Education & Pedagogy

Ethnic minority student disproportionality in special education has been a national concern for several decades. Since the issue was first documented, evidence of disproportionality has been found at the national, state and district levels. The purpose of this briefing paper is to examine the representation of Latino students in special education. Data from both the national level and Indiana indicate that Latino students are in general under-represented in special education, primarily in Southeastern and Midwestern states, including Indiana. Similar to African American peers, Latino students have a higher risk of being placed in a more restrictive educational setting once identified for special education services. Efforts to increase time in the general education setting will prove to be an area of focus to ensure Latino students served in special education have access to least restrictive environments. Explanations for patterns of under-representation and the implications of these findings are still emerging and, based on the academic under-performance of Latino students, further investigation is recommended. (Contains 3 endnotes, 1 figure, and 4 tables.) [This policy brief was produced by the Center for Evaluation & Education Policy.]

This report provides a roadmap for addressing the issues related to the integration of technology into the educational setting. To achieve full technology integration, Adult Education programs will be required to go through systemic changes with implications for budget and resource allocation, professional development and training, certification and hiring criteria, curriculum content and assessment, accountability and data issues, and the structure and scheduling of classes. Technology integration is a slow process that requires extensive support as programs and educators move through the continuum from having no (or very little) technology toward full integration. The Strategic Plan, introduced herein, serves as a guide to assist adult education programs analyze their current situation and then strategize and prioritize their efforts in order to realize the Vision for Technology Use in Adult Education and to achieve the Technology Goals for Adult Education as set forth in this document. The following are appended: (1) The Values for Technology in Arizona Adult Education; (2) Technology Integration Continuum for Arizona Adult Education; (3) Technology Self Assessment Survey for Arizona Adult Education; and (4) Survey of Technology in Arizona Adult Education Programs, including Explanation of Survey Items and Complete Survey Results. (Contains 3 tables.)

Designed for district- and school-level character education committees, "Character Education by Design: A Blueprint for Successful District and School Initiatives" is a how-to guide for developing an effective character education initiative, one that will not only enhance the climate of the school and social behavior of the students, but also improve students' learning and achievement. This book was developed by a group of experienced, successful Maryland educators who are working directly with character education and who have witnessed firsthand an improved school climate through character education. These educators devised and consolidated the best practices in their school districts and surrounding counties. Their goal was to share strategies and success stories that would guide and inspire others in creating their own character education initiatives. Appendices include: (1) 20 Strategies to Help Your Children Develop Good Character; and (2) Evaluation Instruments. Individual chapters contain references. (Contains 44 resources and 12 online resources.) [This document was funded through the Partnerships in Character Education Grant, Title 4, Elementary and Secondary Education Act. Foreword by Paula McCoach. Introduction by Dr. Philip Fitch Vincent.]

Both of these "Surveys of policy and practice" were conducted on behalf of COL by the South African Institute for Distance Education (SAIDE) as part of COL's partnership agreement with the Association for the Development of Education in Africa (ADEA) Working Group on Distance Education and Open Learning. The first report identifies criteria and conditions for quality and critical success factors and the second provides a costing tool. Both reports feature case studies and follow on an early COL-SAIDE report: Distance education and open learning in Sub-Saharan Africa - A literature survey on policy and practice (2002). Appended are: (1) Critical success factors in the use of ICTS for quality DEOL delivery in SSA; (2) Critical Success Factors (CSF) for ICT Usage; (3) Country-specific CSF: The Botswana ICT Initiative for Schools; and (4) Specific CSF for Schoolnet Africa Programme. (Contains 3 tables and 1 figure.)

To identify future Texas higher education issues, groups of educational, community, political, and business leaders assembled for Delphi group discussions to examine Texas higher education in 2010. The final round of discussion yielded 33 questions considered important by at least one member in each of two or more groups. Areas of consensus led to two new goals: reducing disparities among Texans in higher education participation and success; and reducing job deficits. This report covers: (1) meeting student-related goals (e.g., meeting participation and success goals, reducing disparity and improving participation and success for minorities and reducing future job deficits); and (2) meeting institution-related goals (improving research and education). The study found no current consensus on educational priorities, no group authorized to lead the development of a statewide vision, and no recognition of the need to develop a vision. It recommends that the Texas Higher Education Coordinating Board change its mandate from coordination to governing the higher education system until a master plan is created. Appended are data on labor market needs; modeling methodology used to assess higher education's future prospects; state benchmarks in higher education; the Delphi process; and data sources. (SM)

