Education & Pedagogy

The report of the Eighth Regional Consultation Meeting on the Asian Programme of Educational Innovation for Development (APEID) reviews APEID's activities for 1981-82 and proposed third-cycle program (1982-86), and includes group reports on universalization of primary education, promotion of scientific and technological creativity, and information, communication support and functioning of the APEID network. APEID activities for 1981-82 are listed, including development of distance learning materials for teacher education, and seminars on agricultural education and rural development. The 1982-86 APEID program, including recommended modifications, is outlined, and major educational policy trends in APEID countries are summarized. A group report on universalization of primary education discusses access to education, retention/completion rates, repeaters, dropouts, achievement standards, guidelines for national studies, strategies and activities at regional/national levels, and planned activities for 1983-84. The report on promotion of scientific and technological creativity (with focus on science for all) describes past efforts in science education and issues in development of comprehensive "Science for All" programs, defines "all" and "science," and covers learning needs, delivery systems, personnel training, evaluation, supervision, equipment, and regional cooperation. A third report discusses information development/dissemination within APEID, functions of national development groups (NDG), development of communications support, and APEID's 1983-84 program. Guidelines for NDG's are included.

These 11 papers consider the older learner as a consumer of education and examine how the concepts of education, educators, institutions, and learners must be revised if educational involvement in later life is to be regarded as the norm. Following a prologue, "Education and the Interpretation of Life Experience" (Michel Philibert), the four papers in part I examine the needs of the older learner and assess the response that institutions and non-formal networks are making or might make. Topics include "Continuing Education and the Older Learner" (Arthur Stock), "Education and the Older Learner: Current Developments and Initiatives" (Chris Phillipson), "Unemployment and Redundancy: Implications for Pre-Retirement Education" (Phillipson), and "Institutional Care: The Creation of a Learning Environment" (Ian Walker). Part II is composed of reports of seven projects that illustrate the practical application of progressive thinking. The projects are "Learning in Later Life" (Joanna Bornat) at the Polytechnic of North London; "The Creative Crafts Project," an experiment in informal learning for children and older adults (Laura Gamble); "Senior Service: An Experiment in Broadcasting on Local Radio for Older Listeners" (Bornat); "Outreach Education in Day Centres" (Cynthia Wyld); "Outreach Education from an Adult Education Centre" (Allin Coleman); "Recall, An Audio-Visual Stimulus to Reminiscence" (Susanna Johnston); and "Pre-Retirement Education: A Biographical Approach" (Bornat). (YLB)

In the U.S.S.R., the trade unions see the continuous growth of the general educational, cultural and technical level of all workers as one of the conditions of social and scientific progress in the interests of the working class. The role of the unions in the lifelong education of the population is determined by their status in the political system of the socialist state. The trade unions, under socialism, participate directly in managing state and public affairs, in planning the country's economic and social development, in raising the general educational, cultural, and technical level of the Soviet people. The unions participate in a businesslike manner in the development and improvement of all types of general and specialized education, as well as in the plan-based training and retraining of workers in accordance with the requirements of production and management conditioned by the high rate of scientific-technological progress in the interests of the working people. The Soviet trade unions take part in planning the training of personnel, in staffing educational establishments, in organizing cultural and mass activities and educational work among industrial and agricultural workers, at the workplace and at community cultural and educational institutions. The trade unions have at their disposal a solid material base for participation in the organization of lifelong education; about 25 percent of the union budget is earmarked for cultural activities, physical training, and sports. Unions in the U.S.S.R. participate in improvements in the education system, develop lifelong education, and carry out the system of trade union education. (KC)

Nine essays on education in the humanities and the debate surrounding liberal education are presented by the faculty of Mercer University. "Liberal Education and the Christian Intellectual Tradition," by Willis B. Glover, addresses the root question of what liberal education means. In "Science as a Liberal Arts Discipline," Dan R. Quisenberry discusses the importance of science as a framework on which civilization is constructed. "American Leadership and the Failure of the Humanities," by Kurt Corriher, argues that liberal arts institutions must produce a new image of not only competence but stature. Theodore D. Nordenhaug in "Where Have All the Flowers Gone?" discusses the mission or purpose of institutions of higher education. "The Arts That Liberate," by Adrienne Bond, examines the amount of factual information which modern man has within his reach and how to deal with the information explosion. Today's typical liberal arts students and how colleges promote the traditional values of liberal education to the nontraditional student are discussed in "'New Students' in Liberal Arts Colleges," by Marjorie T. Davis and Charles C. Schroeder. "Viva the Liberal Arts! Viva Specialization," by Edwin Harwood, calls for a balance between personal development (a characteristic of liberal education) and professional/vocational training or the development of practical skills. Joseph E. Claxton in "'Genuine' Liberal Education" discusses the impact of a liberal education on a future law student, concluding that liberal education produces disciplined self-expression, which is a skill of great importance to lawyers. (LC)

