Education & Pedagogy

This document, which is intended to assist environmental, health, and community-based educators in Canada and elsewhere, discusses the process of drawing upon the theories and methodologies of transformative learning to plan adult environmental education workshops emphasizing the theme of socio-environmental change. The following are among the topics examined in chapters 1-6: (1) educational theories and principles (adult education as a process of creating new knowledge from the past, personal growth, and social transformation; popular education; feminist education; environmental education; indigenous education; and key principles of environmental adult education); (2) making environmental workshops work (planning and preparation; understanding the importance of context; creating an ecologically focused agenda; facilitating the learning process; and team building); (3) cultivating knowledge and action through practice (introductory activities; reconnecting activities); (4) learning through historical routes; learning through natural and community designs; and moving from words to action; (5) practices from Australia, Canada, Fiji, Hong Kong, and the Philippines; (6) dealing with resistance and fear, learning from experience, keeping on track, and following nature's lead; and (7) available resource organizations and publications. Sample agendas from workshops presented in two cities in Ontario and two cities in British Columbia are appended. (MN)

This document contains five monographs on correctional education in the United States and internationally. "Towards a Renaissance of Prison Education: International Preconference Symposium" (Carolyn Eggleston, Alice Tracy) reports on a joint symposium of the Correctional Education Association and the European Prison Education Association at which 50 representatives from countries around the world drafted a theoretical framework for prison/correctional education. "Cost Effective Corrections Program Options" (Sylvia G. McCollum) examines the benefits of prison job fairs and discusses a U.S. Federal Bureau of Prisons initiative that has resulted in 43 mock job fairs in 34 federal prisons since October 1996. "It Just Couldn't Have Been Our School: A Phenomenological Study of the Schooling Experiences of African American Male Inmates" (Shandra R. Terrell) reports on a study in which nine African American male inmates were interviewed regarding their schooling experiences. "Funding Sources for the Education of Incarcerated Adults in Sheboygan County, Wisconsin" (Sharon Abel) explores funding options to expand a local technical college's program for local inmates. "The Need for Cognitive Skills Training in Correctional Vocational Education Programming" (Kim Kachelmyer) examines the role of cognitive skills training as a precursor to vocational education programming in Minnesota prisons. All papers contain substantial bibliographies. (MN)

Remote and isolated locations in Australia provide the greatest challenges for improving provision of education options and pathways for children and families. These challenges are often compounded when considering the needs and aspirations of Indigenous communities, especially those that adhere to traditional cultures and lifestyles. In response to rural education recommendations of the Human Rights and Equal Opportunity Commission, a task force developed a National Framework for Rural and Remote Education (In 1993, the Council of Australian Governments amalgamated a number of ministerial councils to optimize policymaking, one of which that emerged was the Ministerial Council on Education, Employment, Training and Youth Affairs, or MCEETYA--which in turn created various "task forces" to perform research and make recommendations.). The framework comprises a vision statement, four guiding principles, and a set of "essential enablers" for the provision of quality education in rural and remote locations. The essential enablers were identified through a search of the relevant literature and an analysis of eight case studies of workable local strategies to improve youth services, education, training, and employment in rural areas. The essential enablers are: personnel (teachers, administrative and classroom support, and specialists); relevant curriculum; information and communication technologies; multiple modes of delivery; environments formed through effective community relationships and partnerships; and resourcing. Each of these is examined separately, including key challenges and recommendations for implementation. Used in conjunction with existing policies and practices, this framework will ensure improvement in the quality of education available in rural and remote Australia. (TD)

Data from a variety of sources are used to describe the system of higher education in Brazil. Brazil has put significant resources into developing its system of higher education over the last decade, and a system has developed in which some institutions have achieved recognizable excellence while others struggle to provide relevant, quality education at a reasonable cost. Taken as a whole, the system has a number of problems to overcome. About 15% of the age cohort is enrolled in higher education, a figure that is quite low compared to other countries in the region. Cost per student in public institutions is on a par with countries that are members of the Organization for Economic Cooperation and Development, but educational quality is not, and access to education is limited in many regions. Until recently, federal policy toward higher education did not attempt to control costs or correlate funding to productivity. In general, the quality of instruction and the relevance of the curriculum are below desirable standards. The government has a three-pronged strategy that involves changing the legal framework for the higher education sector, changing the funding system for higher education, and improving the evaluation of performance by the sector and institutions. Many important changes to higher education are underway in Brazil, and the challenge is to focus attention on those that will promote the greatest progress in equitable access, quality, relevance, and efficiency. Six annexes (appendixes) contain reports and essays on Brazilian higher education, and there is an annotated bibliography of 14 sources. (Contains 17 tables, 12 graphs, and 4 boxes.) (SLD)

