Education & Pedagogy

The development of lifelong education in England has been slow due to the dualist educational philosophy characteristic of the English middle and upper classes. The two governing characteristics of British adult education have been its predominant concentration of provision for the working classes and its preoccupation with the liberalizing role of adult education to the exclusion of its role as an instrument of social and occupational mobility. Substituting "education for adults" for "adult education"--to include all learning activities adults engage in--would lessen the confusion and prejudices associated with the latter term. The shift of public educational provision toward the adult life-span for both basic and continuing education is likely to continue. But the expected expansion in education will be financially supportable only if the cost to the public purse is reduced, either by fees provided by users or by reducing the non-educational content of educational expenditure. Continuing education has become necessary because of: (1) the expansion of educational opportunities at the basic and initial training stages of life; (2) the scientific and technological revolution; and (3) the increase of leisure and the associated increase in material standards of living. The Adult Education Department at Manchester University has two objectives: (1) to develop an anthropocentric approach to the education of adults in its teaching and research; and (2) to place adult education centrally within educational policy and practice as a whole. (KM)

In-service education of Adult Basic Education (ABE) instructional staff by the unit of the school system or other institution that sponsors the ABE program is the focus of this monograph. The four interrelated purposes of the monograph are: (1) to present a general framework that planners can use in developing in-service education, using basic concepts of need apprisal and program development, (2) to identify the crucial decisions in the planning of in-service education, (3) to reveal tested knowledge from the scattered research reports related to ABE in-service education, and (4) to suggest ways to interrelate knowledge and action in the planning of in-service education. The monograph is organized into the following sections: Appraise the Situation (identify local symptoms of needed in-service education; make an initial appraisal of the local situation; select from the literature criteria for judging instructional staff performance); Identify Needs (describe the current performance of typical instructional staff members; describe the corresponding performance of outstanding staff; identify needs by comparing the current with what is needed); Select Needs (survey knowledge that may be used to satisfy the needs that are identified; survey resources that are available to satisfy these needs; select the most important needs); Develop the Program Plan (specify the objectives; specify the intended outputs and transactions; consider alternative evaluation procedures; plan the in-service education programs); and Conduct the Program (provide supportive arrangements to facilitate the program; implement the in-service program). Twenty references for additional study are provided. (For related documents, see AC 014 525-527, 529-534.) (DB)

Reflecting a set of convictions and assumptions about the need for and the process of change in the international education of American children and adolescents, a broad, cooperative study was undertaken concerning the following questions: (1) What is international education? That is, how can international education be most fruitfully defined or conceptualized? (2) What should be the major objectives of international education in the schools? That is, what contributions can and should the K-12 curriculum make to the international education of children and young people? (3) Given answers to these questions, what needs to be done with respect to curriculum development, basic research, and teacher education in the field of international education? (4) What intellectual talents and resources exist for undertaking needed research and development work and how can these be effectively mobilized? To give these questions final and universally acceptable answers was not the purpose of the study. Rather, it was to selectively survey the thinking of American educators and social scientists with respect to these questions through interviews, conferences, and meetings, and hopefully in so doing to lay the foundation for a continuing and systematic examination of needs, objectives, and priorities in international education. It was hoped that the conclusions and recommendations set forth in the study would serve as stimuli and guides to a continuing dialog and exploration as well as to new research and development efforts in the field of international education. (JH)

Designed as a resource book which can be used to supplement the regular curriculum by integrating one or more career education activities into regularly taught courses, this volume for grades 9 through 12 is one of a series of three manuals, one each for the elementary (grades 1-6), junior high (grades 6-9), and senior high (grades 9-12) levels. It is divided into three sections, Introduction, Activities and Instructions, and Resources. The Introduction describes how to use the manual and briefly discusses the goals of career education. Activities and Instruction, covering the majority of the document, presents career education activities for each of nine subject areas: Social studies (10 activities), English (10 activities), mathematics (10 activities), science (10 activities), art/music (2 activities), health (2 activities), foreign language (2 activities), driver education (2 activities), and physical education (2 activities). Each subject area includes an activities summary, introduction, sample week's lesson plans, cross reference, and a student activities section, which is prefaced by teaching prerequisites and objectives. (The cross reference identifies by number activities which treat particular occupational issues and jobs and activities which reinforce specific subject area topics and skills.) The Resources section, under separate headings, discusses the following three aspects of career education which should be considered in order to implement the activities most productively: Teacher objectivity in career education, liaison with the community, and effective teaching methods for career education. (TA)

