Education & Pedagogy

This study focused on the measurement and interpretation of income gains resulting from the improved education of poor persons. Several kinds of education (job retraining, dropout prevention, compensatory education, preschool programs, increased expenditures per pupil) were examined in terms of efficiency (average cost versus average returns) in alleviating poverty. Comparable efficiency measures were devised for each variety and the resulting estimates were contrasted. These estimates were supplemented with an overall evaluation of the benefits from education. Major conclusions were: (1) vocationally oriented training, at least in the form of recent manpower training programs, shows a higher payoff rate than conventional education; (2) benefit-cost ratios do not seem to justify emphasis on early school or preschool years; (3) benefit-cost ratios appear to rise from adding expenditures to school districts that are now spending relatively little; (4) general education probably results in bigger second generation effects, greater psychological returns, and more such intangible benefits than vocational education. (author/ly)

The Minnesota Higher Education Coordinating Commission has formulated a statement as the guiding philosophy for its deliberations on Minnesota's long-range, comprehensive higher education plans. The Commission's basic position for viewing higher education in Minnesota during the next 10 years involves (1) the development of human resources through advanced education to achieve and maintain a productive economic, social and cultural environment, (2) the attainment of higher levels of educational productivity to the extent necessary to provide for satisfactory progress in the complex and technologically advanced society of the future, (3) the recognition and support of teaching, research, and public service as 3 complementary but separate functions of higher education that interrelate to produce or distribute knowledge and skills, and (4) the provision of large investments to meet rising costs and to support the continued development of higher education. The Commission supplements this proposed view of higher education with 6 principles that they recognize to be fundamental to the concept of higher education. The statement also contains 8 of the goals identified by the Commission as general aims of higher education in Minnesota. (WM)

The existence and achievements of experimental, university-connected programs of liberal study for labor are discussed. First to be considered are the underlying problems and aims of both labor education and university liberal education. Next, specific programs are described: the Liberal Arts for Labor program offered through the Extension Division of UCLA; the United Steelworkers of America fourth year institute ("The World of Ideas"); the Institute Labor Program at Rutgers; the National Institute for Labor Education resident study program for union staff; and the two year Union Leadership Program at the University of Chicago for Chicago area trade union leaders. Patterns of nonuniversity-connected liberal education for trade unionists, and of liberal education in Canadian labor education, are also reviewed. Finally, common problems of winning support, providing for university union cooperation, and adapting programs to a union audience are summarized, together with suggested directions and approaches for seeking solutions. (ly)

Career education is a bold design for education effecting a blend of academic, general, and work skills learning so that individuals passing through the school system will be ready for economic self-sufficiency, for a personally satisfying life, and for new learning experiences appropriate to career development and avocational interests. The comprehensive model designed for career education is revolutionary; equally revolutionary will be the reforms to take effect in methodology, teacher-student relationships, administrative planning, and community participation. Realizing that these reforms will rely on trained staff, the Bureau of Adult, Vocational and Technical Education is committed to a comprehensive personnel development program for career education. Among the activities of the Bureau which support needed staff development are: (1) teacher-training grants, (2) special project grants, (3) Area Manpower Institutes for the Development of Staff (AMIDS), (4) curriculum development programs, (5) exemplary programs and projects, and (6) leadership development grants. (JS)

Educational Testing Service sponsored two conferences for the purpose of further defining and assessing the impact of career education. Presentations indicating its widespread interest and importance made during the conference were: (1) "Introduction" by William W. Turnbull, (2) "Federal Initiatives and Career Education" by Peter P. Muirhead, (3) "The Nature of Career Education" by Roman C. Pucinski, (4) "1984 Revisited" by Paul Woodring, (5) "Implications of Career Education" by Harold Howe II, (6) "Developing a Career Education Program in Oregon" by Dale P. Parnell, (7) "Developing a Career Education Program in Dallas" by Nolan Estes, (8) "Career Education Dimensions of Community Colleges" by Norvel L. Smith, (9) "The Role of Organized Labor" by Gus Tyler, (10) "Women and Career Education" by M. Barbara Boyle, (11) "The Role of Business and Industry" by Douglas M. Knight, (12) "Meeting the Needs of Minorities" by Charles G. Hurst, Jr., and (13) "Evaluation in Career Education" by Charles F. Ward. These speeches are also available on cassette tapes from the source of availability listed above. (JS)