This collection of papers examines the issue of minority and female deans in colleges of education, offering the current thinking by a group of minority and female deans of education. Part 1, "Changing Leadership: Tensions within Academic and Social Roles," presents the first four chapters: (1) "Surviving the Middle Passage: The Absent Legacy of African American Women Education Deans?" (Beverly Lindsay); (2) "The Contemporary Challenge: Family and Work Issues for Women in Higher Education" (Nancy Hensel); (3) "Recharting the Paths of Women and Minority Leaders: A Journey of Consequence" (Jane Stallings); and (4) "Deaning at a Historically Black Institution: Challenges, Opportunities, and Promise" (Portia H. Shields). Part 2, "Changing Schools: Issues of Power, Conflict, Race, and Gender," offers the last five chapters: (5) "A Profession at Risk: Changing the Image and Substance of Teacher Education" (Fannie Wiley Preston); (6) "Site-Based Management and Teacher Empowerment in Educational Reform: Can the Power be Shifted?" (Marilyn J. Haring); (7) "Academics and Cultural Excellence for African American Students: Imperatives for Public Education" (Hugh J. Scott); (8) "Developing a Multicultural Focus in Teacher Education: One Department's Story" (Barbara J. Shade); and (9) "Restructuring American Schools: A Perspective on Testing and Assessment" (Trevor E. Sewell and Constance V. Hines). (All papers contain references.) (SM)

This paper provides a summary of the knowledge base on serving students with special needs through inclusive education approaches, and it discusses the implications for restructuring regular and special education practices for school-based implementation of inclusive education. The first section is an introduction to some of the basic assumptions underlying the concept of inclusive education. The second section is a discussion of the findings from two recently completed large-scale studies on the variables that influence learning. One was a synthesis study that began with a meta-review and synthesis of research on variables related to school learning in both regular and special education literature. Sources included 179 handbook chapters and 91 research syntheses. The extent to which findings from these sources form a consensus on the ranking of influences on school learning indicate a shared knowledge base for establishing powerful inclusive learning environments responsive to the needs of all students. The second study was a feasibility study that focused on implementing inclusive education by incorporating what works to improve student learning. Findings were examined from a large-scale study of a statewide initiative for inclusive education approaches for special needs students carried out by the Pennsylvania Department of Education. This study examined the effects of 13 widely known programs. Results from a survey of administrators and teachers participating in these programs suggest an overall positive attitude toward the implementation and outcomes of various inclusive education models. The final section is a discussion of the implications of what is known about what works toward an inclusive approach to special education delivery. (Contains 35 references.) (SLD)

Earlier reports and studies have endorsed the consortia concept as a vehicle for reorganizing medical education and restructuring the physician workforce. This report by the Council on Graduate Medical Education, which serves in an advisory capacity to the Secretary of the Department of Health and Human Services and to Congress, concurs in this assessment. In support, the report reviews the background of the consortia concept, noting that there is no common operative description that defines current medical education consortia. To sort out the many variations, the Council surveyed several current consortia, collecting and analyzing data on how they perceive themselves, and on their organizational and administrative structures. The report examines and tabulates data on key attributes (mission/membership, governance/authority, administration/management, and medical education programs); measures outcome (educational enhancement, workforce reform, improved administration); takes note of barriers to success (market competition, financial constraints); probes weaknesses; offers a vision of an idealized model; and advocates the funding of several demonstration projects. The report reiterates support of consortia-run medical schools, teaching hospitals and community training sites; and calls for a "shared responsibility" approach to funding graduate medical education; development of national standards for education consortia, and health care reimbursement incentives that promote consortia development. (Contains 160 references.) (JLS)

