Education & Pedagogy

This progress report provides interested groups, organizations, agencies, employers, and individuals with information on the state of vocational education in South Carolina. Part I is an overview of vocational education in the state. It discusses these curriculum thrusts: comprehensive career guidance program; competency-based curriculum materials; minimum program competencies, competency profiles/certificates, and test item development; applied courses; and basic skill reinforcement. The major objectives and mission of vocational education are outlined, and partnerships for economic development are highlighted. Descriptions follow of instructional programs that are being operated; offerings within each program are listed. Special programs, projects, and services are briefly considered. Part II is a progress report for 1987-88, which was the final year in the three-year vocational education planning cycle. Significant accomplishments in relation to each three-year vocational education goal are discussed under these headings: program coordination, program improvement, program expansion, program innovation, and planning and accountability. The next section shows the vocational education enrollment for the period and discusses the special populations served. A final chart illustrates the expenditure of funds. (YLB)

This booklet describes selected and diverse ideas and recommendations that were presented at a conference. Scholars from the disciplines of history, philosophy, sociology, psychology, literature, and education examined a number of practices and problems that are central to the provision of moral education and the development of good character. Part 1, "What Is Moral Education About?" focuses on significant features of ethical and moral conduct. Part 2, "Who Teaches Moral Education?" highlights nine dimensions of a parent's role as a moral educator. Part 3 chronicles "What Is America's History of Moral Education?" while part 4 examines strategies for resolving conflicts concerning moral education, in "Must Everyone Agree about What Is Moral?" Part 5 explores "What Is the Place of Religion in Moral Education at School?" and part 6 offers viewpoints on various ways that courses might be designed in "Does a Specific Curriculum Exist for Moral Education?" Part 7 highlights ideas of "How Does the Moral Climate of the School Contribute to Moral Education?" Unique problems in undertaking research in this area are investigated in part 8, "What Can Research Contribute to Moral Education?" A list of conference attendees is included. (DJC)

Vocational educators have been making notable efforts to serve students with disabilities for many years. For more than 20 years, federal legislation has sought to facilitate such efforts by requiring that a portion of federal funding for vocational education be set aside to serve handicapped students. Disabled students can be educated either by mainstreaming them into the regular education system or by putting them into special education. However, mainstreamed students often lack assistance from special educators, and vocational educators cannot provide the services these students need. Because of this problem and the way that accounting systems for funding are set up, many school systems have arranged special programs of career/vocational education for students with disabilities. These programs offer employability training, special work experience, and separate instruction. However, these programs cannot provide the occupational training that vocational education does. What is needed is a program based on cooperation between vocational and special education departments. A unified system of service delivery is essential to providing exemplary vocational education for disabled students. Only when significant steps are made toward this goal will there be improvements in the level and quality of participation by students with disabilities in vocational programs. (KC)

This conference paper describes trends in federal policy for education of the academically talented in mathematics, science, and technology. Education legislation considered by the 100th Congress has stressed the themes of creating "equity" and "access." The greatest emphasis has been put on education of the gifted and talented. Proposed legislation includes the Jacob K. Javits Gifted and Talented Children and Youth Education Act, Chapter 2 Block Grants, and gifted/talented education for such special groups as American Indians and Native Hawaiians. Legislation for education in mathematics, science, and technology involves Title II of the Education for Economic Security Act; Partnerships in Education for Mathematics, Science, and Engineering; the Star Schools Program Assistance Act; Magnet Schools Assistance Act; Programs for Computer-Based Instruction; and Tests of Academic Excellence. A table presents authorization and appropriation information on programs receiving federal support. The influence of the Executive Branch of the federal government has been felt in the consolidation of categorical programs into state block grants. Thomas Berger's reaction to the paper outlines several recommendations involving federal intrusion, federal monies, textbook quality, teacher subject knowledge, etc. George Tressel's reaction comments on critical self-evaluation, flow patterns through the educational system, and curriculum concerns. (JDD)

The future effectiveness of trade and industrial (T&I) education programs can be increased by reforms in teacher education, collaboration with national support agencies, and taking advantage of technological and instructional advances. Among the important teacher education reforms are the following: (1) teacher preparation should include liberal arts studies and academic skills; (2) certification levels and work assignments should recognize the difference in teachers' knowledge, skill, and commitment; (3) a differentiated staffing pattern should be established and include master and lead teachers; (4) teacher preparation should include study of the subjects they will teach, under the tutelage of instructors who are effective teaching models and who understand the pedagogy related to those studies; (5) generic education courses should be replaced with studies of teaching and learning that are subject-matter oriented; and (6) special teacher recruitment and retraining efforts should be aimed at ethnic and racial minority groups. Collaboration with national support groups should include relationships with the American Association for Vocational Instructional Materials and the Vocational-Technical Education Consortium of the States. Among the technical and instructional advances that should be utilized are computer-based competency modules, video teleconferencing, occupational competency testing; vocational education competency achievement tracking system, and computerized competency/test-item bank. (CML)