This report presents a state plan for global education which was prepared by the Florida Advisory Council on Global Education. The plan is intended to be used by kindergarten through adult educators who intend to introduce global perspectives into existing programs. The report contains a brief summary, a list of Council members, a brief definition, a rationale, and general and specific recommendations. Global education is defined as the process which provides students with the knowledge, skills, and attitudes that are necessary for them to meet their responsibilities as citizens of their community, state, and nation in an increasingly interdependent and complex global society. The rationale section states that Floridians need to acknowledge that they are economically, politically, and culturally dependent on a global system for existence. For example, their growing population is multicultural, multilingual, and multinational. Their economy is heavily dependent upon foreign trade and investment. Among the general recommendations for global education are to convene a governor's commission, appoint a state coordinator, unify policies, develop state education regulatory units and develop state and local networks. It is specifically recommended that the State Department of Education, local schools, universities, community colleges, and teacher education and adult programs develop plans and programs which would help to integrate global education into Florida's educational system. Other specific recommendations include supplying media facilities with global resource materials, evaluating the effects and skills of global education, and implementing further research. (Author/NE)

Eight papers from a 1982 meeting of the Dean's Grant Projects examine issues related to the current status and future needs of mainstreaming handicapped students. M. Reynolds begins with "Facing the Future in Dean's Grant Projects," in which he examines the progress of Dean's Grants and suggests that the future will bring problems regarding classifications, changing social situations, and related services. In "The 1980s: Teacher Preparation Programs, Handicapped Children, and the Courts," T. Gilhool recaps relevant litigation concerning state of the art vs. state of the practice. R. Johnson and D. Johnson suggest ways to promote constructive student-student interaction in "The Social Structure of School Classrooms.""Foundations Aspects of Teacher-Education Programs: A Look to the Future" by C. Lucas suggests the need for major reforms in the role of educational foundations courses. In "A Time to Move for Quality in Teacher Education," D. Scannell identifies reasons for the need to initiate a major effort for excellence in teacher education. S. Lilly considers issues in mainstreaming in "The Education of Mildly Handicapped Children and Implications for Teacher Education," including the need to prepare special educators as well as regular educators. E. Sontag addresses the issues of relationships between special and regular education, the quality of educational programs, and the future of regular education preservice in his paper, "Perspectives on the Status and Future of Special Education and Regular Education." A. E. Blackhurst describes efforts at the University of Kentucky in "Noncategorical Special Education Teacher Preparation," and lists such benefits as better prepared teachers and reduced stereotyping. (CL)

The volume presents proceedings from a 1981 conference on public policy issues in the education of handicapped children. Four major presentations are followed by reactions. Presenters were asked to address issues involving the nature and effectiveness of the current system for serving handicapped students, contributions of public policy to education for handicapped students, integration of special education with other systems, and the need for the restructuring of special education. The following papers are included: "The Emerging System for Educating Handicapped Children " by L. Lynn, Jr. and response by J. Frankl; "Effectiveness of Special Education" by G. Glass and response by M. Scriven; "Public Education: A System to Meet Its Needs" by R. Howsam and response by I. Simpson; and "How Can Special Education be Coordinated with Other Service Systems?" by D. Stedman and response by G. Dybwad. In addition, the volume contains five papers which focus on restructuring special education: "Special Education: The Cost of Experimentation" (F. Macchiarola, R. Bailey); "Great Expectations: Making Schools Effective for All Students" (R. Hersh, H. Walker); "Restructuring 'Special' School Programs: A Position Paper" (M. Reynolds, M. Wang); "Guides for Future Special Education Policy" (T. Joe, F. Farrow); and "The Effectiveness of Special Education: A Survey" (J. Brandl). Three concluding papers include a response to G. Glass by K. Charlie Laken, "Conference Reactions and Observations on Special Education in the 1980s" by M. Ziegler, and "Strategies for Special Education in the 1980s: A Conference Epilogue" by W. Copeland. (CL)

