Education & Pedagogy

British Columbia (BC) has a rich history of accessible adult education programs. In recent years, these programs have undergone significant changes. In August 2017, a tuition-free policy for domestic students in Adult Basic Education (ABE) and English Language Learning (ELL) programs at public post-secondary institutions (PPSIs) was implemented. The elimination of tuition fees is aimed at improving access, allowing more students to gain the required skills to pursue their personal, education, training and employment goals. This framework focuses specifically on ABE, Adult Special Education (ASE) and ELL for domestic students in PPSIs. These programs are part of a suite of Adult Education (also known as developmental) programs that are delivered by 18 PPSIs across the province. These programs are focused on improving literacy, numeracy, English language skills, upgrading for further education, and job-ready skills. More than 20,000 students enrol in Adult Education programs at PPSIs each year before and/or while they enrol in and complete high school, career training and post-secondary programs. Approximately 60 school districts also deliver ABE programs through their Continuing Education centres across the province. Within school districts, adult students have a choice of completing the regular BC Certificate of Graduation, or the BC Adult Graduation Diploma (BCAGD), which has the same foundational course requirements but requires fewer electives. While tuition-free ABE is also available at school districts, this policy framework focuses primarily on the public post-secondary system that delivers Adult Education programs in BC. Policies in this framework identify whether they apply to ABE, ASE and/or ELL. This framework does not apply to federally funded ELL programs.

The purpose of this paper is to present an analysis of the context for education law and policy making in Nigeria and its implementation on youth education. The key focus is on the laws guiding educational policy, along with a case study of the university admission policy and its impact on youth education. The work was first published in the 2018 Yearbook of Education Law in Ohio. The author of this work has always had passion for the Nigerian youth education and she wishes to seek a solution to support and boost education for the youths in Nigeria, youth education seen as currently declining due to the rigor of JAMB admission. A qualitative and quantitative approach to research was employed to seek the opinions of the educators and few of the youths affected in the system. The qualitative approach provided an insight on the history of the British and American educational policies introduced in Africa, which did not meet the needs and expectations of local Nigerian communities. As such, the government of Nigeria opted to develop its own national policy as the way forward to meet the educational needs of indigenous Nigerians. Employing both the quantitative and qualitative approach enabled the analysis and conclusion that the current implementation of policies to streamline the education system in Nigeria leaves room for improvement. The fact that many Nigerian young people leave the country to study abroad reveals a high demand for education, such that the government needs to devise solutions to make university education more reachable by the youths. [For the complete Volume 17 proceedings, see ED596826.]

The "Condition of Education in the Commonwealth" project provides an annual, evidence-based review of student progress and proficiency throughout the education pipeline from birth into adulthood. Massachusetts has a well-earned reputation as a national leader in student achievement based on a substantial commitment to its public education system dating back to the "Education Reform Act of 1993." However, efforts to address continuing challenges--ranging from a lack of school readiness to a lingering proficiency gap to the need to ensure all students are college and career ready--have led to increasingly sophisticated, but, at times, disjointed approaches to reform. While each new initiative bears promise, long-term success for all students requires the development and constant maintenance of a more comprehensive vision. Effective reform results from understanding our current status as a state, monitoring changes over time, and acting on new information describing both our strengths and deficits. The "Condition of Education" project asks whether our entire education system is properly structured to ensure all students succeed. The "2013 Condition of Education Data Report" identifies and measures state-level indicators to inform decision-making among Massachusetts education leaders. These indicators focus on critical stages in learning and development from school readiness and early learning to the emergence of a strong and productive workforce. Important indicators in science, technology, engineering, and mathematics (STEM) are highlighted at each stage and specific attention is leveled at the need for prepared and effective educators to support student progress throughout our entire education system. Indicators are selected because of their evidentiary base and alignment with Massachusetts' reform agenda and are updated annually. This report presents data and information to encourage more nuanced discussions of potential strategies for improving student learning outcomes.

The California Department of Education (CDE) provides adult literacy services to one-fifth of adults enrolled in the Adult Education and Family Literacy Act (AEFLA) program in the United States. The adult education program addresses literacy needs of individuals by providing adults with the skills and knowledge necessary to (a) gain employment or better their current employment; (b) obtain a high school diploma (HSD) or high school equivalency (HSE) certificate; (c) attain skills necessary to enter postsecondary education and training; (d) exit public welfare and become self-sufficient; (e) learn to speak, read, and write the English language; (f) master basic academic skills to help their children succeed in school; and (g) become U.S. citizens, exercise their civic responsibilities, and participate in a democratic society. This report is a compilation of California's responses to the four questions that the United States Department of Education (ED), Division of Adult Education and Literacy (DAEL) poses annually to all states and territories receiving federal supplementary funding from the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment and Opportunity Act (WIOA). The questions asked each state to describe: (1) successful state leadership projects and activities supported with State Leadership Funds; (2) significant findings from its evaluation of the effectiveness of the adult education and literacy activities based on the core indicators of performance; (3) ways in which it has supported collaborative activities with local Workforce Investment Boards and One-Stops; and (4) successful activities and services supported with EL Civics funds. [For the 2016-2017 report, see ED596631.]

