Education & Pedagogy

The first five papers in these proceedings focus on the organization and process of the International League for Social Commitment in Adult Education (ILSCAE). They are "Product into Process: The International League, Its Background, Organization, and Structure" (Anette Svensson, Alan Tuckett); "The Language Question" (John Payne); "Gender Issues" (Jenny Scribbins); "Education for Women and Parent Education" (Jenny Scribbins); and "Non-Formal Social Education in Japan and Its Social Commitment" (Kenji Miwa). Five presentations on literacy are "The Politics of Research: What Should ILSCAE Do?" (Sue Gardener); "A Legal Literacy Project" (Lorraine Marx-Singer); "A Tale of Three Cities" (Ruth Nickse); "A Proposal to Revamp Literacy Education" (Bonnie Orr); and "Writing and Empowerment: Women in Residence" (Ruth Lesirge, Jane Mace). The introduction (by Titus Alexander) to Part 3, Across Institutional Barriers, is followed by "The Workshop Workers' Investigations" (Keith Forrester, Colin Thorne); "Urban Studies" (Julian Agyeman); "Economic Self-Management" (George Burt); "Adult Education and Librarians as Linkers" (Maj and Algar Klasson); "Adult Education for Popular Planning" (Titus Alexander); "Labour Market Training in Sweden" (Birgitta Thellman-Gustavson); "Participatory Action Research in Rural Chile" (Patricio Donoso); "Educating Adults as a Means towards Transforming Society: Some Lessons from Developmental Programmes in the 'Third World'" (Alan Rogers); and "Development of a Decision-Making Model for Cooperative Extension Participation in Community Issues Programmes" (David Deshler, Deborah Wood). Part 4 contains "The Peace Discussion" (David Waterman) and a "Response" (Piet Dijkstra). Appended are (1) a complete list and three-line summary of all papers given, and (2) a list of papers proposed but withdrawn. (YLB)

The idea of general education has ebbed and flowed for generations. Recent calls for general education, appearing both in the professional and popular literature, demand an integrative curriculum that brings people toward common understandings. The content of what is taught matters less than that a continual effort be made to enhance social cohesion and move students toward a realization that participation in the polity is important. In Japan, school environments direct students toward such a sense of social responsibility; in the United States, and especially in community colleges, the curriculum must carry the general education message. Since the community college curriculum centers on the liberal arts and occupational studies, general education must be diffused throughout these areas. The colleges have effectually reconceptualized the liberal arts in the direction of general education, and have had some success in suffusing general education concepts into occupational studies. However, constant attention must be paid to general education because the courses keep drifting away from the disciplines from which they arose. General education is difficult to teach because, by definition, it is broad and integrative; and it is futile to insist on it as a graduation requirement because so few students graduate. Overcoming these dilemmas, answering the question of what knowledge everyone should possess, and assessing the outcomes of general education demands leadership from within the institution rather than directives from the state level. Integrated, self-contained, interdisciplinary general education courses should be required for everyone coming to the institution, and their outcomes assessed globally, in order to bring a greater understanding of the broader society and of the student's place within it. (JMC)

In preparation for 1989 reauthorization hearings, the General Accounting Office (GAO) examined how well the Carl D. Perkins Vocational Education Act of 1984 is being implemented. The GAO reviewed the vocational education activities in six socioeconomically diverse states, visiting 20 vocational education institutions and observing 70 local projects in those states. The agency also conducted a telephone survey of vocational education directors in all states and the District of Columbia. It was found that vocational education programs and services consistent with the Perkins Act objectives were provided in the localities studied. However, vocational education students in economically depressed areas may be less likely to receive Perkins funding for improved or modernized program activities than students outside such areas. All six states visited allocated more than half of their basic state grants to economically depressed areas, as the act requires. But some states designated relatively wealthy areas as "economically depressed" and gave them greater per capita funding than they gave some poorer communities. Further, since the disadvantaged population formula includes students who are academically disadvantaged but not poor, some relatively wealthy school districts can receive more money per low-income student than districts with high concentrations of low-income students. Finally, the study found that although the law requires a national vocational education data system, the Department of Education has not yet developed it. (Author/KC)