This document reports briefly on the status of vocational education in West Virginia during 1987-88, as reported by the West Virginia State Council on Vocational Education. It summarizes the duties of the council, presents an overview of the number of students enrolled and the number of vocational programs in the state, and commends exemplary programs. It also analyzes briefly the involvement of vocational education with the private sector and with the Job Training Partnership Act. A financial outline highlights the methods for allocating vocational funds, a financial analysis of vocational programs, and an assessment of the distribution of funds. Improvements in vocational education during the year are noted, and recommendations for further action are made. They include creating reimbursement formulas for adult vocational education, reviewing the procedures for enrolling adults in technical colleges, developing guidance programs, ensuring the enrollment of disadvantaged students in vocational education, developing strategies for the dissemination of information about student financial aid, and establishing technical advisory committees. Summaries of studies concerning the coordination of the West Virginia vocational education program with the Job Training Partnership Act and the Carl D. Perkins Vocational Education Act are provided. (KC)

This document lists names, titles, addresses, and telephone numbers of the following types of human resources concerned with serving learners with special needs in vocational education: (1) agencies, associations, and organizations; (2) centers that provide information, resources, and referral services relating to transition; (3) clearinghouses that provide specialized information in a variety of formats and media; (4) computer-based information networks that provide instantaneous online message and database services; (5) databases; (6) the National Network for Curriculum Coordination in Vocational and Technical Education; (7) state vocational and technical education curriculum centers; (8) the nine regional educational laboratories funded by the U.S. Office of Educational Research and Improvement; (9) state directors of vocational education; (10) state personnel responsible for vocational education for handicapped, disadvantaged, and limited-English-proficient students; (11) National Association of State Directors of Special Education, Inc.; (12) University Consortium for Research on Career Development for Special Populations; and (13) National Task Force, Special Populations Programs of the National Center for Research in Vocational Education. The document also includes a list of toll-free phone numbers of 47 organizations, to be used to find out what information and services the organizations provide. (CML)

A basic set of principles for adult education reflects what should be found in each state and local program. First, basic skills should be mastered by all students. Second, course content should be directly related to learner, labor market, and community needs. Third, partnership efforts should be expanded and strengthened. Fourth, programs must have a system that ensures accountability. If each adult education program addresses these principles, major strides will be made in responding to the needs of the U.S. economy and the individuals served. The current interest in adult education is the result of efforts of public and private groups; media support is crucial to these efforts. The national adult education program, begun under the authority of the Economic Opportunity Act, has been continued through the Elememtary and Secondary Education Act and, most recently, the Adult Education Amendments of 1988. The adult education field has also responded to findings of large numbers of functionally incompetent adults by developing and using life skills curricula. The emphasis on functional competence has also raised the issue of what literacy or illiteracy is. Findings of literacy studies indicate that by any measure or definition the number of adults in need of higher level literacy skills is large. Application of the basic principles for adult education is one key method of guaranteeing more effective programs. (YLB)

The many facets of international education and the interrelationships within that field are examined in this taxonomy. The concept of international education varies greatly, and a consensus regarding definition and representation is important if the proponents and participants of international education are to speak knowledgeably among themselves. A common terminology should facilitate communication between the practitioners and funding sources such as the U.S. Congress and private foundations. The sub-parts comprising international education are described: (1) international studies (including all studies involving the teaching or research of foreign areas and their languages); (2) international educational exchange (involving American students and faculty studying, teaching, and doing research abroad and foreign faculty and students studying, teaching, and doing research in the United States); and (3) technical assistance (involving American faculty and staff working to develop institutions and human resources abroad, primarily in Third World countries). There are few particular national organizations that combine the three major sub-parts of international education. Organizing international education people or groups requires distinguishing the different types of people who compose each part of international education, their professional backgrounds, their professional associations, and their normal funding sources. (SM)

Several studies of distance education in Slovenia (Yugoslavia) have been conducted. Questionnaires and individual in-depth interviews were the most frequently used tools. In the studies, the relationship between social isolation and efficiency in distance education was observed through three sets of variables: (1) two different concepts of education and learners' perception of social isolation; (2) types, quality, and quantity of social relations and impact of social isolation on distance education; and (3) individual psychological characteristics in relation to the impact of social isolation on the effectiveness of distance education. Although the studies are not directly comparable, they lead to several basic findings (which cannot be generalized). For example, review of the studies showed that the learners' approach to education can predetermine their expectations. Learners who feel they must be taught are more likely to feel deprived of social relations if they study at a distance, whereas learners who have self-confidence and believe they can get the knowledge by themselves function effectively. Learners who lack good social relationships also may not function effectively in distance education. Finally, learners with low self-confidence appreciate distance education because they do not have to perform in front of peers. (KC)

