Education & Pedagogy

This document is an English-language abstract (approximately 1,500 words) of a report by the "Wark Committee", established to promote the balanced development of higher education outside the universities and teacher training colleges. The aim of this development is a new type of institution, the college of advanced education. The states of Australia have the basic responsibility for education, but since the end of the war the Commonwealth government has increased its financial assistance steadily to meet the increasing needs of higher education, and it now proposes to accept a measure of financial responsibility if its recommendations for advanced education colleges are accepted by state governments. These colleges are to fall into two main categories: institutes of technology/technical colleges and specialist institutions, such as those specializing in agriculture or physiotherapy. The colleges of advanced education are intended to provide a greater breadth of education than do most of the existing technical colleges. The greatest difference between this type of college and the university will be the college's emphasis on teaching over postgraduate training and research. There will also be a more direct and intimate with business and industry, and entrance requirements will be more flexible. (Author/GDB)

A questionnaire was sent to 350 people representing heads of Federal agencies dealing with education, all state commissioners of education, superintendents of schools of the largest cities, heads of selected professional education organizations, outstanding community leaders, university researchers, directors of some ERIC clearinghouses, regional laboratories, major foundations which contribute to educational programs, editors of education columns, and other individuals identified as being knowledgeable in the area of compensatory education, in order to identify the most successful or promising programs. The listing in this document includes basic information about those programs for which questionnaires were returned. Programs are listed by state and city. The titles of some projects have been altered slightly in order to give a clearer indication of the nature of the program. The date following the title indicates the longevity of the program. The ED numbers refer to documents which were listed in the indexes of "Research in Education" during the last two and one-half years. The name, address, and telephone number of a director, supervisor, or other contact person is provided for each program in case further information is desired. (Author/JM)

The two main objectives of this project were: (1) to create a meaningful cooperative effort between the Kent County Vocational Technical School District and the Milford School District for the purpose of expanding vocational education, and (2) to establish a system to serve as a model for future expansion of vocational education in Delaware. Procedures included defining the administrative continuity, formation of an advisory council, selection of the project staff, and organizing the project to coincide with existing administrative structure. After faculty and staff were oriented, programs were developed which included: (1) technology for children in Grades K-12, (2) career development laboratories in Grade 5-6, (3) expanded career development program for Grades 5-8, and (4) diversified occupations program for Grades 9-12. Results of the project include: (1) a more positive attitude by teachers and administrators toward vocational education, (2) recognition of career education as the unifying thread from which education is woven, (3) expanded staff and facilities for K-12 career education programs, (4) realization by administrators, supervisors, counselors, teachers, parents, service organizations, business and industry personnel that career education is everyone's responsibility. (Author/GEB)

The phenomenal growth in enrollments in occupational courses since the early Sixties signals a new direction for the community college movement. From a predominantly baccalaureate-oriented institution the community college has become an occupational-oriented institution. The statistics on the college, state, and national level attest to this phenomenon. Until the Sixties enrollments in the vocational and technical courses ranked a low second to enrollments in the transfer courses. Today, it is not unusual to find colleges, even entire state systems, whose occupational enrollments exceed transfer enrollments. It is too early for obsequies over the transfer function but the evidence indicates that occupational education is becoming the community college's major function in terms of credit enrollment. For the next five years enrollments in vocational education will at least equal enrollments in transfer education, a realistic balance in terms of the aptitude and economic status of students and the differentiation of functions among higher education institutions. Enrollments in both of them however may be lower than enrollments in community, adult and developmental education. The danger to the transfer function lies more in the growth of the community education movement than in the growth of occupational education. (Author/LH)

The first paper contained in this document, entitled "Enhancing Business and Industry Participation in Career Education," addresses the following topics: Interrelationships between business, industry and schools, issues in strengthening the collaboration of education and business and industry, problems and possibilities of increased interaction, and strategies for increasing the participation of business and industry in career education. The second paper, entitled "Issues and Strategies for Enhancing the Participation of Labor in the Implementation of Career Education," is based on research conducted with labor organizations, educators, and the literature on career education. The paper approaches the relationship between career education and labor in two ways: The issues behind the relationship are discussed on theoretical, conceptual, and operational levels, and strategies to consolidate and/or modify the "action" plan of labor participation in career education are explored. Short-range implementation suggestions are made and long-range implications are discussed. In the concluding section, issues and strategies are brought together in an assessment of the future prospects of career education in relation to past realities and present possibilities. (TA)