Twenty adult education programs being conducted in the Netherlands are described in the case studies in this packet. The courses range from adult basic education to continuing education courses in languages, from basic nursing courses to advanced neurology. The following programs are profiled: (1) open school (Balde); (2) study house for adults (Wilson); (3) Dutch as a foreign language (Wilson); (4) Dutch as a foreign language for adults (Zuidhoff); (5) television academy (Dircken); (6) psycho-geriatrics for home helpers (Oosting); (7) inservice occupational training for bank middle managers (Zuidhoff); (8) advanced nursing course (van der Stel-Overdulve); (9) part-time training in sick care (van der Stel-Overdulve); (10) inservice training in basic general nursing (van den Berg-Ran); (11) part-time course for teachers of nursing (van den Berg-Ran); (12) improvements in medical practice (Dresscher); (13) practical neurology (Dresscher); (14) medical specialists (Oosting); (15) occupational retraining in office skills/word processing (Balde); (16) language school for refugees (Stark); (17) assertivity course (Nijhof); (18) preretirement education (van Straalen-Vanwaard); (19) reentry course for women in construction trades (de Ruiter); and (20) management and computer education for reentry women (Stark). Program descriptions include information on contact person, type of program, sponsoring institution, content, participants, funding and budget, goals and outcomes, and suggestions for improvement. (In addition to the case descriptions, this document includes information on the World Perspective case study project, indexes of all cases by country and by category and guidelines for contributors.) (KC)

This collection of conference papers covers various aspects of rural education in changing times. The conference focused on changes and innovations in rural education and on reasons why rural educators can be optimistic. The proceedings report includes brief papers and workshop summaries on topics ranging from rural public relations to telecommunications; most of the summaries include presenters' names and addresses. Topics of longer papers include favorable assessments of rural schools' performance, a Nebraska evaluation of school size and resource use, and a survey of administrators and home economics teachers about their perceptions of current home economics studies. New high-technology programs are explained in presentations concerning robots, satellite courses, aerospace education as a motivational tool, and the implications of the information age on rural education. Topics relating specifically to teachers and administrators include: leadership team development, challenges and desired traits in rural school superintendents, teacher evaluations, parent involvement, interagency cooperation, curriculum innovation and expansion, an administrative approach to educating slow learners, and Kansas internship and inservice programs. Several workshops dealt with improvements or innovations in curriculum and educational structure. There were also workshops on learning strategies, special education preservice, occupational education, androgogy, occupational education, early failure prevention programs, special education, and economic development. A report by the Kansas Commissioner of Education outlines plans for educational development in that state. Plans for educational reform in Arkansas also are detailed. (TES)

This report describes briefly a number of highly effective educational programs in correctional settings. The programs are divided into three sections: juvenile correctional education, local detention/community correctional education, and prison education. Information provided for each program includes address and telephone number; type of facility; students served yearly; average student age; staff; contact person; and a brief description that covers types of programs, curriculum, and special offerings and services. Programs cited in Section A are juvenile correctional education programs. They are: Attention Center for Youth, Carter G. Woodson Academy, Lincoln Hills School, Lloyd McCorkle Training School for Boys & Girls, Los Padrinos Juvenile Hall School, Mendenhall Camp, New Hampshire Division of Children and Youth Services--ADC Education Unit, New Hampshire Youth Development Center, Seneca County Youth Center, and Siskiyou County Juvenile Hall. Section B describes the following local detention/community correctional education programs: Contra Costa County Office of Education Jail School Program, Hacienda La Puente Unified School District, Hampden County Jail and House of Correction, Maricopa County Sheriff's Office, Model Learning Center, MonDay Community Correctional Institution, PACE (Programmed Activities for Correctional Education) Institute, Philadelphia Prisons, and Prison Literacy Project. Section C, on prison education programs, describes the Buena Vista Correctional Facility, Garrett Heyns Education Center, Huntingdon Prison Literacy Project, Kansas State Industrial Reformatory, Lebanon Correctional Institution, Maryland Correctional Training Center, Maryland Correctional Institution, Mt. McGregor Correctional Facility, Muskegon Correctional Facility, Oklahoma Prison Literacy Project, and Petersburg Federal Correctional Institution. (YLB)