In recent years it has become apparent that the system of continuing medical education developed in the USSR has reached a high level of achievement. At the invitation of the Ministry of Health of the USSR, an international study tour was organized by the World Health Organization to study the Soviet system. This report presents the findings of that tour group. The first section deals with the administration and staffing of health services in the USSR, including the organization of the public health services. The second section addresses itself to medical education, including undergraduate education, specialist postgraduate education and advanced postgraduate education. Section 3 describes the 2 institutes for advanced medical studies in the USSR, and the fourth section explores the various types of course offerings within the institutions. The fifth and final section is involved with the advanced training of special groups, such as medical teaching staff, public health administrators and paramedical personnel. (HS)

This paper discusses six roles which an adult education agency can fill in an Educational Priority Area and illustrates each one with examples from the Liverpool E.P.A. Project. These roles are: (1) adult education cum community development; (2) adult education as a resource in community development work; (3) adult education as an aid to parents and schools; (4) adult education as a forum for discussing personal, moral, and social problems; (5) adult education as an extension of recreation and entertainment; (6) adult education as a counseling service for individuals and groups. They are discussed in detail in order to emphasize the interrelationship of the various roles and their total contribution to the process of community development in an underprivileged community. (CL)

The primary purpose of this project was to stimulate individuals and institutions to conduct short-term teacher education activities for persons in the health occupations field. Because this program has been growing rapidly, teacher education activities have not kept up with the expansion. An institute, consisting of 85 participants, six staff members, and 13 consultants, included: general presentations, panel discussions, small group discussions, micro-experiences and informal activities. As a result of the institute, a publication of the guidelines and general presentations was compiled (Volume II of this final report, available as ED 037 581) and a model inservice teacher education course on classroom testing was developed. Based on pre- and posttests, an evaluation of modular units, and a 1-year followup, the program was judged a success. Recommendations call for continuing efforts to be directed toward the teacher education needs of those in health occupations education. (Author/GEB)

This report, resulting from a project to develop a health occupations teacher education program (HOTEP) within the University of Wisconsin system, is presented in five sections and contains data and materials providing evidence to support the need for such a program. Section I discusses national health care needs and trends. Some existing HOTEPs are described in Section II. Colleges and universities giving information on their present programs included details pertaining to types of degrees and course offerings. Section III presents an estimate of the need for teachers of health occupations education at the secondary and postsecondary levels of instruction, along with a statement of the need for health care workers. Potential financing for HOTEP is discussed in Section IV, and recommendations and suggestions for the program are listed in Section V. Statistical data on Wisconsin health care education and employment are appended. (MF)

This report summarizes some of the activities of the staff of the Office of Compensatory Education from 1975 to 1976. The overall aim of these activities was to provide educational opportunities to disadvantaged children in California. Activities are described as they relate to 12 types of programs, namely: Compensatory Education Administration in 1975-76; Elementary and Secondary Education Act, Title I; S.B. 90, Chapter 6.10 Educationally Disadvantaged Youth Program; Evaluation and Pupil Achievement; Management Services; Migrant Education; Programs for Professional Development in Education; Demonstration Programs in Reading and Mathematics; Follow Through Program - Technical Assistance; Compensatory Education in State Institutions; Community Services; and, School Housing Aid for Districts Impacted by Seasonal Agricultural Employment. This report also includes descriptions of four projects in four school districts, namely: Newport - Mesa Unified School District-Project Catch-Up; San Jose Unified School District-Project R-3; Riverside Unified School District-Learning Achievement Through Saturated Educational Resources (LASER); and San Bernardino City Unified School District Promising Practices. (JM)