Described is the project to prepare special educators for roles as career education program developers, change agents, and catalysts within the structure of existing special education programs. Outlined in an introductory section are the background and need for the project, the three project components (inservice training of special education leadership personnel, field based supervised career education activities, and workshops on specialized career education issues), the populations served, program staff, and cooperating organizations. A second section, on project implementation, covers program qoals and objectives and the three program dimensions (including the topics and speakers at seminars and workshops). Results from program evaluation are reviewed within the three program components and within the program's goals and objectives and include that career education for exceptional children is receiving increased attention in school systems represented by the 14 leadership trainees and that leadership trainees felt more confident in their career education supervisory/training roles after participation in the project. A final section proposes specific recommendations relating to the three primary components of the program and outlines some of the major strengths and problems encountered in the administration of the project. Among appended materials are assessment questionnaire, definitions of terms and instructions, and a seminar schedule. (SBH)

This report covering the period 1974 to 1976 is the most recent in a series of reports prepared for the International Conference on Education, which is held periodically in Geneva, Switzerland under the auspices of UNESCO. Part 1 describes the present organization and administration of education in the United States. Separate sections focus in turn on general principles of American education, the system of educational administration, American educational structure and organization, school curriculum, and teacher education. Part 2 contains a progress report on developments in U.S. education during the period 1974-76. The first section provides information on trends and new policy orientations resulting from recent federal and state legislation. The second section consists of selected statistics on American education compiled by the National Center for Education Statistics to show developments and trends in various aspects of U.S. education. The third section focuses on the development of educational research and information services. The appendix includes a brief tabulation of major educational legislation enacted during the 1974-76 period, a directory of the Educational Resources Information Center (ERIC) clearinghouses, and a list of selected educational publications published in the U.S. during the 1974-76 period. (Author/JG)

Project ASCEND (A Systematic Career Education Network for Dissemination) of the Center for Career and Occupational Education (CCOE) in New York City developed (1) a sustained communication network in career education and (2) a kit for the dissemination of career education concepts, strategies, and materials into this network. Surveys of the participating schools and key agencies within and outside CCOE provided information concerning the resources and materials needed to develop and implement career education programs as well as the materials and services that could be provided. Survey results were incorporated into an ASCEND kit in the form of a carrying carton containing five self-contained modules, which formed the core of the kit: Improving Basic Skills through Career Education, Improving Personnel and Decision Making Skills, Using Community Resources in Career Education, Implementing Career Education Staff Development, and Planning for Career Education. Each contained three folders providing an orientation to the topic, specific implementation strategies and selected program references, and relevant resources available from CCOE and other agencies. Materials provided included sample lesson plans, posters, flyers on various programs, resource guides, manuals, five filmstrips with cassettes, and an overview booklet. (Some project materials are appended.) (YLB)

Seven internationally known educators were asked to assess lifelong learning especially in relation to lifelong education and (1) revision of educational thinking and (2) educational practice. The authors addressed several key questions on lifelong education: For and by whom? Of and for what? How can it be achieved? The editor's overview and discussion of basic issues and questions, and his working definition open the topic. P. Lengrand then looks at prospects and advocates that each person should try to implement basic principles at work. B. Suchodolski, noting Comenius' book "Panpaedia" and Dostoevsky's "Grand Inquisitor," protests the concept of education as a power of men over men--"It is worth living in order to learn!" Similarly, E. Gelpi sees withholding of education as an obstacle to sociocultural development. K. Richmond advocates a broad definition (education for all), while A. K. Stock stresses the need to seek out and serve the forgotten worldwide, or those excluded from access to learning. A. Pfluger discusses a unit-credit system, urging openness and continuity in adult education as prerequisites for lifelong learning. The book ends with a summary of theoretical and practical considerations based on the contributors' face-to-face discussions and analysis of the papers. (CP)

The booklet discusses various aspects of involvement by the Organization for Economic Cooperation and Development (OECD) in helping member nations integrate education with community and regional needs. Objectives are to help OECD member nations intensify and improve school community relationships, coordinate educational policy with other regional policies, and help countries respond to new demands and objectives in education. The document is presented in four chapters. Chapter I focuses on regional development strategies and the regional dimension of education policies. Stress is placed on regional problems which are common to most OECD countries, including making public institutions (including schools) easily accessible to all users, smoothing out disparities in wages and lifestyles between regions, and conserving cultural characteristics of regions and migrant populations. Chapter II concentrates on the role of education in regional development. Topics discussed include the relationship of education to employment and population migration, regional employment, vocational training structures, and the responsibility of the educational system for providing support for regional cultural development. Chapter III points out regional inequalities in education and identifies policies designed by various nations to reduce these disparities. Chapter IV recounts problems in educational planning which have been caused by the decentralization of education into regional control units. (DB)

