Education & Pedagogy

In this address, James E. Allen, Jr., Assistant Secretary for Education and U.S. Commissioner of Education, discusses the relationship of education to the problem of ecological destruction. He states that the solutions to the problems of air, water, and soil pollution may be found in redirected education. This "education for survival" can serve to replace confusion with knowledge and, thus, be the key to human survival. He maintains that education is more important than environmental legislation, because in a free society it is always the citizens who must bear ultimate responsibility. He asks humanists and social scientists to take the lead in solving our present ecological dilemma. The specific task of the new environmental/ecological education is to instill awareness, concern, motivation, and training at every level of learning. (MH)

This report consists of papers presented during the 6th annual conference of the Southwest Council for Bilingual Education. Seven papers are included in the report: (1) Community Involvement in Bilingual Programs of Las Cruces Public Schools; (2) Bilingual Education--A Commitment to Community Development; (3) The Commitment of a State Department of Education to Bilingual Education; (4) Organizational Involvement in Educational Change; (5) Involvement of the Indian Community in Planning; Developing and Instituting Educational Programs Relevant to Them; (6) University Commitment to Bilingual Education; (7) An Early Childhood Education Model--A Bilingual Approach. A brief annotation of each of the papers is presented in the introduction to the report. (TL)

This annotated bibliography of 110 documents on manpower and educational planning is intended to present students with a critical appraisal of materials currently available. The bibliography includes sections on demography; economic development and manpower planning; agricultural development, rural education and manpower; educational planning and primary education; secondary education and midlevel manpower; tertiary education and high-level manpower; educational administration and the economics of education; and media and curriculum. The annotations are quite detailed and include comments as to the usefulness of the particular book or article being analyzed. Most of the entries were published in the 1960's. (TT)

The second in a series of three legislative progress reports presents an overview of approximately 100 major state bills introduced during 1975 that affect the education of exceptional children. Bills are organized into the following categories: centers, commissions and offices for special education services; certification of professional personnel; early education services; enrollment limitations; expanded special education services; finance formulas/taxation; residency requirement; rights; sanctions; state aid for categorical and general special education programs; state policy; and transportation aid. Information provided for each bill includes state name, bill number and sponsor, a summary of basic provisions, and status as of May, 1975. (LH)

The proceedings of the Pre Congress Seminar on Special Education and Rehabilitation of the Mentally Retarded (Denmark, 1973) contains 15 author contributed papers on early education. Discussed are the following topics related to retardation: early education and integration, assessment and programing, effects of developmental training, curriculum development, task analysis, identification, special class placement, regular class placement, student evaluation, social education, visual discrimination learning, teacher training, and early education in England and Wales. Reported are the results of group sessions and questions used for discussion, Danish abstracts for each paper and a list of conference participants are also provided. (CL)

Outlined here is the organizational structure of the Louisiana public school system, including the relationship between the governor and the legislature and between boards of education and the State superintendent of education. Various sources of funding and other financial assistance are noted. The qualifications, duties, and rewards of members of the State board of education, the State superintendent of public education, and the State department of education are detailed. The guiding principles for determining the functions and services of the State department of education are presented, along with some of the responsibilities, powers, and duties of parish school boards. (WM)

Opening with a message from president Thomas B. Keehn, the publication presents the reports of four regional representatives for Asia, Africa, Latin America, and North America focusing on the following organizational goals: (1) developing and expanding the World Education program of integrating family life planning with functional literacy education, (2) encouraging innovation in adult education, (3) broadening the base of funding, and (4) strengthening the organization's place in the international community. The report also includes excerpts from an evaluation report on the organization's program and philosophy, a report on publications, an auditor's report, and a list of coordinating agencies. (MDW)

