indian educational administrators (Noley); a case study of American Indian education and confluent education (Bindel); Bureau of Indian Affairs higher education program in southern California (Rinnander). Adjustment programs for American Indian college students (Brown) and heritage consistency continuum in counseling Native American students (Zitzow, Estes) comprise "The Indian College Student.""Curriculum Research" addresses curriculum research for American Indian education: alcohol and American Indians (Bill); colonialism in writing American Indian history (Ortiz); methodology in Cherokee tribal history (Holm); Native American literatures (Lincoln). American Indian Studies and the future (Rouillard) and intercultural communication as an academic haven for Native American Studies (Lujan, Hill) are discussed in the final section. (MH)

The 10 essays and reports collected here offer various perspectives on elementary and secondary curricula most appropriate to a future of rapid technological change. Articles by the National Science Board, Secretary of the Air Force Verne Orr, the Office of Technology Assessment (OTA), Shirley McCune for the Education Commission of the States (ECS) "Issuegram," and the Leadership Conference on Education and Economic Growth, prescribe education emphasizing math, science, and technical skills. The National Science Board urges increasing the mathematics, science, and technology literacy of all citizens, and Orr stresses expertise for defense and international economic competition. OTA outlines the possibilities information technology offers education. McCune recommends state initiatives, while the Leadership Conference advises a comprehensive federal policy for upgrading education. Proponents of a strong general education are Richard Hersch, George Bonham, Wynn De Bevoise, Herbert Bienstock, and Henry Levin and Russell Rumberger. Hersch recommends rethinking the goals, finance, and structure of our crumbling educational system, and Bonham endorses education in the humanities and liberal arts to give meaning to work. De Bevoise supports a foundation of basic skills as well as specialized training, while Bienstock proposes improving skills for the existing jobs that will remain in high demand. Levin and Rumberger foresee an expansion of lowest skill jobs, rather than high tech opportunities. (MJL)

This document is a report of a visit to the United Kingdom in May 1981, to research the types and functions of the adult education guidance and counselling services available there. The report is organized in five sections. The first two sections provide a rationale for educational guidance and counselling for adults and describe the adult education system in Great Britain. Included is information on the legal bases, organizational structure, and participation in adult education. In the third section, the authors describe the situation of guidance services in continuing education in England. They found that there is little government financial support for such services and that political investment and economical resources were lacking in England. The fourth section describes the authors' visit to three further education guidance centers in London, Hatfield, and Bradford. Information is given on the history of each center, its operations, its staff and facilities, services provided, types of clients, and future plans. The final section of the report focuses on continuing education guidance in Sweden, the Federal Republic of Germany, and Denmark as a comparison to the situation of guidance services in the United Kingdom. Appendixes to the report include reports of visits to two institutes of continuing education in London, a directory of educational guidance services for adults, and a list of participants. (KC)

Reports and statistical data summarizing the events of 1988 with regard to higher education are provided. The following chapters are included: (1) "The Academy: A Statistical Profile" (nominal increase in enrollments expected for 1988-1989; decade-long trends continue in minority enrollments; California, New York and Texas lead in minority enrollments; computer science bachelors degrees grow rapidly; first education gain in decade in master's degrees; modest gain in doctorates in 1985-86; decline in first professional degrees; faculty salaries slightly ahead of inflation; bargaining differential increases in faculty salaries; federal appropriations; over 5% increase in state appropriations; community college enrollments, tuition and degrees; first decline in SAT scores since 1980; slight decline in 1988 ACT scores; and 13.9% endowment growth in 1986-87); (2) "Review of the Year" (campus trends, a higher education chronology, legislation, economic conditions, the Civil Rights Restoration Act, collegiate athletic team competition winners, Supreme Court decisions, administrations censured for violations of academic freedom, and a selected bibliography); (3) "Resources and References" (forthcoming meetings in 1989, journals and reference aids, and fellowship sources for higher education faculty); and (4) "National Education Association (NEA) and Higher Education" (NEA policy statements on higher education, the Standing Committee on Higher Education, the NEA higher education journal, grant programs, NEA membership and benefits, the National Council for Higher Education, NEA higher education bargaining units, and calendars for 1988, 1989, and 1990). (KM)

