Education & Pedagogy

This report of a study on the status of vocational education and training in the Republic of Korea is divided into four parts. Part l describes problems due to the inability of the educational system to keep up with demand for qualified personnel. Part 2 focuses on the status of occupational training in Korea with specific reference to innovative efforts presently being made. A discussion of occupational education includes its objectives, contents of the occupational programme, organizations (formal and non-formal categories), enrollment trends, and entry requirements. Discussion of occupational training covers its status, objectives, contents of occupational training programmes (audience, curriculum, and materials), and organizations. Part 3 concerns the National Skill Certification System and its objectives and structure. Other topics include numbers of fields and certifications and incentives to certified workers. Part 4 outlines five suggested directions of vocational education and training efforts. (YLB)

The usage and availability of calculators, computers, and related instructional materials are presented. This publication is a Know-Pak, a summary of materials and articles that is part of a series of information packets developed by the Oregon Department of Education. Topics covered include: (1) a forecast of a computer literacy crisis in American education; (2) model goals for computer education; (3) sample program course and instructional goals; (4) computer use in Oregon; (5) computer and calculator terminology; (6) calculator use in elementary schools; (7) available textbooks; (8) sample problems; and (9) lists of current computer assisted instruction projects. Annotated bibliographies on articles from the "Oregon Computing Teacher," selected summarized reports from the Oregon Council for Computer Education, and other sources of information such as publications, organizations, and people active in Oregon's computer education programs are also included. (MP)

Many handicapped Indian children in Bureau of Indian Affairs (BIA) schools are not receiving the benefits of special education services due to problems caused by poor leadership and a lack of emphasis on the program. Because of the late and incomplete evaluation of students, too few special education teachers have been hired, and funds that should have been used for that purpose have been spent for other purposes. The Senate and House Committees on Appropriations should restrict the Bureau's fiscal year 1980 special education funds to hiring special education teachers and specialists. In addition, the Secretary of the Interior should direct the Assistant Secretary for Indian Affairs to develop a plan to hire needed special education personnel as soon as possible and, further, to develop policies, guidelines, and realistic goals for the delivery of special education services to all handicapped children. The Navajo Area and Phoenix Area offices are used as examples throughout the report. (CM)

The report documents a task oriented workshop on the training of personnel in bilingual/bicultural special education. Chapter 1 contains workshop presentations with the following titles and authors: "Introduction and Biographical Information"; "Some Considerations in Second Language Learning" (T. Z. Park); "Improving Services to Hispanic Hearing Impaired Students" (A. Lerman); "Bilinguality and Its Implications in Language Assessment" (R. Weffer); "Interdivisional Coordination in Bilingual Special Education: A Promising Practice" (P. Landurand); and "Parent--School Communication: A Two-way Approach" (M. Wilson-Portuondo). Chapter 2 outlines those competencies expected of personnel in the field of bilingual/bicultural special education. Chapter 3 presents concerns which workshop participants associated with the creation of a "network" of resources, materials, and professional contacts. Suggestions for the resolution of these concerns are also given. Chapter 4 includes descriptions of the 22 bilingual/bicultural special education training projects presently operating under federal funding. The appendixes list names and addresses of workshop attendees, as well as useful statistical data. (Author/SBH)

This study examines the differences in subject approaches found between two secondary services in education: Education Index and ERIC's Current Index to Journals in Education (CIJE). A sample of 30 journal articles was taken from each tool in the areas of educational psychology, school administration, and special education; after an investigation of the characteristics of the displays of thesaural descriptors in CIJE and the subject headings in Education Index, an analysis was made of the topics under which each article was indexed in both tools. The data analysis includes a quantitative description of the sample, the structure of the three areas in education as found in both the thesaurus and subject heading list, terminological characteristics, and a general summation of findings. The thesaurus and its role in the retrieval of materials utilizing educational terminology is discussed along with problems encountered in trying to index educational terms. An appendix includes data from the sample and several thesaural displays. (Author/FM)

Part of a 13-volume series designed to help Lutheran communities assess the feasibility of starting a Lutheran elementary school and to assist ongoing schools in current operation, this volume is intended to help Lutheran boards of education clarify their role and make policy. The first part of the document deals with role, function, and organization of Lutheran boards of education. Following an introduction, the second section looks at and defines several roles for the board of education, including roles in leadership, problem-solving, decision-making, and ministering. Section 3 looks at three functions of the board of education: policy-making, supervision, and management. Section 4 deals with organization of the board, including criteria for membership, size, officers, length of term, committees, and other factors. Section 5 outlines suggestions for conducting effective board meetings. The second half of the document concentrates on how to establish a Lutheran board of education policy manual and presents a sample table of contents for such a manual. (JM)

This report on vocational training agreements and plans in Pennsylvania presents a uniform and systematic approach to formalize the relationships between vocational educators and employers in providing students with on-the-job training. First, the report briefly covers the purpose of formalizing on-the-job learning experiences, training agreement, training plan, and training activities, including some examples. The remaining two-thirds of the content is devoted to a listing of training activities offered in Pennsylvania schools for occupations under the following U.S.O.E. occupational titles: trade and industrial, technical, health, agriculture, gainful home economics, business education, and distributive education. Samples of a training agreement and training plan are appended. (EM)

