Education & Pedagogy

This report documents a research project focusing on the role of telecommunications technology in the regional delivery of educational services, including assessment of needs, factors in choosing the technology for implementation, alternative delivery systems, cost analysis, and a study of possible demonstration projects in South Carolina, Alabama, and Georgia. Detailed cost figures for various instructional television delivery systems are provided in charts, tables, and models. The representative case studied in detail was the delivery of both vocational education services and general educational services to the Appalachian States. Various instructional television delivery systems were compared and consideration given to the need for local replay and production capability. Instructional television can deliver course material to a large general education audience and to the dispersed and specialized vocational education audience simultaneously, with the combined cost comparable to teacher delivery of general education courses alone. It was found that satellite direct reception is the least expensive system. Video tape replay capabilities could provide flexibility at reasonable cost. Additional studies are recommended on a range of topics important for understanding the role of telecommunications in the regional delivery of health, education, and welfare services. (MF)

The climate for acceptance of career education has been found to be favorable and widespread. However, serious theoretical questions remain and many operational problems persist. The ultimate acceptance of career education is related to the degree to which curriculum developers can articulate and validate the behavioral outcomes of career education programs. The aim of career education is to develop an individual who can achieve a meaningful career existence in which his individuality functions for both personal and common good. Thus, long-range curriculum goals are directed to the development of competencies and/or attitudes which will be useful in situations that may not now be predictable. Primary sources of data for conceptualizing a model for career education are the construct of career development and the foundations of vocational education. Included in this paper is a description and discussion of a curriculum model designed to facilitate career development at the K-6 level. The model is an outline for a school-based approach to career education, which is differentiated into four developmental stages with corresponding subprocesses for Grades K-12. The goals and rationale for the awareness and accommodation stages at the elementary level are described and are accompanied by a listing of integrated objectives. (SB)

Since the ideal of lifelong education is closely related to the reorganization of the entire educational system, it is necessary to recognize the distinction between education and its administration. Democratization, continuity, flexibility and freedom are principles related to planning and administration; active participation, initiative and self-help are principles related to the educational process. Lifelong education achieves integration of the educational system through integration of the five individual competences fostered by families, schools, and other groups. They are physical, communicating, practical, cultural and civic competences. Civic competence comes with actual experience of adult life, so adult education has a special responsibility for this competence. Japan has experienced the greatest changes in its history in the last half of this century, and the idea of lifelong education was introduced to help individuals make the social adjustment. Some of Japan's advantages in realizing lifelong education are: (1) diffusion of formal school education; (2) cultural homogeneity; (3) increasing interest in the idea; (4) social education--for parents, women, the aged, those out of school, adults in general; and (5) administrative measures--for social education. The government decides policy for social education services by investigation, experimental projects, exchange of information and opinions, and financial support. (KM)

New statistics indicate that drug use is prevalent among today's youth for reasons of alienation, affluency, a philosophy of experimentation, peer pressure of social acceptance, availability of drugs, and changing values. The solution lies not in punitive measures but in education as a practical approach. Although much is being done toward drug education in teacher training institutions, through the Drug Education Act of 1970 and through state educational programs, the scope of the drug problem and its effect on young people is so overwhelming that WICHE is interested in developing an effective drug education program to operate within the Western States, thereby supplying a vast network of community drug education programs. Emphasis in this report is on the feasibility of the WICHE Drug Education Internship Program which would recruit students to be placed with sponsor agencies in local communities. Three main goals of this program are to: provide college students with an educational experience in the field of drug education; promote cooperation of youth and adults in combating drug abuse; and provide agencies with specialized student manpower to aid in developing community-based drug education programs. Appendices include letters and questionnaires to introduce programs, extract interest and support programs, a preliminary WICHE proposal, and a bibliography. (SJM)

This planning bulletin presents the goals and priorities that the New York State University Regents consider to be the major statewide concerns for post-secondary education in the years ahead, and it is intended to be a guide for the development of the 1972 master plan by the State's institutions of higher education. Part I of the bulletin sets forth a statement of purpose and goals for higher education into the 1980's. The goals include: (1) equalization of educational opportunities; (2) the creation of a comprehensive system of higher education; (3) excellence in the pursuit of knowledge; (4) meeting the educational needs of society; and (5) having a system that is responsive to community needs. Part II identifies and describes priority concerns as seen by the Regents; these include: the provision of higher education for all age groups; open admissions; a relevant curriculum; effective teacher education; the economics and financing of higher education; financial aid to students; mobility in the educational continuum; governance; and the development of complementary institutional relationships. Part III explains the statewide planning process. The bulletin concludes with a bibliography of materials concerning the current status and role of higher education in society. (AF)

