Education & Pedagogy

This third revision of the Classification of Instructional Programs (CIP) updates and modifies education program classifications, descriptions, and titles at the secondary, postsecondary, and adult education levels. This edition has also been adopted by Canada as its standard for major field of study classification. The volume includes the following sections: (1) an introduction, with information on update processes and procedures, principles governing programs included in the CIP, how the volume is organized, proposed revisions, textual conventions, taxonomic information, and new programs added; (2) a listing of series, codes, and titles; (3) full text of instructional program codes, titles, and definitions for the following classes of programs: academic and occupationally specific programs; vocational family and consumer sciences/consumer and home economics programs; technology education/industrial arts programs; U.S. Reserve Officer Training Corps programs; personal improvement and leisure programs; dental, medical, and veterinary residency programs; and high school/secondary diplomas and certificate programs. Appendix A is a French language section on codes used exclusively in Canada; Appendix B lists program codes and titles deleted in the years 2000, 1990, and 1985. (CH)

In 1996, the Environmental Education Council of Ohio (EECO) took the lead in developing a statewide plan to build Ohio's capacity--or Ohio's ability to provide leadership and resources--for environmental education. The goal for the project was to collaboratively develop and implement a statewide strategy for building Ohio's ability to promote reform-based environmental education that is interdisciplinary, community-based, and learner-centered. This document presents the plan to bring these goals to fruition. Topics include: (1) Coordinated Leadership, featuring a statewide environmental education steering committee, an environmental education center, and a staff that will coordinate communication, networking, and program development among groups to provide planning and outreach for educators; (2) Guidelines for Best Practices, providing an outline of the best practices in Ohio's environmental education programs based on proven methods and research findings; (3) Outreach, discussing promotion of environmental education in Ohio and centralized access to environmental information and education resources; (4) Training and Professional Development, providing programs to assist people in becoming effective environmental educators; (5) Diversity, developing programs, services, and facilities that will be accessible and affordable to diverse audiences in Ohio; (6) Support, coordinating a unified, active constituency that will build bipartisan political support for environmental education; and (7) Funding, maintaining and developing sustainable funding sources. Contains 13 references. (CCM)

This monograph argues that corporate culture, power, and politics are dominating the discourse on the role of higher education and public education. Evidence is offered of the change in the role of institution president to that of a corporate manager, of the increasing vocationalization of higher education, and of an increasingly pragmatic view of accountability. This corporate discourse on schooling is seen to lack a more basic examination of the nature of knowledge, the meaning and purpose of education, and of its relationship to democracy. The paper also finds that as universities increasingly model themselves after corporations, the cost-accounting principles of efficiency, calculability, predictability, and control of the corporate order have restructured the meaning and purpose of education. The trend toward privatizing and commercializing public schools is seen to be an attempt to transform public education from a public good, benefiting all students, to a private good designed to expand the profits of investors, educate students as consumers, and train young people for low-paying jobs. The paper urges the defense of higher and public education, of teachers as public intellectual servants, and the repudiation of commodified forms of learning. (Contains 67 references.) (DB)

This document outlines the mission and accomplishments of the Florida Education and Employment Council for Women and Girls. Presented first is a statement of the council's mission, which includes the following: develop public consciousness of the talents of all women; encourage women and girls to become actively involved in education and training programs leading to higher-wage occupations; support women in taking leadership roles; and act as a source of information about employment opportunities, education and training programs, and legal rights to combat discrimination against women in the workplace. Provided next is an overview of the council's activities in the following areas for the past 10 years: listening to testimony and presentations regarding areas of concern to the education and employment of women and girls; conducting assessments through public meetings, document reviews, interviews, symposia, and contracted studies; and formulating recommendations regarding policies and actions affecting the education and employment of women and girls in Florida. The council's accomplishments in the following areas are summarized: playing a unique advocacy role, raising awareness, and issuing annual reports. Approximately 75% of the document recaps the recommendations issued in the council's annual reports for 1990-1998. Appended are lists of former and 1998-1999 council members and staff. (MN)

The FY 2000-2004 Vermont State Plan for Technical Education is based on a strategic planning process that began in 1996 and entailed reviewing and creating a strategic plan for its technical education system. The FY 2000-2004 State Plan was written by building on the conclusions of several state-wide task forces and conferences. Four particular points were stressed during the discussions: (1) business stressed the need for a more complete system of technical education; (2) technical centers were perceived to be efficient and effective training sites; (3) reservations were raised over the idea of rigorous entry requirements; and (4) technical education should continue to be an integral part of the secondary system. Recommendations on state needs and priorities were identified. Specific goals include (1) establishing industry standards that align technical education on all levels; (2) aligning education opportunities to allow the students to reach these standards, (3) providing the resources that secondary, adult and postsecondary programs need to teach to high standards, (4) providing teachers with the knowledge, skills, and resources they need to teach to high standards, and (5) providing the support necessary to insure success for all students. Related information is provided on program administration, accountability and evaluation, special populations, tech prep, and financial requirements. (JJL)

This report presents a comprehensive set of guidelines approved by the Distance Education Council (India) in July 1997 for funding open universities and correspondence course institutes and describes policies and programs to promote distance education through communication, industrial, and academic networks. The first section, which summarizes the recommendations, lists guiding principles for support of state open universities and correspondence course institutes, as well as similar guidelines for institutional and academic reforms, staff development, student support services, and computerization. Other sections of the report discuss major considerations and guidelines for the nurturing phase of distance education and outline future development plans and funding for state open universities and correspondence course initiatives. The discussion in these sections touches on guiding principles, academic and institutional reforms, infrastructure development, curriculum development, student services, staff development, technology support systems, performance review and assessment, and research and development. A final section discusses the relationship of the Distance Education Council vis-a-vis open universities and distance education institutions. Appended are copies of the Distance Education Council proposals for establishing state open universities and its action plan for upgrading correspondence courses to distance education. (SM)