A project was conducted to (1) determine how to install comprehensive career education programs on a districtwide basis when development and field testing have been completed, and (2) determine how to transport effective career education programs from school districts that have them to school districts that need them. Project objectives were met through the involvement of nine school districts in the Alliance of Career and Vocational Education. The National Center for Research in Vocational Education staff provided training for career education directors and career education curriculum materials for teachers to facilitate program implementation in the nine districts. As a result of project activities, it was found that four major factors influenced the transportability and installation of Alliance programs: (1) goal and model congruence, (2) cost, (3) ease of installation, and (4) staff and community involvement. Evaluation data indicated that the career education programs were received equally well by staff and students in the five ongoing districts and four new districts. (LRA)

Continuing education opportunities offered by the University of British Columbia (UBC) are summarized in this third comprehensive annual report for the year September 1978 to August 1979. The university administers a decentralized program encompassing several university offices, community resource centers, and individual faculty members. Evening, weekend, off-campus, and summer programs are offered as part of the extra-sessional credit system. Guided independent study courses include degree, certificate, and noncredit courses. A statistical summary of participants in programs offered by the Centre for Continuing Education is presented as well as descriptions of the available programs. Continuing education courses offered in business and commerce, social work, agricultural science, education, and forestry are also described. Educational programs were also provided in conjunction with the UBC Botanical Garden, Museum of Anthropology, and other public service organizations. Descriptions of these programs as well as province-wide continuing education services are included. Activities of the UBC Speaker's Bureau are also summarized. (SF)

This monograph contains four papers based on a series of lectures delivered to graduate students and faculty at Northern Illinois University between 1976 and 1979. Robert Carlson examines European adult education, especially such issues as emphasis on job training over liberal education, the danger that adult education will become a method of indirect social restraint, and the problems posed by uncritical acceptance of the certification concept. James A. Farmer, Jr., focuses on the evaluation of broad-aimed programs of adult education, suggesting the use of "mixed scanning" as an effective tool for assigning priorities and selecting those components of a program which require careful review. Wesley C. Meierhenry discusses nontraditional education, touching on research on the student, subject matter, method of instruction, preferred location for study, and barriers to participation. Concluding this monograph, Harold Beder examines dissemination and utilization in adult basic education programs; he also presents findings on variables relating to users' innovativeness and their adoption of new practices. (CT)

This is the final report on the background and proceedings of the Regional Meeting of Experts on Environmental Education in Europe, convened by UNESCO with the collaboration of the Ministry of Education in Finland. The meeting was the last one in a series of five meetings of this type that have been held in all regions of the world as a part of the International Environmental Education Program in UNESCO-UNEP. The purpose of this meeting was to study the present situation and to recommend guidelines for action on environmental education, taking into account the characteristics of the natural, socio-economic, and cultural environment of the region and the countries composing it. This paper includes reports from five working groups concerned with environmental education: (1) at the pre-school, primary, and secondary levels; (2) at the university level; (3) in a nonformal situation; (4) at the national and local levels; and (5) regional cooperation. Lists of recommendations are also given. (MA)

Emphasizing the dedication with which Rutherford B. Hayes (1822-92) labored to achieve advancement in American public education, the biography discusses the historical and political events which highlighted his career. Describing Hayes as a man who stood above party politicking in his years in the White House (1877-81), the biography maintains that at the core of his interests was pacification of the country after the Civil War through provision of free public education to whites and blacks in both the North and South. The document is divided into six sections which describe Hayes' political life as Governor of Ohio, member of the U.S. House of Representatives, holder of numerous trusteeships in higher education, and which deal particularly with the Presidential years. Source materials for the biography included published secondary works on Hayes and unpublished dissertations. A chronological listing of important events in Hayes' life is presented in the appendix. (Author/DB)

The purpose of this publication is to introduce the elementary classroom teacher or physical education specialist to a creative approach to movement education which can be implemented with limited facilities, equipment and funds. The first section, concerned with organization of programs, includes recommended percentages of time per year to be spent on various types of physical activities, teaching tips, general principles of physical education, the significance of physical education in the educational process, a brief theory of movement education and a sample program for the elementary level. The largest portion of the document is devoted to the description of activities, which range from balance beam to topple ball. For each activity the general objectives, specific objectives and necessary equipment are listed, and directions are provided. Included also are a sample field day program, a glossary of physical education terms, and a sample form for evaluating student skillls. (MS)

This module, one of a set of seven instructional materials designed for competency-based vocational education administrator education, focuses on program planning. Both state and local level planning processes are reviewed with the overall purpose of helping the learner (1) understand the planning process, (2) develop organizational skills for planning, (3) understand the systems concept and its application to the planning process, (4) develop skill in using available data for planning, and (5) develop ability to translate demographic data into an actual plan. Major content is comprised of three sequential learning experiences. Each experience includes an explanation of the activity, a self-check, and model answers to serve as feedback. The final learning experience is designed to allow application of learning in an applied setting. The module concludes with module assessment and administrator performance forms designed to test the exit competence of the learner. (SH)

The bibliography contains approximately 1500 citations (1954-1976) regarding deaf blind children. Entries are arranged alphabetically by author within the following 13 categories: the population; parents, family, and the adult community (including parent education and infant intervention); professionals/paraprofessionals; medical/neurological management and concerns; the primary senses; educational evaluation and testing; public education (U.S. and world wide); training and education of children and youths (including early childhood education, cognition, motor development, communication, and instructional aids); post education services (including living alternatives, tactile appliances for communication, and vocational planning and rehabilitation); conference proceedings; newsletters; films, videotapes, and slides; and bibliographies. Entries usually include information on author, title, publisher, date, and pagination. Some entries also provide a brief annotation. A final section lists sources of information on the deaf blind in Africa, Europe, Oceania, South America, Central America, West Indies, Canada and the U.S. (CL)