The California Department of Education (CDE) provides adult literacy services to one-fifth of adults enrolled in the Adult Education and Family Literacy Act (AEFLA) program in the United States. The adult education program addresses literacy needs of individuals by providing adults with the skills and knowledge necessary to (a) gain employment or better their current employment; (b) obtain a high school diploma (HSD) or high school equivalency (HSE) certificate; (c) attain skills necessary to enter postsecondary education and training; (d) exit public welfare and become self-sufficient; (e) learn to speak, read, and write the English language; (f) master basic academic skills to help their children succeed in school; and (g) become U.S. citizens, exercise their civic responsibilities, and participate in a democratic society. This report is a compilation of California's responses to the four questions that the United States Department of Education (ED), Division of Adult Education and Literacy (DAEL) poses annually to all states and territories receiving federal supplementary funding from the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment and Opportunity Act (WIOA). The questions asked each state to describe: (1) successful state leadership projects and activities supported with State Leadership Funds; (2) significant findings from its evaluation of the effectiveness of the adult education and literacy activities based on the core indicators of performance; (3) ways in which it has supported collaborative activities with local Workforce Investment Boards and One-Stops; and (4) successful activities and services supported with EL Civics funds.

When the Colorado Department of Education (CDE) describes best, first instruction, it is assumed that instruction is occurring in a traditional environment: teachers and students gathered together in a classroom, working in small groups, large groups, and individually, and that there are no safety risks posed by having people in close proximity of each other or touching shared objects. Due to COVID-19, it can no longer be assumed that this traditional environment is possible or preferable under the current circumstances. Districts and schools have had to consider other options, including hybrid/blended learning, online-only options, or switching to remote learning on an emergency basis when circumstances require it. For most educators, this has created challenging teaching conditions--not only is teaching under these non-traditional settings challenging compared to the classroom environments teachers are accustomed to, but the uncertainty of the moment makes long-term planning and preparation especially difficult. The purpose of this document is to provide some guidance under these uncertain times for each of the content areas addressed by the Colorado Academic Standards. While some compromises are inevitable when shifting instruction to non-traditional settings, maintaining high-impact instruction (or the highest impact instruction under the circumstances) requires adherence to certain principles, practices, and strategies. Teaching is a very complex endeavor and while it is not possible to cover every approach, tool, or practice for every situation, this document aims to inform educators about what teaching should ideally look like given a variety of instructional settings. [This report was produced by Colorado Department of Education, Office of Standards and Instructional Support.]

This comprehensive strategic plan lays out a vision for an education system that offers every Rhode Island student the opportunity to be a lifelong learner. While this plan is informed by the events of the pandemic, it looks beyond to address the root issues that impede students from thriving at every level of their education. It lays out ambitious, achievable goals to build a stronger, more resilient educational ecosystem across the state that will allow every Rhode Island student to succeed. This plan is divided into three sections: (1) A strategic plan for PK-12 education; (2) A strategic plan for postsecondary education; and (3) A combined plan that outlines the priorities between both systems. Based on feedback received from communities in every corner of the state, this plan reflects the needs of every Rhode Islander. Education is the cornerstone of a prepared workforce and a flourishing society, and this plan is presented with full certainty that if these goals can be achieved, a better life for all can be created. Laying out the priorities, commitments, and goals, outlined in this document, is only the beginning of the shared efforts to improve Rhode Island's education system. It will take a long, constant effort to bring them to fruition over the next five years and to reach the ambitious benchmarks that are outlined. But there is no doubt that, if the sights are set on a better education system and forging forward as one, it can be made a reality. [This plan was produced with the RI Office of the Postsecondary Commissioner (RIOPC).]

This volume contains the remaining two parts of the 1890-'91 Commissioner of Education report. Part II includes: name register; history and status of public kindergarten and ecoles gardiennes in several European countries; statistical summaries of city public schools; secondary schools; higher education; professional schools; education in southwestern Virginia; report on education in Alaska; education of the colored race; class intervals in city public schools; educational statistics; discussion of current educational questions; report to the British Medical Association and Charity Organization Society of London on the physical and mental condition of 50,000 children seen in 106 schools of London; and facilities in experimental psychology in the colleges of the United States. Part III includes statistical tables pertaining to: kindergartens; population; property; public high schools; endowed academies, seminaries, and other private secondary schools; private secondary schools; universities and colleges for men only, and for both sexes; colleges for women (Division A); colleges for women (Division B); schools of medicine, dentistry, pharmacy, veterinary medicine, nurse training, theology, and law; schools for training teachers both under and not under State or municipal control; business colleges; schools for the colored race; schools for the deaf; schools for the feeble-minded; and reform schools. A list of historical societies, a list of other learned societies, and an index are included. [For Part I, see ED617454 (Volume 1).]