Four conferences involving key special education personnel were held on research needs related to: 1) career education for the handicapped, 2) education for the severely handicapped, 3) early childhood education for the handicapped, and 4) development of personnel to serve the handicapped. Major concerns of the career education conference were development of skills for leisure time activities as well as work and the need to find and use existing knowledge to develop methodologies and programs. Themes of the conference on education of the severely handicapped included the need for an adequate system of information exchange among researchers and practitioners, the need for research to be directed to the most critical problems and to be nationally coordinated, and the importance of continuous surveillance and longitudinal data collection. Stressed in the conference on early childhood education for the handicapped were the need for improved early diagnosis, appropriate intervention, research on programs and agencies to develop total service models, and the identification of personnel competencies. Focused on in the conference on the development of personnel to serve the handicapped was the importance of pupil achievement as the basis for judging personnel and program success. Areas of common concern across conferences included the need for information systems and the impact of affirmative action mandates. Primary outcomes of each conference were an annotated bibliography and proceedings of the conference. The major portion of the document consists of appendixes such as the conference schedules and participants and conference recommendations. (DB)

An innovative system to facilitate inter-agency cooperation in 16 federal agencies concerned with adult basic education is provided. The 16 programs chosen for the study were: (1) Work Incentive Program; (2) Concentrated Employment Program; (3) New Careers; (4) The Cuban Refugee Program; (5) Grants for Community Planning, Services and Training for Older Persons; (6) Social Services in Support of Adults with Potential for Self-Support; (7) Vocational Rehabilitation; (8) Vocational and Technical Education; (9) Manpower Development and Training Act; (10) Neighborhood Youth Corps; (11) Operation Mainstream; (12) Job Corps; (13) Programs for Migrant and Seasonal Farm Workers; (14) Education and Vocational Training for Federal Prisoners; (15) Adult Basic Education; and (16) Project 100,000. Questionnaires were used in a field survey of twelve local programs that were "typical" of a corresponding federal agency. Findings of the study are: (1) There is at present no clear national policy for ABE; (2) There is at present no universally applicable definition of Adult Basic Education; (3) Target populations for ABE programs are unclear; (4) There is at present only minimal connection between ABE programs; (5) There is at present little research or teacher training in other-than-USOE programs; and (6) There is at present a lack of standard evaluation and statistical reporting procedures in ABE programs. A presidential Advisory Council is seen as the answer to these problems. (DB)

What schools can do and are doing to prevent the abuse of drugs by their students is the focus of this report. The first section of the report "An Overview of Current Efforts" presents the findings of a one-year study of drug education in the United States, with a subjective analysis of the various approaches in the field. In the second section "Guide for the Drug Education Planner," specific guidelines for planning, implementing, and evaluating local drug education efforts are offered. "Case Studies," section three, presents detailed descriptions of 10 different approaches in the following locations: Coronado, California; State of Oregon; Duluth, Minnesota; Milwaukee, Wisconsin; Wayne County, Michigan; Seymour, Connecticut; Dade County, Florida; Maricopa County, Arizona; Parkway, Missouri; and Laredo, Texas. Six commercially developed programs are described in section four "Product Reports"; these are The Creative Learning Group Drug Education Program (K-Grade 9); Drug Education Program or Drug Abuse Decision System (DADs) (Grades 9-12); The Drug Experience: Data for Decisionmaking (Grades 7 and 8, but also used in Grades 6-12); Drugs: Insights and Illusions (Junior and Senior High School Students); Technicon Drug Decision Program (Grades 6-9); and Impact Plus Two and Why? (Grades 5 and 6 and Grades 7 and 8). A "Teacher's Guide to Resources in Drug Education" provides reviews, catalogs, resource handbooks, and compiled bibliographies on instructional aids and materials, curriculum ideas, and background information on drug education. Current ERIC entries on Drug Education Programs are listed, as are past PREP reports. (Author/DB)