At this Region VII conference called by the Secretary of Health, Education, and Welfare, 161 participants from Iowa, Kansas, Missouri and Nebraska met to discuss how career education needs of youth and adults and the needs of the economy are being met, to determine the role of vocational education in the process, and to identify methods of redirecting education in the 1970's so that secondary students will be prepared for immediate employment or further education. Some recommendations from the 2-day conference were: (1) Vocational education and career development should be a continuous process from Grades K-14, (2) A much closer relationship is needed between industry and education in providing for effective transition from school to work, (3) All training for new and emerging industry should be developed cooperatively with the state economic development and vocational education officials, (4) Student loans for persons attending a vocational program should be available as loans for persons attending college, and (5) Funding of the Vocational Education Act should be made 1 year in advance. Related reports are available as VT 013 385-013 387 and VT 014 205-014 210 in this issue. (SB)

There is a great need for adult basic education in Appalachia Mississippi. The Itawamba Junior College (IJC) Vocational and Technical Adult Education Department is presently meeting the needs of a small majority of the adults who need additional education. In an agreement with Town and Country Mobile Homes manufacturers, the Mississippi State Department of Education, and the Appalachian Adult Basic Education Demonstration Center, IJC Adult Education Department created an educational facility through which undereducated adults can upgrade their functional educational level. The mobile home manufacturer built and donated the mobile classroom; the state department of education provided necessary funds to equip the facility with hardware and software and to pay the teacher's salary; and the IJC Adult Education Department supervised the project. An educational survey of various communities and industrial locations was conducted and a class schedule was established. Initially, 5 locations were selected and 80 people were enrolled. Presently, the mobile classroom is scheduled in 7 locations, with 125 people being enrolled. IJC Adult Education Department believes that the initial objectives set up for the mobile classroom have been met satisfactorily, inasmuch as the Mississippi State Department of Adult Education has agreed to support operations of the mobile classroom for 1970-71. (Author/AL)

Rural education is confronted with new problems, responsibilities, and opportunities to contribute to the solution of major issues facing the United States. It is generally agreed that about 10 million rural people are poor and that they constitute one-third of the nation's economically disadvantaged. The paramount cause of present urban problems stems from the migration of hordes of economically and socially deprived and displaced persons from rural areas to urban centers. The vast majority of states having large rural populations have fewer fiscal resources per child to support educational programs than the average state. Multi-district organizations are providing some of the answers to rural education problems due to scarcity of population, small school districts, geographical isolation, and an inadequate tax base. The primary challenge in rural education is to drastically improve the quality of its educational offerings and to make education relevant for those who will remain in the community and for those who will migrate to urban areas. In the document, rural education is discussed in terms of the foregoing factors; national organizations concerned with rural education are cited; 9 regional and state education improvement projects are described; and recommendations to correct deficiencies in rural education for the 1970's are listed. (JH)

This document focuses on the theme that rapid social and technological changes add urgency to continuing education in all fields, particularly in the field of mental health. For the purposes of this conference, continuing education was defined to include postgraduate education, staff development, inservice training, and adult education. For these purposes, mental health was defined to include health promotion and illness prevention and treatment and the business of families, communities, States and nation, even while the ultimate focus is upon individuals. Broad objectives of the conference included: (1) to identify continuing education needs; (2) to suggest priorities, or methods, which administrators could use to arrive at appropriate objectives for their organizations; and (3) to provide mental health administrators and educators greater familiarity with continuing education expertise which is available. The following major points of emphasis characterized the conference: (1) diversity of resources and concerns for continuing education in mental health, (2) unusually broad definitions of continuing education and mental health, and (3) involvement of the adult learner in the process of assessing needs. Highlights of the conference evaluation indicate that there were individual extremes of praise and dissatisfaction, and that considerable participant learning occurred. (Author/CK)

This document, under transmittal letter from the President, contains the recommendations and findings of the National Advisory Council on Extension and Continuing Education with respect to federal involvement in programs for adult education. Recommendations include: (1) The Administration should develop a mechanism at the federal level to coordinate and possibly consolidate all existing programs that have as a major thrust the post-secondary continuing education of adult citizens; (2) The State governments should develop state-wide administrative agreements through the utilization of educational resources to implement effective and efficient programs in continuing education in cooperation with federal agencies; (3) Steps should be taken to expand the federal and state roles in the administration of post-secondary programs for adults under Title I of the Higher Education Act of 1965. Appended to this Report is a report to the Council of activities conducted under Title I of the Higher Education Act of 1965. It is noted that in the face of severe budget restraints and rigorous re-examination of educational priorities, the Council finds that continuing education and community service needs of the nation have not suffered irreparable damage. (CK)