Vocational education providers need knowledge of trends and critical issues in order to prepare workers for the future. The context of vocational education and training programs is greatly influenced by social, economic, and technological forces to which they must respond. Among the most important social trends are the following: (1) increase in minority populations; (2) increase in nontraditional families; (3) aging of the population; (4) changes in life-style; and (5) changes in the culture of the workplace. Technological forces having an impact on vocational education include changes in skills and skill levels of workers resulting from technological changes and the transformation of the workplace into a learning environment. Related economic trends are the change from a manufacturing to a service economy, increased international competition, and growth of small businesses. Three major trends in vocational education have emerged in the 1980s: an impetus for reform; changing administrative and instructional roles; and access to vocational education. Within the framework of these broader trends are specific issues confronting vocational educators, in such areas as at-risk populations, teacher preparation, basic skills improvement, dropout prevention, program articulation, public-private sector linkages, technology as an instructional medium and as subject matter, emphasis on higher-order thinking skills, academic credit for vocational education, and vocational education at the elementary school level. (Includes 62 references.) (SK)

The Bilingual Education Act of 1968 (also know as Title VII of the Elementary and Secondary Education Act of 1965) recognized that the educational needs of Limited English Proficient (LEP) students could not be met by traditional, English-only instruction. This legislation provided funding to state education agencies and local school districts to encourage development and implementation of bilingual education programs and has undergone revision in 1974, 1978, 1984, and is part of the Hawkins-Stafford Amendments of 1988 (PL 100-297). The purpose of this paper is to increase school social workers' knowledge about bilingual education and to generate ideas about how they can promote bilingual education for LEP students. Growing evidence in longitudinal studies supports the claim that early positive school learning experiences result in lower retention and dropout rates. Making use of the LEP students' home languages in initial contacts with school will increase their chances of having positive learning experiences. Success in school will enable LEP students to break the cycle of poverty and ease their entry into mainstream America. The paper presents: (1) an overview of the Hawkins-Stafford Amendments; (2) a case for bilingual education for Hispanic LEP children; (3) pro and con positions on bilingual education; (4) a synthesis of recent research findings; and (5) the role of school social workers in bilingual education. A list of 27 references is included. (ALL)

Initial findings regarding the educational programs and other secondary special education services surveyed during the congressionally mandated National Longitudinal Transition Study (NLTS) of Special Education Students are presented. The study, started in 1987 under a Department of Education contract with SRI International, addresses issues concerning disabled youths' school programs, services, social integration, educational achievements, and independent living and employment experiences. Three major areas are addressed: (1) what educational programs and other services are provided to secondary special education students; (2) how well to these students perform in school; and (3) what student characteristics are related to school performance, as measured by receipt of failing grades, among special education students. Data for a nationally representative sample of more than 8,000 youth (aged 13 to 23 years) who attended special education in the 1985-86 school year, were collected in 1987 via telephone interviews with parents, a survey of schools youth attended, and students' school records. Specific findings are presented on types of educational programs, nature and size of schools attended, educational achievement, school characteristics, participation in special education and regular education courses, enrollment in vocational education, other services received, demographic characteristics, academic achievement, and characteristics related to school performance, as measured by failing grades. Fourteen data tables are provided. An overview of the NLTS is appended. (TJH)