Because of increased competition for scarce resources, marketing has become an important activity of many nonprofit organizations. Higher education institutions, as one of these nonprofit organizations, provide us with excellent examples of this trend (Hayes, 1991). The marketing of higher education has received a tremendous amount of emphasis and attention. Distance education (DE) has become an accepted form of education and has been gaining widespread popularity in recent years. Marketing concept has been gaining importance in distance education sector throughout the world. The factors responsible for this are self-support policies, increasing competitiveness in the marketplace, rising customer expectations, widening access to education etc (Gupta, 2005). More than 70 countries are offering educational programmes through distance education all over the world today (Sudalaimuthu, Visited 3rd March, 2005, http://www.ignou.ac.in/Theme-1/S.%20Sudalaimuthu.htm). Because of flexibility, convenience and opportunity, distance education is becoming so popular, profitable and vital. By 2005, 90% of American universities will offer at least one course online. Currently about 3 million Americans are distance education students (Gonzales, 2002). In this paper, I will discuss the following questions: What is the brief history and changing environment of distance education? Which marketing communication tools are used in DE institutions? What benefits does marketing communications provide to DE institutions? (Contains 2 tables.)

"Education in emergencies" refers to a broad range of education activities, both formal and non-formal, which are life saving and sustaining. They are critical for children, youth and their families in times of crisis. Programmes for emergency education are often designed according to a specific environmental context and sometimes as temporary solutions. However, education in emergencies can also refer to long-term programmes that raise awareness and knowledge about chronic crisis situations. In practice, there is no difference between regular education and education in emergencies. But as the report points out, girls often require more attention in education in emergencies. The current inequality in gender can deprive girls from obtaining adequate knowledge about crisis prevention when they are often the victims of emergencies. Apart from attention, the installation of women teachers is advocated so that female students can rely on them for support and assistance. Children are more vulnerable in a crisis so education in emergencies acts as the first stance of defence for their protection. Boys and girls have different vulnerability and capability in coping with crisis, hence different protection needs. To protect the more vulnerable, the promotion of gender equality can empower responsive education in emergencies. (Contains 12 footnotes.)

This paper deals with 2 focal points of inclusive education, which is the integral segment of the current education reform in the Bosnia and Herzegovina: its position in various proclamations and in primary school teachers' reality, i.e., legislative aspects vs. everyday situation in primary schools. The survey research was carried out through the 5-level Likert scale, on the sample of 105 primary school teachers working in Herzegovina-Neretva Canton (specific for its education reform implementation). The aim was to examine the attitudes of the direct implementors of the education reform and the inclusive education (2003-2009)--primary school teachers, with particular reference to: teachers' acquaintance with inclusive education requirements; their involvement in its designing, planning and organization; relevant professional education; school preparedness for inclusive education; level of partnership with relevant subjects; and evaluation of the inclusive education implementation. The results obtained have indicated exactly the lack of the mentioned as the main issues of the implementation of inclusive education within compulsory primary schools in Herzegovina-Neretva Canton. Therefore, this paper gives a kind of guidelines for the improvement of the inclusive education, derived directly from the teachers' everyday experiences, problems, proposals, notes and suggestions. (Contains 5 tables and 14 footnotes.)

Some segments of the United States population, such as adults with low literacy skills and disadvantaged youths, face barriers in making the transition into and through postsecondary education, including community college and career training, and these barriers can keep them locked in low-wage jobs. Can transition assistance help them enter and complete postsecondary education? If so, what specific transition interventions are most effective in doing so? To begin to address these questions, the U.S. Department of Education's Office of Vocational and Adult Education (OVAE), commissioned two literature reviews to identify studies examining the nature and effectiveness of interventions designed to ease postsecondary education transition for specific groups: (1) out-of-school youths and adults with low literacy skills and (2) disadvantaged youths, including out-of-school youths, those from economically disadvantaged families, those who underperform academically, and those with disabilities and limited English proficiency. This summary is one of an intended series of three publications that discusses the findings of these literature reviews and their implications for future research and policy development. Criteria for the inclusion of studies and study citations is appended. (Contains 1 table, 1 figure and 15 footnotes.)

This paper presents an overview of the Business and International Education Program of the International Education Programs Service (IEPS). This program provides funds to institutions of higher education that enter into an agreement with a trade association, a business, or both for the purpose of improving business curriculum and as a means of conducting outreach activities that expand the capacity of the business community to engage in international economic activities. The purpose of this program is to promote education and training in order to enable U.S. business activity to prosper in an international economy. The legislation has authorized the secretary of education to award grants to institutions of higher education to provide suitable international training to business personnel in various stages of professional development. Programs assisted with federal funds are required to enhance the international academic program of the institution and provide appropriate services to the business community to expand its capacity for engaging in commerce abroad. As a statutory requirement, the institution must match 50 percent of the total cost of the program. Each grant application must be accompanied by an agreement between the institution and a business enterprise, trade organization or association engaged in international economic activity.

