Education & Pedagogy

Three essays on bicultural/bilingual education are compiled in this document. "Linguistic Theory and Bilingual/Bicultural Education", by Timothy F. Regan, briefly discusses the application of linguistic theory to bilingual/bicultural education. "An Operational Model for Bilingual Education", by Gilberto de los Santos, discusses the extent to which ethnic and bilingual/bicultural education programs are available in community colleges today. Bilingual/bicultural education programs are operationally defined and implementation phases are described. Specific examples of program implementation at El Paso Community College (Texas) are given. "Bilingual/Bicultural Education: A Basic Right of Every American", by Armando E. Rodriguez and Roberto E. Zuniga, discusses the value of bilingual/bicultural education and proposes a national goal: that by 1990 all of our schools where there is a plurality of language and cultural differences will be completely immersed in bilingual/bicultural programs. Bibliographies for each essay are included. (JDS)

In these remarks a strategy for lifelong learning is shown to be a strategy for achieving certain basic objectives in education. These include: (1) equality objective; (2) objectives in relation to education and work; (3) objectives related to the need for a common set of values; and (4) objectives related to the motivation of students. Several problem areas are identified in which changes must occur if lifelong learning is to be achieved. They deal with changes in secondary education, changes in postsecondary education and credentialing, the relationship between formal and informal education, changes in outreach and counseling, changes in the system of financing education, and changes in the relation of education and work. The current situation since the Lifelong Learning Amendment was added to Title I of the Higher Education Act is assessed. (LBH)

The importance of teaching moral education in the public schools is emphasized in this report. Three topics are discussed. The first section includes a sketch of the present moral climate of the United States, including evidence drawn from a recent Gallup Poll of public attitudes toward education, recent magazine articles, results of educational research, and pronouncements from several state departments of education. The second section presents background information on the morals and values upon which the United States was founded and discusses the Mayflower Compact, the Constitution, the Bill of Rights, the Declaration of Independence, and the Northwest Ordinance. The third section describes methodological developments which enable educators to mount effective moral education programs and presents recommendations for combining efforts of parents, citizens, teachers, policy makers, and major educational institutions to improve education for citizenship responsibility on all levels. (Author/DB)

The Regional Planning Workshop on Teacher Education and Curriculum for Development had as its aim the preparation of guidelines for: 1) the development of modules for curriculum designers with reference to curriculum for development; 2) the development of modules for selected elements of the core curriculum of teacher education; and 3) sub-regional training programs. The central theme of the workshop was consideration of curriculum and teacher education in relation to national efforts for development, particularly in the areas of health and nutrition, employable skills, and rural transformation. The presentations include: country reports on new educational programs and plans at the basic level of education; identification of main thrust of educational innovation and strategies of implementation in the Asian countries; curriculum development with guidelines for the curriculum designer; teacher education, with guidelines for teacher educators for developing modules; and guidelines for workshops for curriculum designers and teacher education. (JMF)

This journal issue discusses the relevancy of K-12 social studies education and examines its future. The first of 12 articles examines several views of values education and presents a rationale for using values as a focus for studying alternative futures. The second article discusses objections raised to teaching about work in social studies and shows how some educators in Illinois attempted to answer these objections. In the third article the author discusses the question, Will the social studies become the survival studies? The implications of this question for the secondary social studies teacher are examined. Problems associated with gaining public support for social studies education are presented in the fourth article. The fifth article describes ways to change the social studies curricula. Other topics discussed include social studies education in Illinois, teaching historical methods, using a credit card system in the classroom, philatelic education, career education, and using case studies to teach decision making and values. (Author/RM)

In an attempt to correct recent Veterans Administration (VA) regulations restricting benefits for veterans enrolled in cooperative education programs at community colleges, this paper describes the value of cooperative education, both vocational and general, and argues the supporting intent of federal law in Title 38 of the U. S. Code. Many community colleges emphasize the vocational area in the funding of new cooperative education programs; it is equally important for liberal arts students to experience the learning situation of work related to college study. The Napa College Work Experience program sets measurable learning objectives for the student at the beginning of the work experience, in terms of skill development, increased knowledge, and attitudes and motivations. Results of this procedure have been favorably received by students, employers and the college. Other features of Napa's Work Experience program are detailed. The proposal that cooperative education continue to be an approved course of study for veterans is presented, and recommendations for action by educators and by the Veterans Administration are suggested. (MJS)

What are the primary functions of graduate education and research in the United States, and how can these functions best be performed? Areas of concern shared by all the major universities offering doctoral programs include: (1) the general assessment of the Association of Graduate Schools of the status of graduate education and the proper direction of change; (2) the prospective supply, demand, and manpower forecast for Ph.D.'s; (3) the modification of graduate education; (4) effective responses to urgent national problems through graduate education; (5) the allocation of resources to graduate education by universities, state, and federal governments; (6) the support of graduate students; (7) the resources required for high-quality graduate education; (8) the contribution of graduate education and research to the teaching of undergraduates; (9) the role of the Association of Graduate Schools in confronting the problems of graduate education; and (10) the AAU posture with respect to equal access to graduate education. (Author/KE)

An education committee task force of the National Association of Manufacturers conducted an indepth study of secondary vocational education and concluded that many of these programs are unable to adequately meet the occupational training needs of students or the manpower requirements of industry. Major weaknesses cited are: (1) too few students are receiving occupational training in areas where jobs are available or expected to be available, (2) problem of dropouts, (3) lack of program relevancy, (4) lack of student familiarity with the world of work prior to reaching high school, (5) lack of program flexibility, and (6) limited career counseling. Limited business and industry involvement in vocational education and unnecessarily high education requirements for jobs also are contributing factors. Cooperative education programs are considered valuable, but their expansion is impeded by union policy and local, State, and Federal laws. The summary report concludes with a policy statement incorporating several suggestions for improving the effectiveness of vocational education programs. (RG)

