Education & Pedagogy

The study sought to present information on student enrollment in North Carolina for the years 1960 and 1968 in all types of postsecondary education designed to prepare persons for employment. The study included enrollment information for apprenticeship programs and public, private, and proprietary institutions providing postsecondary education. Data were gathered for the study through the administrative agencies responsible for the approval of the various educational programs. Data are presented and discussed to provide an overview of the enrollment in postsecondary education, occupational education, proprietary education, apprentice programs, manpower development training programs, enrollment by county location of community colleges, and the effect of the community college system on occupational and academic education. Two major trends found were: (1) an overall increase in enrollments in academic and public occupational education, and (2) an increase in educational institutions and occupational education programs. Appended to the document is a three-page bibliography, definition of terms used, and the data gathered, presented in table form. (BP)

The publication, prepared as a result of two workshops sponsored by the West Virginia State Department of Education, consists of a guide to be used by local programs to give direction toward comprehensive career education. Reactions to national and State developments, suggestions, and information are provided on the following items: (1) identifying the basic components and concepts of career education, (2) developing a model which would facilitate the development of career education, (3) identifying goals and objectives of career education, and (4) identifying action steps for implementing career education. Matrix models provide some examples of the outcomes which would be contained in each of the areas of family, community, and school concerning the individual's development of skills, attitudes, and knowledge at the three developmental levels of career education (career awareness, career exploration, and the world of work). Specific instructions for using the matrix model, activities, objectives, and facilitating methods worksheets are contained in the appendix. (Author/MW)

The first in a series of nine career education guides covers the planning and implementation of an articulated career education program. The unit provides a means for articulating the total career education concept in grades K-12 by use of an integrated council. It lists career education goals with respect to general objectives and specific grade levels. It discusses a tri-regional, regional and district basis of organizing career education, and details the makeup of the Career Education Coordinating Council at the local level. It examines the responsibilities of the various coordinating units present on the Council: the tri-Board of Cooperative Educational Services (BOCES) regional career education director; the tri-BOCES materials center; school representatives; students; parents; BOCES occupational center representatives; business, industry, and organized labor; local colleges and technical schools; government; and other community groups. It discusses objectives and techniques of articulation within the school, between schools, and between the school and the community. A one-page appendix presents an organizational format for recruiting resource personnel. (JR)

The collected papers deal with issues, trends and concepts in vocational and technical education. Contributors are Charles H. Buzzell, Sophie S. Hollander, Angelo C. Gillie, Sr., Ruth Midjaas, Edwin L. Kurth, Jimmie C. Styles, Patrick A. O'Reilly, Thomas C. Cooke, Charles O. Whitehead, John W. Glenn, Jr., Michael N. Sugarman, C. Thomas Dean, Norman R. Stanger, H. C. Kazanas, W. R. Miller, Thomas E. Long, Albert J. Pautler, Don A. Rice, J. Marvin Robertson, Edwin L. Herr, David J. Pucel, Howard F. Nelson, Darrell Heitzman, David N. Wheeler, Rupert N. Evans, and Gordon McCloskey. The papers cover: post secondary institutions, public community colleges, State colleges, private colleges, and the military, and their role in vocational education; area vocational schools; curricula and articulation; administration; teacher educator education; two-year degrees; guidance; enrollment; reorganizing the comprehensive high school; career education; and vocational maturity. (MDW)

The issue discusses the library services provided in the rural areas of India. It shows how Literacy House in Lucknow is attempting to meet the reading needs of new literates and focuses on book distribution problems and the use of Market Mobile Libraries and Bell Bicycle Libraries to meet the needs of the people in market places and remote villages. The document also lists recent acquisitions in the areas of adult education, book promotion, communications, education, education of women, linguistics, literacy, population, reading, rural and urban development, teacher training, and workers education; and includes a seven-page index to catalog cards for documents pertaining to literacy and literacy programs. Abstracts of seven books in the areas of adult education, functional literacy, education and development, education and national development, community education, and vocational education and vocational teacher training in Pakistan, and catalog cards for documents pertaining to literacy and literacy programs make up one-third of the document. (Author/BP)