This document contains the following case studies of West German adult education projects: (1) Counseling Courses in Agriculture (Bugl, Fehrenbach-Neumann); (2) The State Center for Political Education in Baden-Wurttemberg (Schiele); (3) Catholic Educational Organization Rottweil (Muller); (4) Adult Education Center--Herrenberg (Werner); (5) Program for Vocational and Social Integration for Young Turkish Women (Meyder); (6) Professional Training for Medical Specialists (Renschler); (7) Inservice Training for Professionals in the Robert Bosch Corporation (Kilgenstein); (8) Courses by Radio: Case Description of an Open Academic Program for Adults (Schmoock); (9) Continuing Education at the University of Tubingen (Funke); (10) Evening High School Adult Education Center of Reutlingen (Taigel); (11) Center for Continuing Vocational Training Chamber of Industry and Trade (Augsberg and Schwaben Region) (Esmann and Bihler); (12) Continuing Education in Training Companies (Eisenmann); (13) Human Resources and Organizational Development at the Berlin Power and Light Corporation (Guthrie); and (14) Women's Museum Wiesbaden: For a New Cultural-Political Education (Engels and Klein). Each study begins with a "face sheet" on which is recorded basic information about the entity studied and the case study itself. The studies typically describe the setting of the case program; its outcomes (goals and benefits); process (participants, planning, and improvement); inputs into the process (staff, and finances); and history or evolution. 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. (CML)

This document contains six case studies of Chinese adult education: (1) China's Adult Education at Present and in Prospect (Mingchuan and Zhongdan); (2) Aging Issue and Education for the Aged in China (Mingchuan and Zhongdan); (3) Adult Education in Beijing Municipality (Youren); (4) A University without Campus: Introduction to China's Higher Education Examination System for Self-Study (Jun); (5) A Survey of Beijing's Workers University Graduates (Yongqian); and (6) Postsecondary Education in China: Present State and Trends (Mingchuan). The first paper covers the development of Chinese adult education, the numbers served by various programs, progress made, problems, and future plans. The second paper describes the aged population of China; the programs, reading groups, and journals for them; methods of instruction, including those promoting social and psychological health; and some problems. The third paper describes the population of Beijing and the adult education system that serves it, including the Beijing Adult Education Society and the Beijing Research Institute of Adult Education; and the ongoing reforms that have taken place since 1987. The fourth paper describes the nature, goals, participants, management, quality control, and future development of China's higher education examination system for professional self-study. The fifth paper describes the results of a survey of 1978-1982 graduates of 12 worker's universities. The sixth paper describes the history, characteristics, functions, problems, and future outlook of China's system of postsecondary education. 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. (CML)

Responding to a need to strengthen preservice teacher art education programs in relation to discipline-based art education (DBAE), this seminar was held to discuss major issues relating to changes in these programs and to formulate plans for revising preservice education courses. These proceedings include both the full-text and summaries of: (1) "The Importance of the Arts in Undergraduate Education" (B. Ladner); (2) "Implications of Discipline-Based Art Education for Preservice Art Education" (K. Cohen; And Others); (3) "Potential Impact of Recent National Reports on Preservice Art Education" (M. Church; And Others); (4) "Significance of Recent National Reports for Preservice Discipline-Based Art Education" (M. Sevigny); (5) "The Uniqueness and Overlap among Art Production, Art History, Art Criticism, and Aesthetics" (M. Battin; And Others); (6) "History of the University Curriculum" (L. Mayhew); (7) "Problems and Issues in Teacher Credentialing" (T. Ferreira; and Others); and (8) "The Interrelationship between Preservice and Inservice Education for Art Teachers and Specialists" (F. Bolin; And Others). Summaries of small group discussions include: (1) "If You Had No Constraints, How Would You Design the Ideal Perservice Program for Art Teachers and Specialists?" (2) "What Are the Concerns that Arise from the Presentations on the National Reports?" and (3) "How Might Art Education and Discipline Faculty Profitably Interact?" The conference program, a description of post-conference activities, a participant list, and photographs are included. (JHP)

This paper presents an overview of the need for adult education, surveys the theory behind adult education, discusses the reasons why adults do not participate in adult education, and outlines marketing strategies that may induce adults to participate in greater numbers. The first part of the paper cites the need for educational reform, noting that many workers are untrained for the jobs that society has to offer and that millions of illiterate students are graduating from high school. It is suggested that adult education is more important than ever for these students as well as for those bright students who obtain college degrees but find little opportunity for jobs. In the next section of the paper, adult education theory is reviewed, particularly the ideas of Malcolm Knowles, and eight principles of adult learning are listed. Following this review is an examination of the reasons why adults participate in adult education and the factors (situational, institutional, and dispositional) that prevent them from participating. Finally, it is suggested that adult education providers should do market research in order to determine the needs of their potential clients and set up programs that serve those needs. Various types of recruitment strategies are examined and listed both in order of effectiveness and in order of use. The paper concludes with some questions about adult education in West Virginia and reasons why adult education is very much needed to help people improve their lives. (KC)