This paper presents the business plan of the Ministry of Advanced Education and Technology for 2010 to 2013. Advanced Education and Technology supports the advanced learning system by providing funding for advanced learning providers, coordinating and approving programs of study at public institutions, licensing and approving programs at private providers where required by legislation, and rewarding learner excellence through the provision of scholarships. The ministry also supports community adult learning opportunities, provides student financial assistance to eligible Albertans, facilitates industry's development of training and certification standards, and certifies individuals in designated trades and occupations. In collaboration with Campus Alberta and Alberta Innovates partners, Advanced Education and Technology strives to build a prosperous province through a dynamic and integrated advanced learning and innovation system built on a foundation of highly skilled people in support of a knowledge-based economy and society in Alberta. [For "Advanced Education and Technology Business Plan, 2010-13. Highlights," see ED536988.]

Public college graduates in many developing countries outperform graduates of private ones on the college exit exams. This has often been attributed to the cutting edge education provided in public colleges. However, public colleges are highly subsidized, suggesting that the private-public education outcome gap might reflect the pre-determined quality of the students who sort into public colleges rather than the causal impact of the public tertiary education on students' outcomes. We evaluate the impact of public colleges using a newly assembled unique data set that links admission data with the educational outcomes on a set of common exit exams in India. Admission to general education public colleges is strictly based on the results of the Senior Secondary School examinations. We exploit this feature in a Regression Discontinuity Design, and find that the public colleges have no added value in the neighborhood of the admission cut off scores. Data appendix and supplemental material appendix are included. (Contains 15 figures, 15 tables and 42 footnotes.) [This report was funded by the PSTC at Brown University.]

Northeast India comprises of a cluster of eight states--Arunachal Pradesh, Assam, Meghalaya, Manipur, Mizoram, Nagaland, Sikkim and Tripura. The region is usually stereotyped as underdeveloped. Geographically, the region is surrounded by international border with part of Nepal, Bhutan, China, Myanmar and Bangladesh. Prevalence of insurgency and terrorism is often regarded as major deterrent for over all progress of the region. It is also felt that to accelerate the process of development, it is necessary to utilize the potential of human resources that are available in the region. For this, human resource development initiatives need to be strengthened. Education, being one of the important inputs for human resource development, assumes priority. Providing basic education of minimum quality to children has been an obligation of the state since long. The state governments have been making attempts to provide free, compulsory and universal primary education. Particularly after the SSA (Sarva Shiksha Abhiyan) (education for all) has been launched in the 2001-2002, a large number of children have been brought under ambit of school education. However, as far as quality is concerned, much needs to be done, particularly in the area of teacher education. The paper highlights the features of existing teacher education programs in the region and examines alternatives. (Contains 3 tables and 1 figure.)

Mental illness is associated with large costs to individuals and society. Education improves various health outcomes but little work has been done on mental illness. To obtain unbiased estimates of the effect of education on mental health, we rely on a rich longitudinal dataset that contains health information from childhood to adulthood and thus allow us to control for fixed effects in mental health. We measure two health outcomes: malaise score and depression and estimate the extensive and intensive margins of education on mental health using various estimators. For all estimators, accounting for the endogeneity of education augments its protecting effect on mental health. We find that the effect of education is greater at mid-level of qualifications, for women and for individuals at greater risk of mental illness. The effects of education are observed at all ages, additionally education also reduces the transition to depression. These results suggest substantial returns to education in term of improved mental health. Annexed are: (1) Malaise Score-- Proportion of Individuals with a Given Ailment Over Time; and (2) Malaise Score and Self-Reported Measure of Mental Health. (Contains 12 tables, 8 figures and 21 footnotes.)

Member countries of the Organisation for Economic Cooperation and Development have experienced three changes in post-compulsory education over the past two decades: (1) prolonged secondary education has become the experience of a rapidly growing proportion of the population, (2) the proportion, therefore, of the age group entering some form of higher education has increased and will continue, and (3) as the proportion entering and completing higher education increases, so the numbers undertaking studies at an "advanced" (e.g. graduate school) level will increase. In most cases, these trends are the result of conscious policy decisions that represent the desire of governments to maximize talent utilization, equalize opportunities, and increase the educational participation of certain underprivileged segments of society. This wider participation has led to important changes in both the external organizational structures and in the internal curriculums (including methods of teaching and assessment) of higher education. This growth in scale and cost raises important questions about controlling the higher education system and about the role held by education in the social system. Related documents are: ED 057 470, EA 004 323, EA 004 420-423, and EA 004 425. (Author/JH)