This report examines the impact that Federal programs have had on institutions of higher education and especially on their continuing education resources and facilities. Findings indicate that interest and activity in continuing education have been greatly stimulated by the Federal programs and Federal funds over the past decade. Access to Federal funds spawned hundreds of new centers and institutes, many of which operate programs of extension, continuing education, and community service. Recommendations suggest (1) that the administration make special efforts to communicate fully in the process of consolidating or eliminating categorical programs. (2) That Title I HEA as amended be funded at the level of $25 million in fiscal year 1974. (3) That the newly authorized fund for the improvement of postsecondary education undertake an examination of on-going nontraditional programs for nontraditional students. (4) That Federal agencies give priority to implementing programs to provide financial aid to parttime students on the basis of demonstrated need. (5) That Federal agencies review their policies affecting the utilization of university continuing education resources. (6) That universities and Federal agencies seek to find ways to eliminate needless duplication. (7) That consumer protection legislation be enacted. (8) That future legislation establish programs of continuing education, extension, and community service and provide sufficient funds for effective evaluation. (Author/MJM)

Consumer education programs responsive to the needs of students enrolled in two-year colleges and other institutes at the postsecondary level are described in this publication, one of six in a series prepared by the Educational Division of Consumers Union for the Consumer Education Materials Project (CEMP). The case studies in this volume are organized into four sections. The first group explores a variety of separate course approaches, ranging from a consumer economics course doubling as an action program for a low-income housing project to the introduction of consumer-related materials into a freshman English course. The second group describes consumer education components in one- and two-year degree programs. A third group illustrates how four states used Federal monies to implement consumer and homemaking education programs in vocational-technical schools and institutes. The fourth section details other continuing education projects carried out under the auspices of two-year colleges. Possibilities are included for expanding and adapting the programs and approaches for each case study. A separate chapter suggests specific strategies for dealing with potential value conflicts. Related documents are SO 006 859-865. (Author/KSM)

As the eighth and last in a series of short reports on 1972 legislation and achievements in specific subject areas in education, this research brief is devoted to curriculum and instruction. To obtain data, questionnaires asking for information on legislation and achievements in education were sent to all state departments of education, legislative service agencies, state school boards associations, and state offices of the National Education Association and the American Federation of Teachers. This report is in no way exhaustive or comparative of individual state activities involving curriculum and instruction; it merely presents a picture of the state scenes as reported by those organizations queried and as seen by a review of newsletters, bulletins, special reports, and legislative summaries. Drug Education is the topic emphasized in this issue, but other categories include bilingual education, consumer education, criminology, driver education, English, environmental education, free enterprise system, guidance and counseling, health education, libraries, medicine, minorities, nonspecific items, reading, social studies, instructional innovation, and testbooks and materials. Under each category, individual entries indicate the state name, bill number and/or statue citation, status of legislation in May 1973, and a description of the item or legislation. A composite diagram of the survey instrument format is appended. (BL)

To assist principals in developing a better understanding of their role in improving the quality of vocational education in their schools, 85 principals attended a 5-day institute during which they considered ways and means of successfully implementing vocational education as an integral part of the total school program. Major presentations were: (1) "The Emerging Needs for Vocational Education" by H. Dye, (2) "The Essential Elements of a Developmental Program of Occupational Education" by G. Bottoms, (3) "Emerging Curriculum Patterns of Career Education in the Elementary and Middle Schools" by J. Smith, (4) "Emerging Curriculum Patterns of Career Education in the Secondary Grades" by E. Word, (5) "Problems and Issues in Developing a Career Curriculum" by H.T. Singletary, Jr., (6) "Patterns for Interlocking the Occupational and Academic Curriculums" by I. Dickerson, (7) "An Interlocked Curricular Approach to Education" by N.R. Frantz, Jr., (8) "Project Management: The Principal's Role and Responsibility" by D. Hogan, (9) "Alternative Patterns of Scheduling" by R. T. Guillebeau, (10) "Accountability: Management by Objectives" by R. Luckie, and (11) "A Management Strategy for Producing Curriculum Change" by D.J. Mullen. Responses to an evaluation of the institute are included. (SB)

The Working Party on Aims and Objectives reports on its reappraisal of elementary and secondary education in New Zealand. Attention is focused on four major concepts: 1) the school as a professional unit, 2) lifelong education as a continuing process beyond the formal school system, 3) continuity throughout the educational system, and 4) school community cooperation and mutual support. Within this framework, priority is placed on the continuing education of teachers, human and material resources reorganization and development, the strengthening of school-based curricula and the eliminating of national exams, and the fostering of change and innovation through research and evaluation. Specific areas of emphasis include the training of adult educators and the development of community schools, parent education and the rationalization of levels of training, the strengthening of the school as a professional unit, continuing for all teachers, courses for training officers and strengthening of vocational guidance, the establishment of a unified teaching profession, the development of school-based curricula, moral education as a planned part of the curriculum, and the strengthening of school-based assessment. The complete set of recommendations is a part of the narrative of this report. (Author/DW)