The purposes, accomplishments, and future of the Higher Education Act are considered in hearings of the U.S. House of Representatives. A brief history of the Higher Education Act over the 20 years since its inception in 1965 is traced, and the role of the federal government in higher education is addressed. The centerpiece of the legislation was an educational opportunity grant for students of exceptional financial need. The law also created a new program of federally guaranteed and subsidized commercial loans to students from low- and middle-income families. Other titles in the act authorized grants to college libraries, aid to developing institutions, and expansion of the 1963 construction grant programs. As the Higher Education Act is being reauthorized, the Reagan Administration is proposing funding cuts for higher education, restricted access to Pell Grants, caps on eligibility for guaranteed student loans at various income levels, and elimination of other programs such as aid for libraries. The success of the Higher Education Act in providing access to the disadvantaged is noted, and other provisions of the act are also considered, including international education and graduate education. Financial aid to students at private career colleges and schools is also addressed. The text of House Concurrent Resolution 207 is appended. (SW)

Offered as a tribute to the growing and fruitful spirit of regional cooperation in education in Asia and the Pacific, this volume provides a retrospective and prospective view of cooperative efforts and conditions in the 28 countries of the region. Part One outlines landmark efforts accomplished through a series of UNESCO regional conferences beginning in 1962. For example, from 1978-1985, the Asia and the Pacific Programme of Educational Innovation for Development supported almost 600 activities at inter-country and national levels, directly involving 11,500 educators in 24 countries. Activities encompassed universalization of primary education; the struggle against illiteracy; development of science and technology education; promotion of technical and vocational education; development of environmental, population, and higher education; training educational personnel; and educational planning and administration, facilities development, and research. Part Two provides statistical data to document the situation of education in the region, including population, income, poverty, life expectancy, educational attainment, enrollment, dropout percentages, teaching staff, pupil-teacher ratios, expenditures, and illiteracy rates. Part Three details the goals, priorities, and recommendations of the Fifth Regional Conference of Ministers of Education and Those Responsible for Economic Planning in Asia and the Pacific which met in Bangkok in 1985. Part Four describes recommended actions for regional education development in the areas of educational planning and management, personnel preparation/training, research, experimentation and innovation, and international cooperation. (NEC)

A report is given of a program (Teacher Education Redesign) initiated by Southeast Missouri State University in response to a perceived need to develop more rigorous admission and exit criteria for the school of education, as well as to improve the quality of field experience programs and to develop viable linkages between the schools and higher education. The program integrates both preservice and inservice teacher education into one continuous entity. Six specific steps are involved in the process: (1) restructuring the teacher education curriculum to permit greater integration of theory and practice in a more experiential environment; (2) collaboration between the College of Education and Behavioral Science and public schools in developing a 4-year assessment program of preservice teacher education students; (3) utilization of university faculty to teach in public schools and public school faculty appointed as associate faculty to work with university students and faculty; (4) implementation of teacher/professor exchanges; (5) utilizing public school "master teachers" as the day-to-day supervisors of student teachers in a more clinical field-oriented mode; and (6) the initiation of a 4-year field-oriented program for preservice teacher education students. Six task forces have been charged with examining the needs implicit in these steps and with making recommendations for implementing programs to accomplish them. This document summarizes the first year of the Redesign of Teacher Education (1985-86) and deals with the priorities and directions of the program for its second year (1986-87). Appendices, which made up half of this report, provide expanded information on the activities and recommendations of the six task forces. (JD)

This guide provides information to help parents of special needs children in New York become active partners in the planning and implementation of special education programs. The first part of the guide provides in-depth information related to the special education process in New York State public schools. A historical view of children's rights to an appropriate education and overviews of the regular and special education processes in New York are presented. A chart explains the seven steps of the special education process: (1) referral; (2) evaluation; (3) recommendation; (4) implementation; (5) planning conference; (6) annual review; and (7) triennial evaluation. Time lines required for the seven-step process are discussed. Information is also presented on due process, the procedures used to protect children's rights to a free appropriate public education, and preparing children for future education and employment opportunities. Part II serves as a practical guide which complements Part I and provides specific suggestions for parent participation in an effective partnership with school personnel. Additionally, information is provided on frequently used acronyms (such as IEP--Individualized Education Program) and resources available through the Office for Education of Children with Handicapping Conditions (early childhood directions centers, special education training and resource centers, regional offices, and an information checklist). (CB)