This proposal calls on the state of Illinois to initiate a statewide computing and telecommunications network that would give its residents access to higher education, advanced training, and electronic information resources. The proposed network, entitled Illinois Century Network, would link all higher education institutions in the state to elementary and secondary education, public libraries, hospitals, government and government agencies, industry, corporations, small business, and individuals. The proposal envisions a network technology that would allow individuals who cannot attend a university to take courses from home or from their place of employment and at a time of their own choosing, allowing students to study more independently on or off campus. The report discusses the hardware needed, necessary changes in curriculum content, and support staff needs. It estimates capital and operating costs, taking note of the difficulties of using traditional cost-benefit analysis for such a project. Also suggested are three different types of management structure that might be appropriate, and an eight-step strategy for implementing the network. A technical appendix defines a set of goals and principles, discusses technology components, the campus infrastructure, and home access needs. A second appendix breaks out specific cost components. (CH)

These three keynote speeches from a European Centre for the Development of Vocational Training (CEDEFOP) seminar "Research on Vocational Education and Training in Europe" focus on the links between education, training, work, and economic growth. "Education and Training Policies in the Transition towards a Global Information Society: Needs and Opportunities" (Eve Caroli) analyzes the links between new technologies, skill requirements, and economic growth. It promotes transferable skills as necessary in the transition to the information and knowledge based society and recommends integrating education and training policy on one hand and labor market and employment policy on the other. "The Relationships between Education, Training, Employment, and the Labor Market: Some Research Findings and Conclusions" (Manfred Tessaring) illustrates the positive contribution of education and training to earnings and economic growth as confirmed by a number of studies. It also discusses the opportunities and problems of identifying and quantifying new employment fields, occupations, and qualification requirements. "OECD [Organization for Economic Cooperation and Development] Activities Related to Research on Vocational Education and Training" (Abrar Hasan) addresses three issues: where the Vocational and Technical Education Project (VOTEC) work fits into OECD's broader mandate in the area of education and training work; a review of OECD's work in the VOTEC area completed in recent years; policy issues that have emerged from this work and the research gaps they identify; and an outline of the work the OECD is now planning in this area. (YLB)

Recent data point to a postsecondary education market in the midst of profound changes that are transforming the structure of the education and training industry itself. More high school graduates are enrolling in college upon completing high school. Enrollment in both two- and four-year institutions is increasing. Since 1969, part-time undergraduate enrollment has increased over 14 percent. College entrance examination scores show modest improvement. College freshman remedial coursework is most prevalent in math. About one-half of students enrolling in postsecondary education attain a credential or a degree within 5 years. The portion of full-time college students at two- and four-year institutions who work while enrolled full-time has increased. Average undergraduate tuition, room, and board is rising faster than median family income. Enrollment in all higher institutions continues to increase. Enrollment in undergraduate, graduate, and professional schools is increasing. Higher education enrollment is becoming more diverse. Lifelong learning is a reality. For many, noncredit courses, short courses, and conferences are more important than traditional credit classes as a source of continuing education. Barriers to taking more education and training are cost, busy schedules, and inconvenient times. Jobs in the future will require more education. Over 9 in 10 companies provide educational assistance to their employees. Other countries are beginning to close the gap in postsecondary education. (YLB)

Through international comparisons, countries may come to recognize weaknesses in their own systems while identifying strengths that might otherwise be overlooked. The education indicators in this report also show whether variations in educational experiences within a country are unique or whether they mirror differences observed elsewhere. The 41 indicators presented are the product of an ongoing process of conceptual development and data collection and represent the consensus of professional thinking on how to measure the current state of education internationally. Data are provided for 29 countries, members of the Organisation for Economic Cooperation and Development. The indicators are grouped into the following categories: (1) demographic, social, and economic context of education; (2) financial and human resources invested in education; (3) access to education, participation, and progression; (4) the learning environment and the organization of schools; (5) social and labor market outcomes of education; (6) student achievement; and (7) graduate output of educational institutions. Three appendixes present information on typical ages and reference years, basic reference statistics, and methodology and technical notes. For this report, new indicators have been designed to help policy makers improve the foundations for life-long learning. These indicators place greater emphasis on tertiary education, which is replacing secondary education internationally as the point of access to rewarding careers. Methodological advances have made the indicators more comparable, but the knowledge base on student and school outcomes needs to be expanded. (Contains 101 tables and 87 charts.) (SLD)