Eighteen papers from the University of South Africa's Conference on Distance Education are presented. They include: "Effective Second Language Reading in a Cross-Cultural Society" (Irma Zaslansky); "A BA Degree in Social Sciences at the Israel Open University" (Ruth Beyth-Marom); "Establishing a Theological Education by Extension Programme in Southern Africa: An Evaluation of the First Ten Years" (Kate Hughes); "Aural and Oral" (Peter Haffter); "Music Education Through UNISA--Past, Present and Future" (Douglas Reid); "Visual Media and Art History" (Rayda Becker); "Tutoring for the Open University" (S.G. Kossick); "Practical English: A Strategy for the Future" (Barrie Goedhals); "Special Language Communication" (P.H. Swanepoel); "Teaching Afrikaans to UNISA Students" (Anna-Mart Schwerdtfeger); "How Did Distance Education in Music Become a Success at UNISA?" (Bernard S. van der Linde); "Distance Teaching within the Department of African Languages" (J.W. Snyman); "Participant or Student: The School of Business Leadership Experience" (J.W. Grobbelaar); "Economics in the Distance-Teaching Situation: Problems and Approaches" (Philip Mohr); "Post Graduate Studies in Law through Distance Teaching: The UNISA Approach" (Pierre E.J. Brooks); "Distance Education in Astronomy--A Challenge" (W.F. Wargau); "Chemistry, Its Practical Component and Distance Education" (G. McGillivray); and "Practical Theology and Distance Tuition" (Jacques P.J. Theron). (LB)

Thirteen papers from the University of South Africa's Conference on Distance Education are presented on media and technology. They include: "Making the Abstract Concrete: A Slide/Sound Programme to Illustrate Abstract Concepts on the Concrete Level" (Grace Reeler); "The Microcomputer and Distance Education" (Johanna S. Rossouw); "A Multimedia Approach to Creating Learning Experiences in Distance Education" (Louis J. van Niekerk); "The Training of Teachers by Means of Teletuition: The Audio Cassette and Teaching Practice" (Lawrie McFarlane); "Microteaching and Distance Education--The Self Teaching Experience" (Paul J.N. Steyn); "Written Language as Didactic Medium: From Principle to Technology" (Hannes van Deventer); "Computer-Aided Instruction in Quantitative Management--Part 1" (Ilze Olivier et al.); "Computer-Aided Instruction in Quantitative Management--Part 2" (Erica Ferreira, Gordon Erens); "The Application of Computer Technology in Offering Equal Education Opportunities to Students from First- and Third-World Environments" (J. Dewald Lubbe); "The Law Student and the Law Library" (Jean Burdzik); "The Effect of Advances in Information Technology on the Teaching of Practical Aspects in Computer Science at UNISA" (C.H. Bornman et al.); "Die Gebruik van Inligtingstegnologie in Afstandsonderrig" (N.F. du Plooy et al.); and "Computer-Aided Education as Student Centred Education: Practical Applications for Today and the Future" (P.J. van Dyk). (LB)