Summarizing hearing procedures and findings, this document includes testimony presented at hearings conducted by the Task Force on Native American Vocational Education. Held between late 1976 and early 1977 at Rapid City, South Dakota; Albuquerque, New Mexico; Seattle, Washington; and Washington, D.C.; these hearings address the current status of Indian vocational education under the provisions of the Education Amendments of 1976 (PL 94-482). Major findings are presented as follows: there are two types of facilities needed--schools on or very near the reservations and area schools which can serve small tribes or a group of tribes; there is a critical need in elementary through adult education programs for information regarding options in employment and student assessment of interests and aptitudes; and until other segments of education are improved, vocational education programs will have to include components of remedial reading, wriLing, and computation. Major Task Force recommendations are represented as follows: that the legislation be amended to require the Bureau of Indian Affairs (BIA) to match vocational education funds appropriated via the U.S. Office of Education (USOE); that the BIA and USOE share the responsibility for administering and monitoring these funds; that the USOE and BIA provide technical assistance to tribes submitting proposals under this legislation; that proposal evaluation criteria consider the special needs of the diverse populations to be served; and that tribes determine their own education priorities. (JC)

In this book the president of Notre Dame University responds to the critics who see the teaching of religion and values as a hindrance to institutions of higher learning, suggesting that no university is truly a university unless it is universal and moves every scholar to look to the total universe. The significance of values in education is because wisdom is more than knowledge. It is claimed that the effects of a neglected moral purpose in higher education are surfacing in government, and that a liberal education must teach discrimination. The book is divided into five sections: (1) An Overview, which discusses the university president, and the past and present of American higher education; (2) The Contemporary Catholic and Christian University, including essays on the vision of the Catholic university in today's world, the challenges of Christian higher education, the Catholic university and freedom, the changing face of Catholic higher education, and new focuses for Catholic education in the 1970s; (3) Special Concerns in Higher Education in Modern America, dealing with science and technology in modern perspective, social science in an age of social revolution, the moral purpose of higher education, and the civil rights revolution; (4) The Years of Campus Crisis, covering the generation gap, lessons of the student revolution, and a case study of universities and government interacting in crisis; and (5) The Future: Church, Education, World, including discussions of the post-Vatican II church, education in the year 2000, and problems and opportunities of an interdependent planet. (LBH)

To provide the basis for implementation of a competency based teacher education (CBTE) program, the second of three phases of a university CBTE project involved pilot inservice, pilot preservice, and course infusion components in industrial education. Thirteen beginning industrial education teachers representing eleven different occupational areas participated in the inservice CBTE study, which utilized a self-paced, open entry-open exit, minimum performance specified credit system, and criterion referenced grading. Positive conclusions can be drawn from questionnaire results on inservice teachers' perceptions of CBTE. The preservice pilot, accomplished in three steps, using industrial arts students during successive terms in the 1978-79 academic year, culminated in three recommendations: (1) that CBTE be expanded to include all pre-professional courses; (2) that textual material of any kind be selected solely on the basis of utility; and (3) that further studies be conducted to ascertain alternate methods of instruction that meet the learning styles of individuals. Supplemented use of seven performance based teacher education (PBTE) modules developed by the National Center for Research in Vocational Education at Ohio State University and infused into Industrial Education 19v, resulted in a rise from the 10th to the 85th percentile over the phase 1 evaluation on student teachers' evaluation of the "suitability of textbooks and/or materials." An Advisory committee suggested use of instructional resource centers to support CBTE, and an administrative/supervisor meeting summarizing the three projects received favorable reactions. (Appendixes include evaluation instruments used in the studies.) (MEK)

The findings of a two-year national study on the problems of U.S. police education are examined in this report of a commission whose members were noted educators, police administrators, and public officials. The following recommendations are among those offered: (1) the majority of federal funds for police higher education should go to programs with broad curricula and well-educated faculty rather than to narrowly technical programs; (2) no college credit should be granted for attending police agency training programs; (3) community colleges should phase out their terminal two-year degree programs in police education; (4) colleges should employ primarily full-time police education teaching staffs, seeking faculty members with Ph.D.s in arts and sciences disciplines; (5) prior criminal justice employment should be neither a requirement nor a handicap in faculty selection; (6) government policies at all levels should encourage educating police officers before they begin their careers. The book examines what subjects should be taught for police careers, who should teach them, who should study them, how colleges should use police education programs, and how police personnel policies should take such programs into account. It also analyzes conflicting views on the impact of higher education for police on individual students and on the overall performance of the police, and offers suggestions for upgrading the quality and making better use of higher education programs. Summaries of consultant reports and lists of participants in the regional public forums are appended. (LBH)