Data for studies of vocational education and training systems in Cyprus and five other countries in the region were gathered through an analysis of existing studies and visits to the main stakeholders in the countries. Some of the main conclusions reached by the study of Cyprus are the following: (1) Cyprus is a rapidly developing country that must face changes in its education and employment systems; (2) the country needs to improve the overall attractiveness of the vocational and education training system in order to secure a balanced and transparent structure of qualifications within an overall coherent vocational training system; (3) while unemployment rates are low, the labor market situation is characterized by a relatively high level of graduate unemployment; and (4) the field of continuing and further vocational education and training is well established. Main recommendations of the study include internal restructuring and modernization of both initial and continuing vocational institutions, improving the quality and status of secondary technical and vocational education, improving and modernizing teaching methods and assessment approaches, and improving national policy-making capacities for the implementation and monitoring of European programs. (Contains 29 references.) (KC)

Education serves as a powerful tool for advancing individuals and society, but learners enter formal education with vastly different opportunities, backgrounds, and challenges. Addressing these disparities requires a commitment to equitable access, personalized support, and inclusive learning environments that recognize diverse needs. By fostering a growth mindset and providing the right incentives, education can empower all learners to reach their full potential without reinforcing systemic inequities. Achieving social justice in education means creating pathways for every student to succeed, regardless of their starting point, through policies and practices that acknowledge and address these differences. A holistic approach to education ensures that the needs of the whole learner are met, making learning more meaningful, accessible, and transformative for all. "Mitigating Learner Disadvantages in Teaching and Learning" explores how to ensure that all learners have full access to learning and to the potential of their best selves. Furthermore, it discusses how social justice in education can be achieved. Covering topics such as incarcerated students, mentorship programs, and first-generation learners, this book is an excellent resource for teachers, school administrators, policymakers, social justice advocates, professionals, researchers, scholars, academicians, and more.

Discussion of religion and education continues to evoke conceptions of confessional teaching; however, research and educational practices in recent decades illustrate an expanded understanding that relates to the teaching of, about, and from religion across formal and non-formal educational spaces in secular and religious spheres. An expanded understanding also illustrates various intersections between religion and education that extend beyond religious or non-sectarian instruction, to include everything from the recognition and accommodation of religious student identities in K-12 public school settings, to the internationalization of religious higher education. Drawing on the Comparative and International Education Society's Religion & Education Special Interest Group's programing and activities, this paper aims to present a brief summary of trends observed both in research and practice concerning religion and education among educators worldwide, and highlights the place of religion in our growing recognition of intersectionality, one that occurs between academics and the community. [For the complete volume, "Annual Review of Comparative and International Education 2018. International Perspectives on Education and Society. Volume 37," see ED667018.]

There is limited research on sexuality education for individuals with intellectual and developmental disabilities (IDD). The present study examined special education teachers' feelings of self-efficacy to teach sexuality education to students with IDD. Using a 36-item Attitudes and Beliefs Instrument and a 13-item Self Efficacy Survey, this study surveyed 179 participants to investigate the predictors of a special education teacher's self-efficacy to teach sexuality education to students with IDD. The predictor variables in this study included: (a) amount of formal sexuality training received; (b) certification type; (c) level of experience; and (d) attitudes and belief factors about sexuality education for students with IDD. This study found the amount of formal training and attitude and belief factors to be the highest predictors of special education teachers' perceptions of self-efficacy to teach sexuality education to students with IDD. Increased levels of specialized preservice and in-service training are recommended. Implications for practitioners/educators and future research were discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The aim of the Regional Dossier series is to provide concise descriptions of regional or minority languages in education, mainly in Europe but also in other parts of the world. The majority of the Hungarian-speaking population in Slovenia lives in the bilingual ethnically mixed area of the Prekmurje region, where both Slovene and Hungarian are recognised as official languages. Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research on education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the Regional Dossier.

The aim of the Regional Dossier series is to provide concise descriptions of regional or minority languages in education, mainly in Europe but also in other parts of the world. Friulian is a Romance language, traditionally recognised as part of the Rhaeto-Romance sub-family. It is spoken in Friûl (in Friulian)/Friuli (in Italian), a territory located in north-eastern Italy where it is the most widely spoken indigenous language. Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research on education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the Regional Dossier.

English education has played a key role in the modernization and globalization of Singapore. Following the institution of the Bilingual policy in the year following the nation's independence in 1965, the English Language attained a privileged status among other languages taught in Singapore schools. To this day, it is viewed as a vital catalyst to securing Singapore's continued economic growth and to maintaining its image as a cosmopolitan hub conducive to foreign businesses and investments. In this chapter, we chart developments in English education in Singapore from the country's independence in 1965 to the present. We focus on key changes to English Language syllabuses across Singapore's history which we contextualize alongside four major phases of education in Singapore: Survival-driven education (1950s to 1960s), Efficiency-driven education (1970s to 1980s), Ability-driven education (1990s to 2000s), and Student-centric, Values-driven education (2010 to the present). The chapter concludes with observations about future developments of English education in Singapore. [For the complete volume, "Education in Singapore: People-Making and Nation-Building. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 66," see ED675893.]

Advocates changing world history curriculum to emphasize multiculturalism and global citizenship. (PKP)

Describes the structure of science education in Bhutan, a kingdom in the Eastern Himalayas. (YDS)