Fifteen papers from the University of South Africa's Conference on Distance Education are presented on the theory and practice of distance education. Titles and authors include: "Evaluation at a Distance" (Margalit Ganor); "Can the Tables Be Turned? Likelihood That Distance Teaching at University Can Be More Effective Than Attendance Teaching" (Pieter du Plessis); "Do Existent Definitions of Distance Education Allow for Analysis of Such a Provision in a Volunteer Organization?" (Lynette Douglas); "Elitism vs. Pragmatism: Scientific Approaches to Course Design" (A. D. Adey); "Distance Education: Preparing for the 21st Century" (F. van den Bogaerde); "The Effectiveness of Personalised Instruction in Distance Education: An Empirical Study" (Wilhelm Jordaan); "Access to the Original: The Potential of a University Art Collection in Distance Education" (Lucy Alexander); "An Experimental Model for Distance Teaching--A Case Study" (Herman Conradie); "Distance Teaching and Learning: Joyful Realization or Frustrated Expectation?" (J. J. Booyse): "Evaluating Academic Competence on the Tertiary Level within Half an Hour" (J. J. Roelofse); "Didactic Objectives in Distance Teaching" (Adriaan J. Smit); "The Problematics of Distance Education from a Tutor's Point of View" (Smit); "The Written Assignment--Teaching or Evaluating?" (Thinus Dreckmeyr); "Evaluation of Student Progress in Distance Education" (Johan P. Degenaar); and "The Training of Lecturers by UNISA" (W. J. du Plooy). (LB)

The Project on Equal Education Rights (PEER) measures progress in educational equality and documents the advancement of women and girls in education. State-by-state surveys of the status of females in education are used to measure this progress. The 1986 PEER report attempted to measure states' commitment to excellence and equity in education. Each state's commitment to education was measured by: (1) expenditures for education as a percentage of per capita income; (2) the ratio of students to teachers in classrooms; (3) teacher salaries; and (4) the high school graduation rate. To measure states according to how well young women were being prepared for higher education, the survey ranked them on: (1) the gap between high school women's and men's Scholastic Aptitude Test (SAT) scores; (2) women's expressed goals for higher education; and (3) their interest in "non-traditional" science careers. An assessment of women's college enrollments and the undergraduate and graduate degrees they received was also reported. The report evaluated women's participation in vocational training programs. PEER focused attention on the impact of combined sex, race, and disability bias and discrimination. Included in the report were state-by-state charts showing SAT mathematics and verbal scores, male and female differences on SAT tests, young women's graduate degree goals, young women's career aspirations in the physical sciences, public university and college enrollment, degrees awarded, and enrollment in vocational training programs. (SM)

Hearings on reauthorization of Titles II, VI, VIII, X, and XI of the Higher Education Act are presented. For Title II, the college library programs, Congress seeks acceptable criteria for providing library aid based on need and to determine needs for traineeships and fellowships for professional and paraprofessional librarians. Considerations for Title VI (international education programs) include the improvement of foreign language and area studies as well as business and international educational programs that promote linkages between colleges and U.S. businesses engaged in international economic activity. Included is the text of H.R. 3190, which would require disclosure of foreign contracts and grants to federally-assisted colleges and universities. The three additional titles that are addressed are: Title VIII, Cooperative Education; Title X, The Fund for the Improvement of Postsecondary Education; and Title XI, the Urban Grant University Program. Included is the text of S. 1338 to strengthen cooperative education programs. In addition, testimony is offered on the Minority Institutions Science Improvement Program. Supplementary materials include position papers and articles concerning the Near East Center Outreach program at the University of Arizona and an article by Steven Emerson entitled "The American House of Saud: The Secret Petrodollar Connection." (SW)

A survey was conducted to determine the amount and types of computer training supplied to prospective and practicing teachers in schools of education. Questionnaires were distributed to a stratified national probability sample of 428 institutions of higher education representing an estimated total of 1,220 colleges and universities providing general elementary and secondary teacher education. Results (based on a response rate of 96%) indicate that: (1) three-fifths of the schools offered computer courses (one-half of the undergraduate programs and two-thirds of the graduate programs); (2) about 20,000 microcomputers were available for use by education students, with an average of 26 for each school of education that offered a computer course; (3) the most widely offered undergraduate computer course (i.e., a course devoting 80% or more of class time to computers) was the introductory course, available in 62% of all schools with undergraduate computer education courses; (4) 42% of schools with courses in computers offered a course in "instructional uses of computers"; (6) proportionately fewer graduate programs had computer course requirements than undergraduate programs; and (7) the most frequently identified problems encountered in developing a computer training program were inadequate software (45%), a shortage of computer-trained faculty (42%), and inadequate hardware (34%). Almost all schools of education reported some plans to initiate or increase computer education programs in the next two years; areas specified for high-priority development in the undergraduate curriculum included adding computer components within existing courses (62%), adding computer courses (61%), and increasing requirements for computer courses (50%). Eight data tables and a copy of the questionnaire are provided. (JB)