Documents announced in the Volume 8, Number 2 issue of "Abstracts of Instructional and Research Materials in Vocational and Technical Education" (AIM/ARM) are included in this microfiche set. Microfiche availability for these documents is shown in the AIM/ARM resume as MF available in VT-ERIC SET. The microfiche set is arranged in the following sequence: (1) a VT number list of documents announced in AIM/ARM, V8, N2, and those found in the set, and (2) the full text of documents listed, in ascending VT-number order. The documents are filmed continuously. VT numbers for the documents in the set are, for the AIM section, VT 101 401 to VT 101 492, and for the ARM section VT 101 498 to VT 101 599. (Author)

The purpose of the monograph is the identification of unsolved problems in providing programs of graduate education in the field of industrial education. In part one there are reports of a literature review on graduate education and a study of the status of industrial education graduate programs. Parts two, three and four are addressed to current issues in master's degree (part two), sixth year specialist's certificate (part three), and doctoral degree (part four) programs in industrial education. In each of these parts there are two articles presenting issues and a third article which summarizes and highlights the issues presented. Contributors to the monograph include: T. L. Wentling, R. Harris, R. Tomlinson, D. L. Passmore, G. W. Poor, R. A. Swanson, H. C. Kazanas, F. M. Miller, J. Streichler, M. J. Drenforth, J. McF. Pollock, D. G. Lux, R. N. Evans, and J. Moss, Jr. (Author/MW)

After a state-wide study, the Maryland Commission on Environmental Education submitted the final report to the Governor and the General Assembly. Embodied in the report were six recommendations for the future of environmental education in Maryland. The necessity for a strong public commitment by the Governor and members of the General Assembly was recognized for an excellent environmental education program. Also, it was recommended that a Maryland Office of Environmental Education be established and adequately staffed and funded. Both public and private school systems were urged to develop environmental education programs in their elementary and secondary schools; and, beyond the grades K-12, some emphasis should be placed in community and continuing education programs. On the collegiate level, there was a call for more research and teaching in the environmental sciences, with adequate funding. Finally, it was recommended that environmental centers be developed in areas throughout the state that can be used by maximum numbers of students. (MA)

The 1966-67 annual report of Indian education from the Montana State Department of Public Instruction emphasizes the growing awareness of Indian youth looking to higher education and vocational training beyond high school. It is noted that the Indian education supervisor, in cooperation with the Bureau of Indian Affairs, disseminates information regarding financial aid available for post-high-school education. The report discusses the followup program conducted by the 2 offices to encourage and stimulate greater student achievement. The document lists those who took advantage of the assistance for additional education during the year 1966-67. Brief descriptions of each of the 7 Indian reservations in Montana are given, along with statistics on enrollment, attendance, graduates, dropouts, adult students, and reimbursements and disbursements of Federal funds for Indian education in Montana. In conclusion, it is noted that administrators of schools with Indian enrollments indicated a need for improvements in reading and attendance, and a decrease in dropout rates among Indian students. (EL)

This report of the Master Plan Committee on Legal Education is part of Phase III of the Illinois Statewide Plan for Higher Education dealing with graduate and professional education. Chapter I, the introduction, describes present legal education capacity. In chapter II the State's future legal education demands are discussed, and in chapter III suggestions are made for meeting the future legal education demands. Chapter IV discusses law school curricula, interdisciplinary teaching and research, and expresses the need to bring more minority group members into the legal profession, and make financial aid available to them. It also recognizes the need for continuing legal education. Chapter V recommends that the question of the bar examination be reexamined so as to reflect the changes that are taking place in the legal profession and in legal education. Chapter VI recognizes the need to train court supporting personnel. The appendix includes enrollment data, degrees granted, population-lawyer ratio, membership in the state bar association, and the questionnaire. (AF)