The National Board on Graduate Education (NBGE), founded in 1969, studies the issues facing graduate education, assists those concerned with graduate education in establishing sound policies, and discusses new forms and emphases that must be given to these purposes so that the contributions of graduate education can be enhanced. In this document, the NBGE first examines forces that are currently shaping the future environment for graduate education and then summarizes the principal trends foreseen. Included are recent developments in: (1) the doctoral labor market; (2) federal policy and support; (3) state policy; (4) the graduate community. Also discussed are projected trends in: (1) the labor market; (2) Ph.D. supply; (3) graduate student financial support; (4) new clientele for graduate education; (5) expanded access; and (6) accountability. It is concluded that federal, state, and institutional policies should encourage a more explicit differentiation of function among graduate programs than currently exists. (Author/KE)

The proceedings of the tenth joint meeting of the State and National Advisory Councils on Vocational Education, held in May, 1974, is presented. The agenda and highlights of the meeting are provided. The major part of the document consists of the texts of speeches presented during the meeting. Kenneth Hoyt discussed the relationship between career education and vocational education and presented some responses to criticisms of career education. Jack Jennings discussed the administration and funding of advisory councils from the congressional point of view. Ben Burdetsky discussed the purpose of the Comprehensive Employment and Training Act and its relationship to vocational education programs. William Lehman discussed some problems and issues in the implementation and administration of vocational education programs. The importance of vocational education for a successful future was discussed by Jack Higbee with particular reference made to the State of Utah. (EC)

Between 1972 and 1974, Oregon adopted a series of comprehensive State Minimum Standards popularly titled "competency-based education." This paper addresses two types of research agendas that have emerged relative to these attempts to create a statewide reform. The first involves an ongoing research project whose purpose is to facilitate the implementation and examination of major demands imposed on schools by these policies. The second agenda relates to areas of potential, but unimplemented, research such as (1) an investigation of why state bodies appear to be a contemporary focus for major educational reforms; (2) a review of educational reforms in Victorian England, which appear to be somewhat similar to the Oregon effort, as a vehicle for using historical perspectives in building new conceptual frameworks for viewing competency-based education; and (3) an analysis of interrelationships between competency-based education reform in elementary/secondary education and similar reforms occurring in the preparation of educational personnel by postsecondary institutions. (Author)

The North Dakota Annual Report for Vocational-Technical Education contains a financial, statistical, and narrative description of the State's accomplishments during fiscal year 1975 in accordance with the objectives set forth in the State plan for the administration of vocational education. Information in the report was compiled from data in the State office and reported by the local education agencies. The report is organized according to the instructional level of persons served (secondary, postsecondary, and adult) and the population groups served (general, disadvantaged, and handicapped). Ancillary services, special programs, and other information are also topics included to indicate ways in which resources were utilized to accomplish the objectives. The activities described in the report are those funded in whole or in part by Federal vocational education funds under Public Law 90-576 and by State vocational funds appropriated by the North Dakota Legislature. (Author/MF)

The 1975 annual report of the Oregon Vocational Education Program presents a narrative description and statistical information on the vocational education operations and achievements of the State in relation to the objectives contained in the State Plan. The report focuses on the following areas of activities: (1) regular programs in the areas of secondary, post secondary, adult, and disadvantaged and handicapped education; (2) review of target geographical areas and population groups; (3) review of other activities, which include programs under contract, vocational guidance and counseling, construction of area schools, ancillary services and activities, evaluation, personnel development, research demonstration projects, curriculum development, manpower analysis, career awareness, career exploration, industrial arts, and volunteer firemen; (4) review of special programs, which include State research and training in vocational education, exemplary programs, consumer and homemaking, cooperative programs, and work-study programs; (5) review of exceptional or model programs; (6) activities and highlights of vocational youth organizations; and (7) vocational education needs. Appended materials include enrollment data and a directory of vocational programs in community colleges and secondary schools. (Author/EC)

An exemplary project, Models for Career Education in Iowa, was initiated to research, define, and describe an emerging concept of career education. The philosophy of career education places emphasis on self-identify development and the basic concept of world-of-work. The curriculum content of career education includes planned and spontaneous educational experiences oriented towards adding relevancy to the learning process. This calls for educational process that meets the needs of the learner and results in specific attention being given to career planning. The teacher's role is enhanced by expanding the educational environment to include cultural, social, economic, and occupational situations. The model for career development is also presented in diagram form, showing its basis in two concepts, self and world-of-work. These are shown interacting through the four phases of formal education: awareness, accommodation, exploration, and presentation-exploration, leading ultimately to occupational entry. A definition of terms relevant to the philosophy of career education is given. (Author/EC)

We must learn to anticipate and to alter our futures, and higher education holds the key to that achievement. The role of universities is defined as twofold: (1) to bring about a well-balanced industrial society in which there is sufficient diversity of ideas; and (2) to redesign the industrial society to cope with problems brought about by changes at the national, international, and global levels. These roles are analyzed largely in the context of the Japanese experience, but have implications for the United States and other countries. Proposals for achieving these ends are: (1) that organized skepticism should be the first principle of all education; (2) that the education of tomorrow must be engaged in the exploration of the "inner frontier" of men; (3) that the content of education should be truly international; (4) that liberal education must be reemphasized; (5) that diversity of education should be encouraged; and (6) that solutions to the general problems all people confront together must be considered more and more seriously. (Author/KE)