As follow-up to a five-year Council for Cultural Cooperation project on migrants, a seminar and roundtable discussion on the theory and practice of intercultural education in Europe is presented. Seminar participants include educators and administrators from Belgium, West Germany, the Netherlands, and Sweden as well as a representative from the Council of Europe. The participants concur on the need for intercultural or "contact" education for all school children as a response to the on-going presence of immigrant families in Europe. Agreement is also apparent on the need to retrain teachers for intercultural education and to establish a link between centers of research and teacher-practitioners. There is no consensus on the objectives of intercultural education, which is variously believed to be necessary to: (1) promote knowledge and understanding of ethnic relations; (2) combat ethnic prejudice; (3) condemn racism; (4) explain the history of migration and the balance of power between states; (5) provide equal opportunity in education; (6) enhance the self-esteem and status of minority groups; (7) harmonize the relationship of immigrant groups with the dominant group; (8) work towards a multiracial society; and (9) study "culture." Two teacher working groups, Italian and Belgian, provide suggestions on the contents and criteria for a teaching plan for intercultural education. (CS)

This guidebook is intended for use by local personnel during the planning, development, implementation, and evaluation of an education for employment system. (An education for employment system is defined as a consortium of high schools and area vocational centers, working with the local community colleges, which pools resources to meet the education for employment needs of the area's youth and adults.) An introduction and materials for the first three phases for establishing regional systems are included. (Materials for the final two phases are being developed.) The introduction contains the policy statement and administrative plan, as well as a discussion of the mission and characteristics of education for employment. Phase I covers the development of a planning grant proposal; it is concerned with initiating the planning process in a local area and includes a sample planning grant proposal format and instruction. Phase II guidelines emphasize establishing a project operating structure, collecting and analyzing information for program decision making, developing a comprehensive information dissemination program, and developing and formalizing a joint agreement. Appendixes to this section include sample questionnaires, forms, and joint agreements. Phase III guidelines include instructions for (1) developing cooperative agreements and policy manuals for systems that have formalized a cooperative agreement, (2) verifying a task list, and (3) developing articulation agreements. Appendixes to this section include a recommended articulation outline for community college districts and the secondary education for employment as well as samples of comprehensive and specific articulation. (YLB)

These three papers were delivered as part of a conference panel that was intended to alert advisory councils to the precarious situation of vocational education in the United States today. The first paper, "Crisis Issues in Vocational Education and Training" by Charles R. Doty, makes a case for establishing a program to finance full-time study for potential leaders of vocational and technical education at Rutgers, the State University of New Jersey. In his paper entitled "Recommendations for Vocational Education to Be a Partner in New Jersey Educational Reform," Elric A. Cicchetti discusses the benefits to be derived from establishing a commission to study the issues and concerns of vocational education, formulating a policy to allow students to obtain academic credit for training received in vocational courses, developing programs for articulation between secondary and postsecondary vocational education and between industrial arts and traditional academic programs, and expanding inservice training for vocational instructors. The final report, "Vocational Educators Respond to a Perceived Educational Crisis" by Conrad C. Shuman, begins with the argument that there is no crisis in education that is any different from any seen in the last 30 years and ends by reaffirming the need for vocational education to reexamine its links with and relevance to the business/industrial communities and to update its equipment, methods, and staff accordingly. (MN)

This book contains eight case studies that describe the state of vocational, technical, and general education in eight Unesco countries, and the progress toward integration of the three types of education in the countries. Countries examined are Australia, Austria, Brazil, Finland, Hungary, Pakistan, Spain, and the United States. The final chapter of the book presents conclusions derived from analysis of the case studies. A summary of the five conclusions reached shows that (1) a comprehensive secondary education system has not yet become a reality and is not likely to improve in the near future; (2) education needs to improve standards for the recognition of achievement in order to ensure a more just evaluation of knowledge, skills, and attitudes; (3) educators will have to recognize that learning is not an activity that is limited to the schools, but rather one that occurs to a large degree outside the education system (in the family and in employment); (4) the values and objectives of education will have to be reviewed and new criteria and priorities set with a view to increasing the relevance of education to modern society; and (5) only a corps of dedicated teachers and educators and capable administrators and supervisors who are sufficiently open-minded to the needs of the future will be able to make the necessary reforms a reality. (KC)