Education & Pedagogy

This career education consultant package for use with counselors is one of a set of six packages of consultants' materials developed to serve as a guide for consulting staff presenting career education workshops in the following areas: Counselors, primary K-3, intermediate, junior and senior high, and administrators. (The "Career Education Curriculum Materials Resource Guide", ED 118 759, developed by professionals at the Region 5 Educational Service Agency, was used as a reference work for the packages.) This package contains an outline presentation to counselors which provides a general overview of career education and techniques, and methods of implementation of career education. The greater part of the package is a suggested presentation of career education to junior high counselors and teachers. Its purpose is to stress the importance of having counselors and teachers increase their involvement in career education, show ways in which they may further their involvement in career education, get them involved in one simple activity, and provide resources on career education. (TA)

A study was undertaken, in compliance with the Women's Educational Equity Act of 1974 (part of the Education Amendments in 1974) to identify the extent and kinds of sex discrimination in access to postsecondary education. The analysis of the data includes participation rates of women in various forms of postsecondary education, the impact of personal and background variables on access to education, institutional practices that may have discriminatory effects (especially in financial aid), and the special problems of adult women returning to postsecondary education. Recommendations are made for programmatic, research, and legislative efforts to ensure more equal educational access. The data sources used were: (1) research and theoretical literature; (2) statistical reports on high school and college youth; and (3) special exploratory studies. Volume l contains the narrated report of the study; Volume 2 contains annotations. (MSE)

The speeches presented in this conference report cover various aspects of adult education. The main address analyzes adult education as it has progressed over recent years. Other topics are "From Rhetoric to Reality" (Betty Ward); "Some Realities of Adult Education: One Rhetorician's View" (Herman Hermanowicz); "Adult Education for the Handicapped" (Fred Krause); "Distinguishing Rhetoric from Reality at the Federal Level" (James Dorland); "Teaching Strategies and Simulation for the Corrective Reading Program" (Chris Snyder); "What A World We Live In" (Seridan Bell); and "Our Men in the Capitol" (Jack Grisham, and Eugene Madeira). Additional areas of discussion cover credit for life programs; community education; using the media in adult education; basic education needs of adults with disabilities; individualizing instruction; English as a second language; the Adult Performance Level; and special Federally funded projects. The conference program is appended. (SH)

This study was undertaken to provide information on the perceptions of the ethnic minority group member participants of the National Multi-Cultural Institute Conference relative to career education. A Career Education Inventory was developed to gather the opinions of the 400 participants about career education. The group included members of various ethnic backgrounds, representing urban and rural communities across the nation. A response in excess of 25% was obtained. At least for the sample studied it was determined that on the basis of the findings most ethnic minority group members have knowledge of and hold positive attitudes toward career education. The sample indicated that the career education concept would meet the needs of ethnic minorities. However, most of the respondents indicated the need for additional information concerning career education, and called for an expansion of career education programs in schools, as well as the involvement of parents, business and community in career education activities. (The survey instrument, accompanying letter, and feasibility study are appended.) (Author/LH)

The Annual Local Evaluation, a systematic procedure for evaluating the total vocational education program in a local school division, is presented, and represents phase three of an evaluation program developed by the Division of Vocational Education, Virginia State Department of Education. The evaluation procedure will serve as a basis for the school division's update of their five-year plan. The evaluation guidelines are divided into two sections: (A) Curriculum and Instruction, a 32-item rating form to be completed by vocational teachers, with detailed instructions provided; (B) Summarization, instructions, procedural guidelines, and form to be completed by the Department, School Vocational Education, and Division Vocational Education Committees. Suggestions regarding committee structure for the annual evaluation are made, seven types of data to be studied are listed, and five major goals for vocational education are presented. (LH)

This report discusses innovation in inservice education and training of teachers (INSET) in France. The first section deals with INSET in relationship to the French educational system, research institutes on the teaching of mathematics, and teacher training assignments in business and industrial firms. Section two presents four case studies. The first, inservice education for primary teachers, discusses theory and the application of theory, along with plans to coordinate this program with others. The other three case studies are the Maurice Baquet Course in physical education and sport, a scheme for the inservice education and training of teachers in the first cycle of secondary education, and a training course for teachers in social psychology. The final section clarifies the essentials of the INSET problem as it confronts policy makers and administrative authorities. The uncertainties concerning the objectives of INSET and the prospects for the future are examined. (SK)

The document consists of seven papers presented at the First Annual Technical Education Seminar (May, 1974) on the Challenge of Change in Technical Education, conducted by the Technical Education Division of the American Vocational Association. The papers, representative of the many presented at the seminar, have been published to serve as a reference for technical educators and to help improve the state of the art of technical education. The papers are: "The Technician--A User's Point of View," George W. Elliott; "Effective Teaching--A User's Point of View," Addison S. Hobbs; "Effective Teaching--A Local Director's Point of View," Rex Billings; "Effective Teaching--An Instructor's Point of View," William G. Montrois; "Experiences and Philosophies in Fostering Articulation Between Community/Junior Colleges and an Institute of Technology," Roy I. Satre; "Challenges for Change for the Urban Disadvantaged," Robert L. Prater; and "The National Fund for Postsecondary Education," Charles Bunting. (EA)