This document begins with an article on what drug abuse is and how educators can deal with it. The annotated listing which follows is divided into sections on drug abuse, drug education, alcohol abuse, alcohol education, and venereal disease. Journal articles constitute the majority of the generally post-1971 entries; research studies, books, curriculum manuals, and bibliographies are also included. The reference section of this document was developed by the ERIC Clearinghouse on Teacher Education from a computer search of the ERIC data base. The references are composed of abstracts of ERIC documents as they appear in "Research in Education" (RIE). Annotations of journal articles have been taken from "Current Index to Journals in Education" (CIJE). (PB)

Outlined is the history of conservation and outdoor education with special emphasis on California. The roles of Californian state agencies and professional organizations are described. Purposes and programs of the Association for Outdoor Education are outlined and Californian legislation related to provision of outdoor education, authorization of forestry courses, and the role of county superintendents of schools is cited. An account is given of recently developed programs, including ESEA Title I and Title III projects as well as programs developed by local school districts. An appendix gives data on resident outdoor education programs 1966-67, and on use by counties of field trips and school nature areas. A selected bibliography is included. (EB)

Title I of the Elementary and Secondary Education Act is providing $58,000,000 in instructional and supplementary services for some 235,000 migrant children in the school year 1970-71. This directory lists consultants who are knowledgeable in the field of migrant education and who are available to help state and local education agencies to plan, develop, and implement new approaches to strengthen and improve the quality and effectiveness of migrant education programs. Each consultant has been recommended by a state education agency. Consultants who reside in states other than the recommending states are listed on a national roster following the state lists. (Author/JH)

Abstracts are presented of 33 research studies in adult education. An account of noncredit adult education program development at the University of Georgia, 1804 to 1968, is followed by summaries of papers in such areas as adult basic education, community development and education, management training and development, adult learning, attitudes and attitude change, the characteristics and situation of adult educators, educational television, research methodology, and educational needs and/or participation in specific groups (older adults, college and university alumni, disadvantaged groups, non-college-bound young adults). Symposium topics and a conference agenda are also presented. (LY)

This booklet offers an historical view of the educational system in Czechoslovakia as it has been affected by the major political events in this century. The three sections, "School System: 1918-1948,""School System: 1948-1960," and "School Reform of 1960" discuss preschool, elementary, secondary, and higher education, as well as teacher training. Appendices provide study plans of secondary schools, and statistics on numbers of students and teachers in 1958-59, and numbers of schools and students, 1960-61. A short bibliography of sources is included. SO 000 487 is a related document. (JLB)

Information is provided on education for Montana Indian tribes during 1968-69. Indian students attending institutions of higher education through the aid of Federal funds are listed by name, and breakdowns of funds allocated by the Johnson O'Malley Act are given. Tables provide statistics on Indian enrollment, attendance, and graduates, as well as disbursement of Federal funds for the education of Indians in Montana. The report encompasses elementary schools, high schools, and mission schools on and off the 7 Indian reservations in Montana. In conclusion, the report lists funds allocated through Public Law 874 and the Elementary and Secondary Education Act. (EL)

The report deals first with the status of comprehensive educational planning for post high school education in Florida, with the development of organizational structures for administration of educational programs beyond high school, with the quantitative aspects of enrollment and financing, with the general problem of long-range planning and baseline quantitative projections concerning enrollments and financing. Institutional capacities and space requirements are described. The state of graduate, professional, and undergraduate collegiate education, and vocational and technical education is surveyed. The special problems of Negroes and needy students are discussed. The report projects the financial situation of the Florida post high school education program for the 1970's. Supplementary information is contained in the appendices. (JY)

In most developing countries the net private benefit of higher education exceeds its net social benefit because education-related wage differentials are excessive and the beneficiaries of higher education are subsidized. The resulting political pressures seem to favor investment in education over the creation of employment opportunities. A more balanced allocation of investment may require the revision of basic policies dealing with wage determination, the incidence of educational costs, and the role of private sector education. The aim should be to narrow the gap between private and social signals and thus reduce excess private demand for higher education. (Author)