Education & Pedagogy

Reports on recent developments and problems in the diversification of tertiary education in seven Western European countries are presented by members of the Working Party on the Diversification of Tertiary Education. Policy analysis and evaluation and recommendations for future policy are also provided. As a policy, diversification refers to the need for a variety of educational structures and means to cater for a student body greatly differing as to age, previous schooling, social experience, educational objectives and opportunities for study. In a policy of diversification the aspect of coordination needs to be stressed in order to achieve a diversified, but at the same time integrated, system. Reports of diversification of tertiary education are presented as follows: France by Paul Didier, Federal Republic of Germany by Ludwig Gieseke, The Netherlands by R. A. de Moor, Norway by Kristian Ottosen, Sweden by Lennart Sandgren, Switzerland by Roselyne Crausaz, and The United Kingdom by J. Eggleston. The original draft of the section on policy was prepared by R. A. de Moor. Recommendations are offered with regard to policy goals, equal educational opportunity, effectiveness and efficiency, the building of a system of tertiary education, and the relations between tertiary education policy and the labor market. (SW)

Changes in the Chinese educational system since the cultural revolution of the 1960s must be analyzed in terms of the contradictory ideals of economic growth and class equality. These two socialist goals are contradictory because to obtain high economic production and growth, certain members of society must be selected and trained for leadership. Class equality cannot be achieved if certain individuals are given better opportunities. Strategies to develop China as a nation have changed over the past 20 years from an emphasis on class equality to an emphasis on economic growth. During the cultural revolution, Mao emphasized the class struggle for equality. As part of the revolution education was made available to the masses, standards were lowered, and higher education was abolished. However, China's current leaders are emphasizing the need for economic growth. By the end of the century they plan to match the levels of advanced nations in areas of agriculture, industry, national defense, and science (education) and technology. As part of the plan, higher education and specialized training are again being encouraged. Education continues to be available to the rural masses, but its quality and content are varied. (AV)

Thirty-one models on population education for teacher training, evaluation of training, and values clarification are presented in this report. Some models were developed in the United States and others were designed by educators in the Philippines. The objective of the report is to compile the models as a guide for population education program development in the Philippines. The report is presented in three major sections. Section I offers seven workshop models and strategies for teacher training in population education. Developed by administrators, teachers, and supervisors, the seven models include self-development and mobile approaches. The models focus on clarifying the roles and skills of administrators and teachers in implementing population education programs. Section II presents 11 models for evaluating teacher training in population education. Some of the models are to be used in evaluating the training schemes described in Section I; others are more general strategies developed by sources including the United States Civil Service Commission and Daniel Stufflebeam of the Ohio State University Evaluation Center. Section III offers 13 strategies for values clarification in population education. These encompass human sexuality, contraceptive use, family size, and delayed versus early marriage. (AV)

As part of the National Network of Centers for Bilingual Education, the American Indian Bilingual Education Center (AIBEC) provides resource and training services for administrators, teaching staff, parents, and others active in all phases of Title VII bilingual education in a region (comprised of New Mexico and parts of Arizona, Utah, and Colorado) in which the principal tribes are Apache, Navajo, and Pueblo. AIBEC also attempts to coordinate Title VII bilingual education activities in regional LEAs, SEAs, and Institutions of Higher Education (IHEs) via a service delivery system which involves: (1) conducting needs assessments and compiling linguistic information; (2) training, technical, and programmatic assistance coordinated with other agencies; (3) pilot testing of instructional materials; (4) a regional communications network; (5) collecting and disseminating American Indian bilingual education materials via the AIBEC Materials Bank; (6) parent training; and (7) comparative analyses and linguistic surveys of major American Indian languages in the region. The Handbook describes the Center's staff and services, and the complete procedures for requesting and receiving AIBEC services, including services provided by consultants. Appendices contain sample request and evaluation forms; lists of regional LEAs, SEAs, and IHEs; and addresses of General Assistance Centers. (SB)

To examine the feasibility of introducing a program of cooperative education at the British Columbia Institute of Technology (BCIT), a task force assessed the problems encountered by other institutions which have introduced cooperative education. Attention was given to the support that might be expected for cooperative education among students, faculty, and employers. The committee considered the impact which cooperative education will have on course scheduling, labor/management relations, student supervision, departmental responsibilities, and resource use. The task force also examined the applicability of different models of cooperative education and the rate of implementation. The committee found that the introduction of cooperative education would require achievable changes in program scheduling, faculty working conditions, organizational structure, and resource allocation. It was concluded that several patterns of cooperative education, and in particular one in which periods of work experience are alternated with terms of classroom instruction, would be practical at BCIT. Recommendations supported cooperative education, suggested dates for implementation, and offered guidelines for dealing with the implications of the program. (Survey forms, plans for implementation, a sample training plan record, and articles relating to cooperative education are appended.) )LRA)