The Commissioner of Education presents comparative statistics on city and country schools, attendance, teachers, accommodations, and school property and expenditures. Teacher salaries are given for 69 U.S. cities, with detailed salary information for Baltimore, St. Louis, Boston, New Orleans, and Cincinnati for each year since their public schools were established. The report addresses scientific temperance instruction in public schools, with instruction materials and information on enforcement; women's higher education, including new institutions and the courses of study for the A.B. degree in 15 institution; colleges and universities, including enrollment, endowment, physical plant, new institutions, and new buildings; graduate schools; professional schools and teacher preparation; education of the colored race in common, secondary, and higher schools, as well as in industrial training and at Hampton Normal and Agricultural Institute. Also covered are Swedish (Ling) gymnastics, and discussion of questions around civics instruction, compulsory attendance, instructional methods, physical training, private and parochial schools, public schools, reading and literature, religion and moral training, school management and discipline, and textbooks. The report also examines education abroad, including museums in schools, national school systems, and secular Sunday schools. Discussion of Alaskan education encompasses public, contract, and other schools; statistics; teachers and salaries; supervision; Siberia; King Island; Arctic Coast schools; whaling; Eskimos; introduction of reindeer and of Christianity; and recommendations. A necrology lists notable deaths in the education field. Detailed statistical tables cover education across the sectors and institution types noted. [For Volume 1, see ED618701.]

This bulletin provides information on the proceedings of the regional conference on education for highway engineering and highway transport that was held at the University of Pittsburgh on November 26, 1920, under the direction of the highway and highway transport education committee. The purpose of this report is: (1) To stimulate greater interest of colleges and schools of engineering in the studies of education for highway engineering and highway transport; (2) To assist teachers in the grammar grades and high schools in teaching safety as well as the relation of the highways to the economic development of the country; and (3) To encourage rural school development by means of improved methods of transportation of students. Following an introduction, the following are presented: (1) Relation of Highway Construction to Civilization (Roy D. Chapin); (2) Development and Use of American Highways (S. B. McCormick); (3) Highway Construction in Pennsylvania (H. E. Hilts); (4) Financial Side of Highway Construction (A. G. Batchelder); (5) The Washington Conference on Education for Highway Transport (P. P. Claxton); (6) Relation of the Schools to the Highway Problem (Thomas H. MacDonald); (7) Good Roads Essential to Good Rural Schools (Dallas W. Armstrong) (8) The Social Value of Highways (P. P. Claxton); (9) Methods of Teaching Accident Prevention in Detroit (Harriet Beard); (10) Report of the Highway Transport Committee (H. E. Hilts, Chairman); (11) Report of the Vocational Education Committee (A. S. Hurrell, Chairman); and (12) Report of the Committee on Education for Safety (Harriet Beard, Chairman). [Best copy available has been provided.]

Training for foreign service adequate to achieve the end in view, must be based upon satisfactory consensus in commercial education. This type of instruction should be established in all cities of present or potential foreign trade opportunities. This first conference to be held in the United States for the specific purpose of discussing the problem from the standpoint of government, business, and education, in order to ascertain a "modus operandi" in the establishment of an adequate course of instruction through the cooperation of these three essential agencies, was called by the Commissioner of Education of the United States. The following contents from the conference are included in this bulletin: (1) Letter of transmittal; (2) Introduction. (3) Appointment of Steering Committee; (4) Introductory remarks by the chairman; (5) Remarks by Mr. John Barrett; (6) Address by Mr. Wilbur J. Carr, Director of Consular Services; (7) Discussion of Mr. Carr's paper; (8) Address by Mr. James W. Farrell, president of the National Foreign Trade Council; (9) Discussion of Mr. Farrell's paper. (10) Preparation for foreign service in schools and colleges--Discussion of the papers of the morning session; and (11) The committee of fifteen on educational preparation for foreign service. The report of the committee on commercial education for foreign trade of the National Foreign Trade Council is appended. (Contains 2 footnotes.) [Best copy available has been provided.]