THIS COMPENDIUM SUMMARIZES MAJOR FINDINGS FROM WORK AND PREPARATORY RESEARCH CONDUCTED BY THE CZECHOSLOVAK INSTITUTE FOR ADULT EDUCATION AND OTHER INSTITUTES, TOGETHER WITH PRACTICAL FINDINGS FROM THE FIELD OF ADULT EDUCATION. ARTICLES AND OTHER MATERIALS ARE PRESENTED ON SUCH TOPICS AS CURRENT NATIONAL NEEDS FOR VOCATIONAL, ACADEMIC, AND GENERAL ADULT EDUCATION, THE IMPACT OF CULTURAL, SCIENTIFIC, AND TECHNOLOGICAL CHANGE ON WORKERS' EDUCATION IN CZECHOSLOVAKIA, THE NATIONAL SYSTEM OF COMMUNIST EDUCATION AND ADULT EDUCATION, EDUCATIONAL PRINCIPLES LAID DOWN BY THE PRESIDIUM OF THE COMMUNIST PARTY OF CZECHOSLOVAKIA (JULY 1963), PROBLEMS OF SOCIAL PSYCHOLOGY AND SOCIOLOGY, PROBLEMS OF METHODOLOGY AND EDUCATIONAL PLANNING, ADULT EDUCATOR QUALIFICATIONS, THE USE OF RADIO, TELEVISION, AND OTHER FORMS OF EDUCATIONAL TECHNOLOGY, AND EDUCATIONAL MANAGEMENT AND CONTROL. THE DOCUMENT INCLUDES THREE TABLES. THIS DOCUMENT IS AVAILABLE FROM THE INSTITUTE OF ADULT EDUCATION, PRAGUE, CZECHOSLOVAKIA. 187 PAGES. (LY)

The first section of this report describes the objectives, project organization, and program of the Appalachian Education Satellite Project. The second section describes the resource coordinating centers and their seven missions: reading course development, career education course development for K-6 and 7-12, four-channel audio program development, television production and broadcasting, information systems, and evaluation. Two documents are included in the appendix to the second section: one describes the four-channel audio component of the project, and the other provides samples of input and documents from the information systems project. The third section describes the operation and function of the five regional education service agencies which cooperated in the project. Project accomplishments are summarized in the fourth section, and possible future developments conclude the report. (CH)

The development of basic theory and data on applications for use in the study of higher education was a major concern of the 1975 Annual Conference of the Association of Professors of Higher Education. Conference papers included: (1) administrative theory in higher education (Marvin W. Peterson); (2) the emergence of planning and management systems (Frederick E. Balderston); (3) the implications of faculty collective bargaining for administrative practice and theory (Kenneth P. Mortimer); (4) the constraints and demands of state agency development (Leon D. Epstein); (5) administering individualized education (Ernest G. Palola); (6) recovering elan in higher education (M. M. Chambers); (7) leadership and personal/organizational values in higher education (Charles M. Stanton); (8) more globally oriented higher education (Maurice E. Troyer); (9) new trends in law and higher education (Robert M. O'Neil); (10) current frontiers in law and higher education (David W. Leslie). (Author/KE)

Though various adult and nonformal adult education programs have existed in Thailand over the last half-century, up to quite recently most of these remained second-class copies of the full-time formal school system. The new adult education programs concentrate on creating situations and raising issues relevant to the villagers' environment. The programs encourage villagers to discuss their problems among themselves and to examine various possible alternative solutions. Through sharing their own experiences in class and in other semiformal activities, the villagers find solutions to their problems and gradually master the process of "Khit Phen." Descriptions are given of three programs that are currently in operation--the functional literacy program, newspaper reading centers, and the school equivalency adult education curricula--and of three programs in the planning stage--a skill training system to meet the needs of villagers, lifelong education centers, and regional adult education centers. (Author/IRT)

Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides information, activities, and experiences to develop the abilities needed to plan and enact curriculum change. The module emphasizes change--the nature of changes in vocational education, the process of change, change agents, and the resources utilized in the process of curriculum change. A pretest and posttest precede the learning activities which are organized according to six major performance objectives. These objectives relate to basic kinds of change and their purposes; procedural steps for initiating, planning, implementing, and evaluating curriculum change; key change agents in the school, community, or state with influence for curriculum change in vocational education; human and material resources to be utilized in the process of curriculum change; participation in advisory and policymaking groups; and delegating responsibilities for planning, implementing, and evaluating curriculum change. (NJ)