Faced with declining resources, increased public scrutiny, and pressures to accommodate the needs of a changing student population, colleges and universities look to innovative uses of technology as supplements to and alternatives for mainstream instruction. Faculty are increasingly becoming involved in distance/distributed education. This study looks at the institutional reward systems for distance education at four Carnegie Category I research institutions. Data were collected through semi-structured interviews with 34 individuals representing faculty, distance education program administrators, and chief academic officers. The institutions in the study share a similar tripartite mission of teaching, research, and service. At the institutional level, distance education is a low priority while at the college and department level, the commitment to distance education is greater. Similarly, within the context of the academic unit, more so than at the institutional level, administrators recognize faculty efforts in distance education and reward them according to department or college priorities. Distance education is not explicitly identified as an area of professional practice which serves as a measure of faculty productivity. Credit for distance education activity falls under the category of teaching where it counts toward the individual's overall teaching record or as a teaching innovation. Faculty work in distance education is acknowledged and credited at the department level and during annual performance reviews. Downsides to participating in distance education can range in severity from uncertainty about whether and how much credit will be accorded, to placing one's career in jeopardy for engaging in distance education to the detriment of discipline-based research and scholarly publication. (SWC)

This book, which is intended to inform Australia's education community about various aspects of the national literacy debate and the policy development process, reviews the literature on literacy teaching in secondary and postsecondary education and the workplace and describes the sociocultural and educational context for development of literacy policy and programs in the 1990s. Among the topics discussed in the book's six parts are the following: part 1, broad context of literacy education (the powers of literacy; literacy levels among Australians; and citizenship, social equity, and competence); part 2, necessary content of a national policy on literacy (policy context; purpose and scope; definitions; considerations in defining literacy; teaching cycles); part 3, Australia's learners (Australian English speakers, language diversity and English literacy, indigenous Australians, special needs, socioeconomic disadvantage); part 4, school literacy education (the early years, the middle years, the later years, the postschooling sector); part 5, adult literacy, numeracy, English-as-a-Second-Language) education, and lifelong learning for all; and part 6, state and territory programs in literacy (literacy teaching and learning in department of education schools in South Australia, Australian Capital Territory, Victoria, Queensland, Western Australia, Tasmania, New South Wales, and the Northen Territory and literacy teaching and learning and current practices in literacy education in the Catholic and independent schools sectors). (Contains 162 references) (MN)

The Ministry of Advanced Education (Ministry) provides overall funding and policy direction for British Columbia's public post-secondary education system. The Student and Strategic Services Division, Ministry of Advanced Education requested Internal Audit & Advisory Services to conduct a review of the international education programs at institutions to establish whether the cost of education is fully paid for by international students. The Ministry approved this project as part of the annual internal audit planning process. The International Education Review was completed in two phases. The pilot comprising Phase I, was completed during February 2004. The fieldwork for Phase II (which covered a total of six institutions) was performed from June to September 2005. The review established that there was likely no subsidization of international students by BC taxpayers at the institutions examined during Phase II of the International Education Review. For the rural institution, the review found that international tuition fees covered incremental costs attributable to international education programs. For the institution examined during the Phase I pilot, the analysis showed that the direct costs of international education were covered. However, the methodology used at that time could not confirm indirect and capital costs were fully covered by international education program fees. The institutions visited for this review were randomly chosen by the Ministry. These institutions were: Malaspina University College (Phase I pilot), College of the Rockies, Kwantlen University College, Douglas College, Camosun College, Thompson River University, and University of British Columbia. [This report was prepared by the Internal Audit & Advisory Services, Office of the Comptroller General, Ministry of Finance.]

From October 21 to 23, 2008, The Heritage Foundation, supported by the McCormick Tribune Foundation, convened leading education and national security experts as well as private-sector representatives to discuss methods for strengthening America's competitiveness by improving its performance in science, technology, engineering, and mathematics (STEM) education. This report attempts to describe the current state of STEM education, summarize the main points discussed at the conference, and present the conference attendees' conclusions on how to improve STEM education and advance America's defense capabilities and economy. This report is aimed at education and private-sector leaders as well as at national defense strategists, but can also be useful to other interested parties. The private sector and defense industry will need to work closely with education reformers to create a feasible plan for improving the current state of STEM education: Success in both industry and defense is vitally linked and inextricably tied to the capabilities of the STEM workforce. The report makes the following recommendations to federal and state policymakers and to the private sector: (1) Strengthen the quality of the elementary and secondary teacher workforce, particularly in STEM subjects; (2) Reform the traditional public school system to encourage greater innovation and superior instruction; (3) Implement aggressive reforms to change the governance of the traditional public school system; and (4) Resolve the H-1B visa shortage.