Recently the state of Missouri, through the Missouri Department of Higher Education, has started to work toward the goal of having 60 percent of state residents hold some type of postsecondary credential. This goal aligns with similar initiatives in other states as well as President Obama's objective for the nation. In order to reach this ambitious target, improvements in postsecondary education will need to be made in a number of areas. One such area is remedial education. Remedial education (sometimes also described as developmental education) refers to courses taught within postsecondary education that cover content below the college level. Students who require remediation upon entering postsecondary institutions may face adverse consequences. First, these students may be less likely to complete their course of study and more likely to stop out or drop out. Second, it may take these students longer, both in terms of the number of courses taken and number of years enrolled, to complete their studies. It is therefore in the best interests of Missouri that it address and improve remedial education at the postsecondary level. To this end, this report examines remedial education from several angles. It first investigates the extent of remedial coursetaking in postsecondary education both nationally and in Missouri. It then explores remedial students' persistence and attainment compared with the persistence and attainment of nonremedial students. The report concludes by describing the various approaches to remedial education that have been adopted throughout the country. A table, Research Evaluations of Remedial Education Interventions, is appended. (Contains 7 figures, 1 table, and 4 footnotes.)

Legislation in 1998 provided enrollment funding for UNC distance education. This report documents the growth of UNC distance education programs and their role in meeting the high priority education and economic development needs of the State. As highlighted in the Executive Summary and documented throughout this report, state enrollment funding for UNC off-campus and distance education degree-credit instruction is achieving its intended effect of expanding access to higher education for North Carolina citizens unable to relocate or travel to a UNC campus and reducing the demand on limited on-campus enrollment capacity. The enrollment funding has enabled UNC campuses to make crucial investments in faculty training, staff support, and information technology that are needed to offer high-quality instruction in a rapidly evolving and expanding distance education environment. Instructional quality is paramount in developing these distance education opportunities, and policies and assessment procedures are in place to assure this. Costs of instruction are monitored carefully, and ongoing attention is being given to developing cost-effective programs through efficient use of information technology and collaboration and coordination among UNC campuses. UNC distance education programs are planned with the goal of raising the educational attainment level of North Carolinians and thus improving their economic and social well being. Careful needs assessments are conducted before programs are developed, and programs authorized are those that would be most beneficial for the economic growth and vitality of North Carolina communities. Consultation with other state partners (e.g., the North Carolina Community College System, public school systems, Area Health Education Centers [AHEC], and professional associations) in planning and delivering quality distance education programs is a high priority.

The America COMPETES Reauthorization Act of 2013 directs the Office of Science and Technology Policy (OSTP) to create an interagency committee under the National Science and Technology Council (NSTC) to develop a 5-year Federal science, technology, engineering, and mathematics (STEM) education strategic plan that includes: (1) annual and long-term objectives; (2) common metrics to assess progress toward achieving the objectives; (3) approaches that agencies will take to assess the effectiveness of their STEM programs and activities; (4) the role of each agency in achieving the objectives; and (5) an inventory of Federal STEM education programs and activities. This report is the first of the reports that are required under the Act to be transmitted annually to Congress by the Director of OSTP at the time of the President's Budget Request. The America COMPETES Reauthorization Act of 2010 requires the report to include a description of: (1) the Strategic Plan; (2) Federal STEM education activities and programs; (3) each agency's STEM education funding for the previous, current, and next fiscal year (FY); (4) duplication and fragmentation of programs and activities; and (5) a process for disseminating information about Federal STEM education research and evidence based practices to education practitioners and stakeholders. Appended are (1) Overarching and STEM-Specific Agency Missions; and (2) Legislative and Other Authority for Federal Engagement in STEM Education; (3) STEM Education Funding in Millions by Agency; (4) Draft Criteria for Success; (5) Dissemination of Evidence and Education Activities; and (6) Draft Federal STEM Education Annual Milestones.

This dissertation focuses on disruptions to international education activities within higher education institutions as a result of the COVID-19 pandemic. The first chapter of this project highlights the crisis that faced international education administrators as a result of the near cessation of global mobility due to the COVID-19 pandemic. I examine the disruptive influence of the pandemic on international education activities both within higher education as well as the broader international education industry. The second chapter offers a literature review starting with an overview of the background, incentives, and organizational structure of international education activities within US higher education institutions. I also explore the budgetary context of international education activities within higher education as well as previous disruptions and impacts. Further I identify specific details of the general impact of the COVID-19 pandemic on institutions of higher education and ways in which international education activities responded to this disruption. The third chapter outlines the case study methodological approach which was applied to examine this phenomenon within a bounded university system. Here, I discuss the specific data gathering tools, target populations, methods for analysis, and research ethics that were considered. The fourth chapter details the results and findings derived from these data and highlights specific macro and micro themes for analysis. An analysis is offered by means of bracketed data review. Finally, the fifth chapter offers proposed solutions to the challenges delineated within the study and identifies possible implications for the findings within this dissertation. [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.]