This working paper was prepared by the Council of Europe Programme Adviser for Pre-School Education for a symposium on "the integration of migrant children into pre-school education". The symposium aimed to identify and suggest appropriate pedagogical measures which should be taken to facilitate and improve the integration of migrant children into preschool education. The activities of the council of Europe in this area during 1970 to 1974 are discussed as well as four case studies on aspects of the compensatory role of preschool education. In addition, there are sections on preschool education in the Netherlands, France, Sweden and The Federal Republic of Germany. These sections include information on the way preschool education operates, general trends in the respective countries, and government policy, focusing particularly on the problem of migrant children. The paper concludes with an outline of the main problem areas to be discussed at the symposium. (MS)

As part of a project designed to identify appropriate and feasible methods of evaluating vocational education, this essay provides a perspective for evaluating vocational education in terms of outcomes. The first of four sections provides a rationale for studying educational outcomes. Section 2 focuses on the nature and meaning of outcomes and the range and diversity of vocational education outcomes, and outlines an approach to outcomes evaluation within the general framework of vocational education evaluation. In addition, this section provides a list of thirty questions concerning possible outcomes of vocational education which illustrates the broad and diverse range of possible outcomes. Among the key issues identified in section 3 in the area of outcomes evaluation were (1) the definition of vocational education; (2) the specification of vocational programs as educational treatments; and (3) sources and uses of evaluative criteria and experimental controls, and the use of comparison groups in evaluating vocational education programs with respect to specified outcomes. The final section suggests an agenda for improving outcome evaluation. (LRA)

This document is one in a series of three monographs developed by the National Association of State Boards of Education and designed to acquaint the reader with consumer education issues and how they affect policies. Included in these monographs are articles on what should be taught as part of consumer education, how consumer education programs should be designed, and some current consumer education topics. The articles contain some suggestions for developing policies intended to provide students with practical life skills without detracting from the high priority placed upon reading and math. Focusing on program content, this monograph presents views from the following individuals and groups: an educator, the United States Chamber of Commerce, the National Consumers League, business and industry, the American Federation of Labor-Congress of Industrial Organizations, the Joint Council on Economic Education, and a state school board member. Concluding the monograph is an article presenting a macro view and explaining its impact on policy. (BM)

The report summarizes the concerns that emerged during the nine regional conferences of the Consortium on the Education for All Handicapped Children Act (Public Law 94-142). Part I provides an overview with brief coverage of the historical background of legislation for the handicapped, the legislative background specific to P.L. 94-142, and the activities of the Consortium along with some implications the Consortium may have for improving the education policy process. Results and recommendations from the nine regional conferences are summarized in Part II for issues which include the state education agency's role, funding, provision of an individualized education program, and due process and procedural safeguards. Appended is a list of resources related to the law; assessment, placement, and the least restrictive environment; special education financing; individualized education programs; parent issues; personnel development; planning for the education of the handicapped; public policy and children's rights; and testing. (SBH)

This book presents a collection of 76 articles concerned with issues surrounding early childhood education. The book was developed for use by undergaraduate or graduate students of child development or by others concerned with meeting the developmntal needs of young children. The book is divided into nine sections: (I) Overview: National and Historical Perspectives, (II) Theoretical Bases, (III) Learning Environments; (IV) Curriculum Methods, (V) Exceptional Children, (VI) Critical Issues, (VII) Parent Education and the Family, (VIII) Professionalism and Teacher Education and (IX) International Early Childhood Education Programs. The book was developed by the American Federation of Teachers, an organization which supports legislation for the funding of coordinated services for young children administered by the public schools. Although the book focuses on the role of the public schools and professional personnel in early childhood education, alternative viewpoints are also offered. (BD)