The multicultural and bilingual population of California will continue to increase over the next decades, and as a result, the role of multicultural and bilingual education will increase in importance. Since the 1970s improvements have occurred in instructional materials, in program evaluation, and in teacher certification to meet the needs of California's bilingual population, but the point has not yet been reached where such changes have been wholly accepted and institutionalized. Bilingual training has been viewed as a facilitative mechanism, not as something central to the overall preparation or basic mission of teachers. Education must beginned to be viewed from the perspective of the learner, regardless of his or her language or race, and include native language and culture as the first focal point of education. The cultural and historical lessons of education will include more than those provided by Protestant America and school will concentrate on a good basic education for all, built upon a notion of a common and shared human background. The emphasis on training educational personnel in cultural diversity must be continued and expanded; more teachers from more different ethnic backgrounds must be recruited; and teacher training should be solid and stress general education, subject matter concentration, professional pedagogical preparation, and field experience at the classroom level to be taught. Finally, fundamental changes are needed at the level of State education policy to ensure more recognition of cultural diversity and more attention to the limited English speaking student. (KH)

Twenty-one profiles of rural partnerships are included in this conference handout. Following a proclamation by President Ronald Reagan declaring 1983-1984 the National Year of Partnerships in Education, a list of the partnership programs with meeting places, time assignments, and presiders is provided for presentations on the partnerships in action. The rest of the document consists of one- or two-page summaries of each partnership giving information for each in the categories of need for the partnership, what partners are involved, sponsors, target audience, location, objectives, procedures, accomplishments and outcomes to date, accomplishments and expected outcomes, and contact person(s). Programs are listed from Alaska, California, Georgia, Illinois, Indiana, Iowa, Kansas, Washington, Louisiana, Maryland, Mississippi, Missouri, Nebraska, New Jersey, New York, North Carolina, Pennsylvania, Texas, Utah, Vermont, and Virginia. Examples of partnerships include: school districts-universities; universities-educational councils-businesses; secondary schools-regional vocational system-community college-prison-business and industry; school board members-key school personnel; business and industry-local schools-community college; university-Indian tribe; people with disabilities-the elderly-volunteers-human service professionals-businesses; school officials-students-business leaders; counties-state school for the blind-state department of education; state department of education-junior college-business-Army; university-community college-Extension Service-area vocational schools; health education providers and institutions at all levels-university; board of cooperative education services-community college; college faculty members-rural school district leadership teams; school district-college-state department of education; and college-foundation. (BRR)

The National Council of La Raza's position on the reauthorization of Title I of the Higher Education Act is detailed in this paper, which was presented as testimony to the House Postsecondary Education Subcommittee. The paper begins by concurring with the assessment that, as long as Title I remains a largely untargeted program which serves students who probably do not need Federal assistance to upgrade their education and employment skills, Congress should not divert scarce funds to make monies available. An argument is presented next that certain disadvantaged groups (particularly Hispanics) do, however, have a significant need for continuing education programs at the postsecondary level. To support this assertion, data on the under-education of Hispanic Americans is outlined. In general, it is said, a large portion of Hispanic adults are not adequately served by the postsecondary education system because of poor academic preparation, marginal levels of literacy, and lack of financial resources for full-time attendance at four-year colleges and universities. Following this discussion, six changes in Title I legislation are recommended. These emphasize the importance of targeting traditionally underrepresented groups; evaluating the ways in which postsecondary education is limited by race, language, sex, and age; encouraging the participation of community-based organizations in funded programs; and the provision of preservice training for child care workers and volunteer training for literacy projects. The paper's conclusion re-asserts the great need for continuing education programs aimed at Hispanic adults. (KH)