The document examines the need to develop and implement more adequate evaluation methods for broad-aimed adult education programs, and presents some suggestions. Broad-aimed adult education programs are described as those which seek to affect the quality of the learners' lives through education and to help learners cope more effectively with their problems. This type of program is generally funded under the Smith Lever Act, 1914, the Manpower Development and Training Act, 1962, Title I of the Higher Education Act, 1965, and the Adult Education Act, 1966. The paper's four sections include: (1) broad-aimed adult education defined and differentiated from other types of adult education, with three program types examined; (2) need for more adequate evaluation of broad-aimed adult education programs, examining current evaluation techniques; (3) false assumptions to be avoided when evaluating broad-aimed programs, giving examples of inappropriate evaluation methods; and, (4) toward more adequate evaluation of broad-aimed adult education programs, describing one approach and presenting various opinions. (LH)

Career education became a force for educational change in 1971 when the federal government provided the initiative and "seed" money to develop career education models in each state. The response of school systems and its implications are explored in this article. The first section focuses on the definition of career education as an outgrowth of initiative for educational reform. A brief historical perspective on career education includes three major reasons for its rapid growth: (1) social and economic conditions; (2) theoretical and practical work on various elements that combined naturally with the concept; and (3) the change strategy used for the development, diffusion, and adoption of career education was effective in securing widespread participation. Some general ways of knowing whether the career education thrust is making any difference in terms of students, educational implementation, and society are cited; external and internal assessment guidelines described and analyzed; and strategies considered for moving the concept toward an operational form. (Author/MLF)

Reports and studies on the achievements of vocational education over the last 10 years suggest that vocational education has not succeeded in offering programs that adequately prepare high school students to enter the world of work. Vocational training in specific skills at the secondary level is not sufficient for future employment since other, additional skills (reading, writing, and math skills and sociability) are needed. The separation between general education and vocational education has a detrimental effect on students if intellectual growth and actual experience are perceived as two unrelated processes. The two areas should be reconciled because general education offers important skills necessary for occupational success. To achieve this reconciliation, vocational education in secondary schools should broaden its purpose and scope beyond skill training and come to a realization that knowledge in other areas is needed in the world of work. This has wide implications for agricultural education and teacher educators if the vocational and educational needs of the student are to be met. A list of references is included. (EC)

The dynamics of today's society are causing substantial changes in traditional education norms and forms. The total learning opportunities, regardless of where they occur, should be promoted by the accrediting institutions. We must make sure that our requirements for quality performance, and our accreditation and other standard measures, encompass a much broader array of human experience. There is a place for external degrees based on competence demonstrated by examination schools without walls, and semi-professional, occupational, and vocational programs. Distinctions between formal and informal education are breaking down and education is expanding its horizons to be more in harmony with real life and the real world. These changes present a new dimension of measuring and awarding credit and degrees. At the same time that accrediting agencies are expanding their focus to include these new forms or education there must be careful review of questionable education standards to deter the federal government from acting as a regulatory agency. (JMF)

In conjunction with a new set of regulations dealing with health and physical education programs in Pennsylvania school districts, effective July 1, 1975, the Department of Education outlines in this report competencies and objectives which school districts are encouraged to use to develop quality programs. The physical education competencies suggested in the report are minimal ones (i.e., what most students should reasonably be expected to do according to their age and physical development by grades three, six, nine, and twelve. The competencies described are of two types: (1) enroute competencies, which are sequential performances leading to basic competencies; and (2) basic competencies, which identify completion of the basic physical education program. The competencies are prepared in such a way as to cover three domains of learning: psychomotor (learning patterns of muscular action for physical performance), cognitive (knowledge germane to physical education and athletics), and affective (attitudes, values, and appreciations). A list of physical education, sport, and dance activities and a bibliography are also included. (LBH)

The present volume is one of a series intended to provide a comparative view of the educational systems of member countries of the Organization for Economic Cooperation and Development (OECD). The purpose of the series is to assist OCCD member countries in the development of their educational statistics and to provide a basis for the collection of internationally comparable statistics. In this volume the educational systems of Iceland, New Zealand, and Portugal are classified by type of education which includes the following: Preprimary, Primary, Secondary, Higher Education, Technical Education, Special Education, and Teacher Education. The information provided for each type includes length of studies, admission requirements, certification conferred, organization of studies on a full-time or part-time basis, and other information of possible interest. Definitions of terms used in the OECD classification are provided, as well as short bibliographies, which give sources of information regarding the educational institutions of each country. (Author/RM)

The development of adult education in Oklahoma has followed the general American pattern. After World War II, several Oklahoma public schools began adult education programs and later took advantage of Federally supported vocational and literacy programs. However, differing attitudes toward educational purpose and financing between eastern and western Oklahoma have had an adverse effect on both adult and public school education and have created a variety of needs. Oklahoma spends about $4,000,000 yearly on adult education, largely within state institutions for rehabilitation or for explaining or promoting the work of state agencies. The State Department of Education has a Division of Vocational Education, which works with many adults, and has created the Office of Adult Education to administer Title II-B (basic education) of the Economic Opportunity Act. The Oklahoma Legislature should recognize and adequately finance adult education as a legitimate obligation of the public schools. (author/ly)

Descriptions of special programs and research efforts in the schools of India during the period July-September, 1967 are presented in this bibliography of over 200 items with abstracts. Materials cover different levels of education: adult, basic, higher, general, elementary, secondary, part-time, rural, and special education. Also treated are student-related concerns (disciplinary problems, student selection, and study abroad) and teacher education (status and method). Such administrative problems as curriculum, economics and finance, evaluation, planning and policy, school forms, instructional materials, statistics, testing, and socioeconomic status are discussed. Attention is given to educational psychology, research, and academic achievement and to the subject fields of reading, science, social education, vocational education, guidance, and health. There is a special section on Indian language problems and education and a list of the periodicals and newspapers abstracted. For a related document see ED 016 168. (DS)