Results are presented of a survey designed (1) to discover which universities throughout the world (Africa, North America, South America, Central America, Asia, Australia, and Europe) provide courses in adult education as a field of study and (2) to facilitate discussion at a 1970 international conference. An introduction describes conditions of the survey: Universities were surveyed on adult education courses offered; the only courses listed were those which enable the student to obtain a recognized qualification; four grades were chosen, namely certificates and diplomas, first, second (Masters), and doctoral degrees; there appeared to be no international convention differentiating between certificates and diplomas; the lists distinguished between certificate and diploma courses which are open only to post-graduates and those which can be taken by both graduates and ungraduated students; first and second degree levels were divided to indicate whether adult education constitutes a major or minor part of the course. Findings are discussed under the following topics: The introduction of adult education as a field of study; present distribution of courses in adult education; stated purposes of courses in adult education; content of courses in adult education; staff and students; teaching methods; research; the master's degree program in adult education; program of study for the Ph.D. in the area of adult education research; and program of study for the degree of doctor of education. Four supplementary tables are included. (TA)

The problem of primary education has existed for some time in both the western and eastern regions of the United Republic of Cameroon in Africa. It was generally accepted that the main reason for the poor performance of the education system was the insufficient training of the vast majority of primary school teachers. From the beginning, ENIR (Rurally Oriented Primary Teacher Training Institute) and later IPAR (Institute of Rurally Oriented Applied Education), the new and expanded version of ENIR, were designed as essential means of solving the problem. Their endeavour was to create a ruralized school directed toward meeting the economic and social needs of Cameroon. With an average rate of primary school enrollment of over 60%, the country was reaching a critical point beyond which squandering of resources and failure to meet real needs would become hard to tolerate. If the system were to become too expensive to operate and too unrelated to the needs of society, the development envisaged under the third five-year plan, combined with the considerable demand for training which it created, would cause a dangerous situation in which the deficit would increase at the same rate as school attendance and very likely even faster. This paper examines the reasons which led to the emphasis on the ruralization of primary education, and hence, the training of teachers able to carry it out; identifies the agents, stages, and mechanisms of innovation; and gives a brief account of the operation and performance of the Cameroonian education system. (NQ)

In accordance with the Education Amendments of 1976 (P.L. 94-482), this document contains the plans proposed by the National Institute of Education (NIE) for undertaking a thorough evaluation and study of vocational education programs in the United States. Divided into four parts, the plan addresses four areas which were mandated by P.L. 94-482: (1) a study of the distribution of vocational education funds in terms of services, occupations, target populations, enrollments, and educational and governmental levels and what such distribution should be in order to meet the greatest human resource needs for the next ten years; (2) an examination of how to achieve compliance with and enforcement of the provisions of applicable laws of the United States; (3) an analysis of the means of assessing program quality and effectiveness; and (4) a review and evaluation of programs funded under the consumer and homemaking education provisions of the law. The plan itself is designed to make certain that the undertaking will result in a description of the vocational education enterprise nationally and a systematic account of the changes in the vocational education enterprise that can be attributed to the Education Amendments Act of 1976. The following information is appended to this plan: the study mandate set forth by the Education Amendments of 1976; vocational education study budget estimates; and proposed time schedules for completing each section of the study. (BM)

Developed for adult vocational educators in Colorado, this annotated bibliography reviews relevant literature and research concerning job development and placement services for learners in postsecondary adult vocational education institutions. The included references relate to postsecondary job development, career education, and vocational cooperative education of the average adult student. The annotations are in four sections. The first section includes four books while the second one covers ten journal articles. Then follows the longest section, which cites seventeen reports, papers, or pamphlets. The last section consists of one unpublished dissertation. Each citation in these sections includes the source (if applicable), author, title, publisher, publisher's city and state, publication date (includes volume, number, and pages, if applicable), and annotation (varying in length from one paragraph to five pages). Some representative titles in each of the four sections are: (1) "The Philosophy for Quality Vocational Education Program," (2) "Community Career Development" and "The Place of The Postsecondary Institutions in Vocational Education," (3) "Career Development Education Kindergarten Through Postsecondary and Adult Levels" and "A Montage of the Mid-Seventies: Issues and Concerns of Vocational Education, Writings of Graduate Students," and (4) "The Nature and Characteristics of Business Education and Training Offered by Business and Industry in a Metropolitan Area with Implications for Community Colleges." A list of ten other selected references concludes this bibliography. (EM)