Addressed to vocational educators and counselors, this booklet contains four main sections. The first section includes definitions of terms in the area of sex equality in vocational education, an overview of the problems created by sex discrimination, and a discussion of the question: Where does vocational education lead? The second section describes the laws and activities that are helping to eliminate sex discrimination, including the following: Title II of the Education Amendments of 1976, Title IX of the Education Amendments of 1972, the Women's Educational Equity Act of the Education Amendments of 1974, Title IV of the Civil Rights Act of 1964, the Equal Pay Act of 1963, and Title VII of the Civil Rights Act of 1964. The third section includes information about teacher and counselor training and about curriculum materials and methods that teachers may use in vocational education programs. The fourth section contains lists of print, nonprint, and human resources that are accessible to school personnel. The lists are divided into counselor training materials and methods; curriculum guides and programs; counseling and guidance materials; agencies and organizations; and books, reports, bibliographies, and other resources. (LMS)

Educational development in Burma is discussed as part of a series surveying UNESCO's involvement in educational cooperation with developing nations. Several themes recur throughout the monograph--Burma's insistence on retaining independence in matters of educational policy, stress on developing an educational system cognizant with cultural values of Southeast Asia, and recognition that aid, grants, and loans from foreign nations and international organizations are necessary. Major achievements and problems in education since Burma's independence in 1948 are discussed. Achievements include introduction of computerization, expansion of technical and vocational programs, establishment of specialized institutions and laboratories, and extension of basic education programs. Problems include inadequate supplies, unclear priorities, relatively unimportant role of education within the Burmese government's economic development plans, uneven quality of experts sent by international organizations, and inadequate training of Burmese personnel to take over projects when experts leave the country. Several areas are identified as particularly promising fields for future international cooperation. These include development of curriculum in technical, agricultural, and vocational education; support for professional institutes; training of specialists related to social needs; promotion of educational research; and development of documentation and library networks. (DB)

Economic education can help elementary and secondary school students understand the dynamics of the American free enterprise system and the relationships among consumer, producer, and government. The economic education curriculum will help students most if it is structured as an upward spiral in which basic economic concepts are built upon and expanded at each grade level. Elements of modern learning theories which are particularly applicable to the economic education curriculum include reinforcement, meaningful internal structure of content, an interdisciplinary approach, and a high degree of student participation. The content of economic education should include basic economic concepts such as needs, resources, consumption, distribution, demand, supply, money, and banking; the relationship of economics and society; consumer education; and personal economic management. A resource unit is a particularly effective method of teaching economic education because it can integrate basic economic concepts with learning activities and objectives that are appropriate for each grade level. Teacher education and in-service workshops will be more helpful to teachers if they include practical as well as theoretical economic content. The conclusion is that educators should accept the responsibility of helping students become informed on economic issues. (DB)

Perspectives on providing general education for college students are presented in three papers. In "General Education in a Contemporary Context" by Jerry G. Gaff, the need for curricular reforms and two common approaches to the process are considered, and changing circumstances that indicate the need for new approaches to general education are noted. In "Bridging the Gap Between High School and College," Ernest L. Boyer suggests that achieving quality in higher education depends upon the foundation provided by schooling prior to college attendance, and therefore proposes that coordination is needed between high school and college in terms of the curriculum and teacher education standards. In "Curriculum Changes for the 80's: Beyond Retrenchment," John C. Sawhill examines various subject areas and suggests skills that need to be emphasized and alternative approaches to covering content within the curricula. The need for students to understand the interrelatedness among the social science disciplines, the importance of competence in English composition, the value of introducing students to cultures based on different value systems, a new place for foreign language study, and the need to familiarize students with scientific discoveries are noted with respect to current practices that are viewed as unsatisfactory. (SW)

Conferences, retreats, workshops, and pre- and inservice training programs on the infusion method of career education for the handicapped were conducted under a project designed (1) to develop and implement a field-based instructional model which includes training of university faculty in methods of career education and (2) to encourage the infusion of these learnings into existing and developing university preservice teacher education programs. Pre- and inservice educators were exposed to career education skills and knowledge through practical experience with children in a variety of educational settings. Project participants included 45 Murray State University faculty members from various departments plus 175 public school students and 38 Murray State students in Mini-University and Special Recreational Skills Development field test programs. Performance and process objectives were evaluated via a Discrepance Evaluation Model. Pre- and posttests and both informal and formal faculty and student participant behavior and attitude change assessments revealed high participant interest, motivation, and involvement levels and a favorable view of the project. Included among project dissemination activities are audience and/or conference presentations, publicity materials, informational materials, and such products as career education packets, newsletters, project models, lesson plans, guides, training manuals, video tapes, and slide presentations. (MN)

Directors of 67 bilingual education university programs and centers were surveyed to ascertain: philosophical aspects on what professionals regard as the basis for groundwork to accomplish educational aims in bilingualism/ biculturalism; various approaches applied to bilingual education; any specific direction where bilingual education should be heading; ramifications of institutional behavior; any viability of state support through legislation. There was a 31% response and a strong rationale was indicated for bilingual education in America. The following conclusions on bilingual/multicultural education in America were reached: approaches are changing from compensatory to two-way enrichment; cultural factors are becoming increasingly essential for enhancement of cognitive and affective development; bilingual/multicultural education provides tremendous advantages for universal improvement; further development and dissemination of curriculum materials is needed; there is no national policy providing direction to the states on determining effective criteria; there is a lack of adequate instruments for assessing students with limited English speaking ability; there is more emphasis on Masters and Doctoral degrees in bilingual/multicultural education; research in this field is becoming more prevalent and this is necessary to meet future trends. (AN)