This handbook clarifies how to meet legal requirements when the same student population qualifies for both bilingual and special education programs. Legal streamlining of existing California-mandated requirements for bilingual and special education is emphasized. The handbook begins with a discussion of the difficulties encountered when providing educational services to pupils with limited English proficiency who demonstrate academic deficiencies, and outlines procedures for distinguishing between a true disability and a language difference. Types of bilingualism and their effect on school achievement are examined. The use of the Student Study Team is suggested in the student referral process; such teams combine regular education teachers and specialists working together to develop an intervention plan emphasizing parent and student involvement. A detailed comparison of bilingual and special education law is presented. Specific legal requirements of California bilingual laws and special education laws are paralleled to assist in efficiently implementing the legislation. The handbook then presents administrative steps that combine two separate laws into one single procedure from the point of referral to placement. Appendices discuss: (1) methods for ascertaining legal compliance, and (2) sunset program provisions for five California special education and bilingual education programs. (JDD)

Public Law 94-142 requires that local education agencies (LEAs) generating less than $7,500 through the child count formula either submit consolidated applications or use the state education agency (SEA) to provide child services directly. A survey of state directors of special education in 50 states sought to address the status of interagency collaborations among rural school districts. Thirty-six of the states have legislated or regulated systems of collaboration among their local education authorities. Authorization for the systems are categorized under four legal processes: intermediate education units or boards of educational cooperatives, statutorily established consortia/cooperatives, state board of education-regulated centers or cooperatives, and other consolidated applications. School districts have developed interagency agreements not only to meet the $7,500 minimum provision but also to facilitate free, appropriate public education. Fifty-two percent of the SEAs were very satisfied with the ability of their present systems to address Public Law 94-142 compliance issues. An analysis of the perceived strengths and weaknesses among the types of collaborative systems identified seven clusters of positive characteristics and four negative characteristics. Implications for planning are also noted. (JDD)

These proceedings, presented in English and French, summarize a seminar on the present and future of adult education programs in Quebec. Six Quebec universities were represented. The conference was opened by Dr. Pierre Simon, who introduced the theme and rationale of the day-long workshop. Dr. Charles Bertrand welcomed the participants, emphasizing the importance of the exchange of ideas offered by the meeting. The "think tank" began with a brief presentation by Dr. Claude Touchette, who provided a perspective of adult education programs around the world and summarized the history of adult education and adult educator education. Following this presentation, representatives of each participating university described their programs of study relevant to adult education. In discussion following the presentations, three main themes emerged: (1) the legitimate place of adult education as a field of study in the university; (2) the training and certification of adult educators; and (3) consultation and collaboration between universities offering programs in adult education in Quebec. (Appendixes to the document describe the adult education programs offered by the universities in Quebec and list the participants in the workshop.) (KC)

Perhaps the main objective of vocational-technical education in the Ukrainian Soviet Socialist Republic today is to train middle-level managers and agricultural workers to take part in the republic's comprehensive program to accelerate its social and economic development. Secondary agricultural institutions called sovkhoz-technicums have played an important role in upgrading the quality of training provided to specialists in agriculture. Students being trained as agricultural specialists are also given training in general subjects and especially in biology. Ecological education and an interdisciplinary approach are also at the center of the movement to improve vocational-technical education. Active teaching methods, including problem solving, brainstorming, computer-assisted instruction, olympiads, and group and individual tutorials, coupled with increased use of audiovisual teaching aids, are being encouraged. Since 1987, teachers of general subjects at technical schools have had to improve their professional skills at regional advanced teacher training institutes. Efforts are under way to create a unified system of general secondary education throughout the republic and establish a closer relationship between general secondary and vocational education. (MN)

The history of adult education in British Columbia may be divided into three periods: from the early years of European settlement to 1914, from 1914 to 1954, and from 1954 to the present. Before 1914, the development of adult education was sporadic and carried out by many different agencies. Missionaries, clergy of various denominations, and church organizations provided an important amount of adult education in the province's early years. One of the major elements in the provision of adult education during the second period was the programs offered by local school boards. Important steps were taken in the field of vocational training (including apprenticeship) and extension education. The first provincial organization of adult educators was formed in 1954, by which time adult education had become a broadly based enterprise. School board programs grew explosively until the early 1970s, with the community school movement becoming a significant dimension of adult educational programming. An examination of changing practices and policies indicates that adult education in British Columbia has been transformed from a social movement to a profession, and the recent developments in the field would seem to indicate that adult education will continue to expand within the province. (MN)