To counteract the legacy of 80 years of colonial rule in North Viet Nam, President Ho Chi Minh outlined government objectives in the Declaration of Independence in 1945. Major objectives included combatting ignorance and illiteracy. To work toward these objectives, the government established a Department of Popular Education and encouraged volunteers to teach literacy courses in private homes, market places, and other available locales. Although literacy progress was slowed by war until 1955, a fresh post-war literacy drive succeeded in eliminating most illiteracy by 1958. Key success factors included commitment by the Communist Party and the government, a high degree of acceptance by people of all ages, and enthusiasm among volunteers. In addition to literacy courses, basic education programs (complementary education) were offered to youth, white collar workers, laborers, and adults. Course topics included modern technology, working with modern equipment, labor productivity, human development, and national history. Schools are now organized at workplaces and at separate institutions where students board and are paid wages. Objectives for complementary education in the near future include wiping out illiteracy in remote mountain regions, offering basic education to all workers, raising cultural standards, and encouraging continuing education for dropouts. (Author/DB)

The work of the Committee on Continuing and Community Education in British Columbia (composed of adult educators from universities, vocational schools, community colleges, school districts, and a community education center), forms the basis of this report. (The committee was appointed to study and recommend future policy on funding, administration, and programing of adult education activities of all public educational institutions.) Overall, higher educational priority and increased provincial government financial support for adult education is advocated. The recommendations presented stress the need for adoption of the concept of lifelong learning, tuition-free educational opportunity for every citizen to a level of grade 12 or its equivalent, and the government's role in the development of adult education. Major content is presented in seven sections: (1) The Present Situation, (2) Goals and Principles, (3) Structure and Roles (coordination of provincial and district levels and the roles of institutions), (4) Finance, (5) Special Concerns (program development and access, training in adult education, research, and collective agreements), (6) Issues for Further Investigation, and (7) Summary of Recommendations. The appendixes include a glossary, program categorization table, suggested funding guidelines, a schedule of public meetings, and a list of briefs, letters, etc. submitted to the committee. (SH)

The teacher education program at the University of Houston is described which stresses accountability and competency based teacher education. Accountability is defined as a process for increasing the efficiency and effectiveness of education through measurement of progress toward specified goals. Objectives in Houston's teacher preparation program are competency based, criterion-referenced, humanized, and personalized. Assumptions concerning social studies teaching are set forth within this general framework of teacher training assumptions. The four-semester, elementary level competency based teacher education (CBTE) program introduces the student to basic teaching skills, provides knowledge about the foundations of education, offers field experience, and teaches students to organize information for elementary school pupils. In addition to describing the teacher education program at the University of Houston, the paper argues that competency based education is the most promising technological process for professional development of teachers. CBTE is a process which helps students develop teacher competencies, holds them accountable for demonstration of these competencies, and holds faculty accountable for assessing student competencies. The process of identifying competencies for a CBTE program involves development of assumptions which can be assessed and developed through properly designed instructional systems. (Author/DB)

A supplement to seven previous bibliographies, this bibliography provides a guide to some of the latest resource material, research findings, and/or developments in outdoor education. Part I contains 68 citations and abstracts which appeared in "Resources in Education" (RIE) from the January 1977 issue through the October 1977 issue. Part II includes 39 citations of journal articles which appeared in "Current Index to Journals in Education" (CIJE) from the January 1977 issue through the October 1977 issue. In addition to outdoor education, the citations cover such topics as camping, conservation education, activity learning, elementary school science, ecology, environmental education, experiential learning, natural resources, nature centers, Outward Bound, science activities, self concept, resident camp programs, educational objectives, emotionally disturbed, environment, group experience, learning activities, leisure time, and orienteering. Types of materials cited include curriculum guides, research reports, resource guides, instructional materials, program descriptions, leaders guides, program evaluations, and teaching guides. A combined RIE and CIJE subject index is provided to assist the user in locating citations pertaining to a given subject area within the realm of outdoor education. Ordering information and a list of the 16 ERIC clearinghouses and their scopes are included. (NQ)

In this research study the principal objective was to identify and analyze the recognized needs of the target audience within the fire services, along with the educational programs presently established within colleges and universities for the solution of fire-related problems. A second objective involved analyzing and evaluating the five-year educational plan of the National Academy for Fire Prevention and Control relative to existing fire-related education programs in colleges and universities. Critical problems in existing programs were also identified with possible solutions suggested. The educational programs included fire protection engineering and two- and four-year fire-related education. Audiences were identified as: pre-service population, fire service population, two-year fire-related education program graduate, fire protection engineering student population, related student population, and practicing professional population. Problem areas identified include: enrollment policies, incentives for education participation, college credit for experience, quality of the faculty, uniformity of programs and courses, articulation and accreditation, and graduate and student opportunity. Selected five-year plan objectives are presented and a bibliography is included. (LBH)