This supplement to the California Business Education Program Guide for Office and Distributive Occupations is designed to assist office education teachers of secondary, postsecondary, and adult students to update their business education curricula in light of new technology and increasing demand for skilled office workers. Focusing on word processing, the guide is comprised of thirteen competency modules. Module topics include (1) word processing theory, (2) identification of word processing systems, (3) communication skills for word processing, (4) reference materials, (5) dictation and transcription, (6) preparation of typed materials, (7) automated typing with transcription, (8) media filing and logging, (9) measurement and evaluation, (10) preventive care, (11) employability, (12) career development, and (13) state of the industry. The first pages of each module contain performance objectives which indicate to the instructor and student what can be taught/learned to meet entry-level word-processing occupational standards. Following the list of performance objectives in each module are possible instructional strategies, pre/post tests, and possible instructional materials. A cross-reference section is included which outlines the main interrelationships between modules. The California Business Education Program Guide for Office and Distributive Occupations along with common core units of instruction are also available--see note. (LRA)

A study examined data from literature and from three surveys of high school students to analyze the equity of the way in which high schools assign students to the vocational track and the effectiveness of vocational education in preparing students for work. Data revealed that while students' junior high abilities, achievement, and curricular preferences explain a substantial amount of track placement, they do not explain it all. While over half of the variance in track placement remains unexplained, it is clear that status characteristics do not heavily affect track placement. Vocational programs seem to promote continued school attendance among students properly assigned to it. Data suggests that vocational programs might feasibly affect graduates' work establishment by integrating particular subgroups into the high school, thus increasing the chance that they will graduate; by developing academic and general human capital skills; by promoting good work habits; and by operating as an information and reference system for employers. The work establishment benefits of vocational education for high school dropouts is unclear, and data show no positive employment effects of vocational education for blacks. Vocational education may help females by training them in nontraditional occupations. (MN)

This report assesses the condition of bilingual education in the United States in an attempt to convince policy makers to expand and extend Title VII and P.L. 93- 380. The legislative history and activities and reports of on-going projects in bilingual education at the federal, state, and local levels are summarized. The National Advisory Council's key recommendations are: (1) that the Office of Bilingual Education administer the LAU Technical Assistance Centers and be upgraded to the Bureau of Bilingual Education; (2) that an independent Center for Research and Evaluation in Bilingual Education be established; (3) that higher funding priority be given for the training of all bilingual education personnel; (4) that Title VII be designated a service rather than a demonstration project and funding allocated on the basis of number of children served; (5) that bilingual education certification programs and in-service training programs in the target languages be established for elementary and secondary teachers; and (6) that funding be provided for on-going research into learning styles and curriculum development. State-by-state statistics of the facilities and programs available to LESA (limited English- speaking ability) children and of bicultural/multicultural teacher-training programs are provided in support of the recommendations. (PMJ)

INSTITUTES FOR LEADERSHIP TRAINING WERE CONDUCTED BY COLORADO STATE UNIVERSITY, OKLAHOMA STATE UNIVERSITY, RUTGERS--THE STATE UNIVERSITY, THE UNIVERSITY OF FLORIDA, AND THE UNIVERSITY OF ILLINOIS AND COORDINATED BY THE CENTER FOR VOCATIONAL AND TECHNICAL EDUCATION AT THE OHIO STATE UNIVERSITY. PARTICIPANTS WERE 195 LEADERS AND POTENTIAL LEADERS IN TECHNICAL EDUCATION REPRESENTING 46 STATES AND PUERTO RICO. THE SUBJECT AREAS OF THE PRESENTATIONS WERE (1) LEADERSHIP ROLE, (2) RATIONALE AND NEED FOR TECHNICAL EDUCATION, (3) THE TECHNICAL EDUCATION STUDENT, (4) ADMINISTRATIVE STRUCTURE OF TECHNICAL INSTITUTIONS, (5) PROGRAM PATTERNS AND CURRICULUM DEVELOPMENT, (6) FACILITIES AND EQUIPMENT, (7) STAFFING, (8) FINANCING EDUCATION PROGRAMS, (9) SUPERVISION AND INSERVICE EDUCATION, (1) ESTABLISHING RESEARCH, AND (11) PUBLIC RELATIONS. REPRESENTATIVE PRESENTATIONS FROM SELECTED AREAS WERE--(1) "THE LEADERSHIP ROLE," (2) "RATIONALE AND NEED FOR TECHNICAL EDUCATION," (3) "THE ADMINISTRATOR'S ROLE IN PROVIDING SUPPORT FOR EFFECTIVE FACULTY-STUDENT DIALOGUE," (4) "IMPLICATIONS AND IMPACT OF THE VOCATIONAL EDUCATION ACT OF 1963," AND (5) "STAFFING." VT 002 530, VT 002 936, AND VT 002 930 CONTAIN ADDITIONAL INFORMATION ON THE INSTITUTES. (HC)