Education & Pedagogy

The nation is in the midst of a revolution in education. For the first time in human history, tools to enable everyone to attain all the education they desire are available. And best of all this education is available at almost no cost. The key to this sea of change in learning is open education resources, or OER. OER are educational materials produced by one party that are licensed to be used free of charge by others. OER come in many forms--from curriculum to homework assignment to textbooks. And OER exist for all levels of education, from kindergarten through college. OER are already being used by learners for self study, by teachers to enhance classroom learning, and by education providers to bring down the cost of instruction. Clearly, open education resources hold some of the answers to maintaining the quality of learning material while significantly reducing the cost of education. With this brief the authors seek to provide a substantive understanding of OER and at the same time inform the emerging public debate over their use in public education. Finally the authors provide key suggestions for how policymakers can best structure the use of OER.

The National Protocols for Higher Education Approval Processes (the "National Protocols") are a key element of the national quality assurance framework for Australian higher education. They protect the standing of Australian higher education nationally and internationally by assuring students and the community that higher education institutions in Australia have met identified criteria and are subject to appropriate government regulation. The Australian State and mainland Territory Governments and the Australian Government, which have responsibility for managing co-operatively all higher education approval processes, first agreed to the adoption of the National Protocols on 31 March 2000. During 2004 and 2005, an extensive process of consultation led to the further development of the National Protocols. Part 2 of this document includes five Protocols that outline criteria and processes for higher education approvals: (1) Nationally agreed criteria and approval processes for all higher education institutions; (2) Criteria and processes for the registration of non self-accrediting higher education institutions and the accreditation of their higher education course/s; (3) Criteria and processes for awarding self-accrediting authority to higher education institutions other than universities; (4) Criteria and processes for establishing Australian universities; and (5) Criteria and processes for overseas higher education institutions seeking to operate in Australia. Part 3 outlines obligations on Government Accreditation Authorities. A glossary of terms is included. (Contains 4 footnotes.)

This study describes the educational system and discusses major educational trends and problems in elementary, secondary, higher, agricultural, and vocational education of four major French speaking West African countries since their achievement of independence. One major problem considered is that rapid expansion of educational opportunity in terms of existing formal systems cannot be maintained in the 1970's because of limited resources, yet popular demand puts pressure on expansion since less than 50% of each age group attends school. Further, the existing formal education systems are not adapted to the needs of rural development--which is essential to economic development. A challenge for the 70's is to produce and implement new strategies for education. The book is divided into six main sections. Education during the Colonial era from 1870 through 1960 is discussed in the first section. The next four sections present Republic characteristics, describe the education systems at all levels, including information on vocational and agricultural education, and explain educational expenditures of the four mainly agricultural Republics of Guinea, Mali, Senegal, and the Ivory Coast. The last section compares major characteristics of the educational system during the first decade of Independence and derives generalizations concerning common trends and problems. (Author/SJM)

The first working paper for UNESCO's Interdisciplinary Symposium on Life-long Education summarizes for participants some of the problems arising from the evolution of educational systems in the direction of lifelong education, some of the basic issues involved, and some of the requirements it meets and the consequences it may have. The areas covered are: (1) purpose of the sumposium--to answer the questions "what can be done to transform existing education systems so that the kind of education they provide is in keeping with the aims and requirements of lifelong education?"; (2) some points for consideration by participants--experience with matters related to lifelong education, the nature of the educational process as related to lifelong education, analysis of structure whose main function in education is not pedagogical, analysis of other factors making for change in educational structures, and others; (3) some issues in lifelong education--the educational dimension of personal experience and the possibility of individual self-fulfillment, the relationship between education and the overall needs of the local, national and international community, the connection between work and education, and others; (4) the starting point--discussion of determining factors in the development of a society's education structures and needs; and (5) modes of action--analysis of existing educational structures and processes. (For related document, see AC 014 275.) (KM)

This document contains brief descriptions of 12 experimental and/or innovative undergraduate teacher education programs currently underway in the College of Education, Ohio State University. Programs are 1) Urban Teacher Education (14-credit-hour practicum); 2) English Education Inner-City Program (2-year practicum); 3) Industrial Arts Curriculum Project (3-year development and evaluation of a 2-year sequence in industrial technology for Grades 7-10); 4) Microteaching for Foreign Language Teachers (an experimental study using video-taped lesson sequences); 5) Microteaching in the Social Studies Methods Course (implemented in several Columbus area high schools); 6) Middle Elementary Teaching Team (METT) (2-year practicum for 3- or 4-member teams in grades 4-6); 7) New Careers in Early Childhood Education (2-year training of disadvantaged in work-study day care center program); 8) New Dimensions Program (2-year accelerated program to train ghetto high school dropouts as educational technologist aides); 9) Education Professions Development Act: Trade and Industrial Education (2-year inservice program leading to professional certificate); 10) Research and Development Program (30-hour program to train researchers); 11) Science and Mathematics Teacher Education Project (2-year program focusing on process approach); 12) Social Studies Education Program Abroad (15-credit program including seven weeks travel and study abroad). (JS)

The recent activity of anthropologists whose primary interest are in education and of educators whose orientation is anthropological suggests this division of labor: The first division, "anthropology and education," is the most expansive and the least specific. A second, "anthropology in education," concerns the anthropological presence, whether expressed as a substantive body of understandings, as curriculum, as programs for teacher training, or as a kind of sensitivity toward humankind and the human variety. The "anthropology of education," third, represents anthropological inquiry into the behaviors we call education; into the organization of education; into the actual conduct of teaching and learning; into educational research methods and findings; and into educational futures. A fourth focus is the "anthropology of social problems." Part One of this book exemplifies the general character of anthropology and education. Part Two represents anthropology in education, whereas the articles of Part Three represent activity we have identified as the anthropology of education. Part Four includes a selection of field studies of education in and across cultures. In the fifth, and concluding part, we exemplify anthropological approaches to education as a social problem and stress the vitality of the discipline in problem-solving as well as in social advocacy. (Author/JM)

The booklet describes the development and current status of public education in the Soviet Union. Readers are reminded that the 22 million square kilometers and the more than 100 nationalities speaking 108 languages complicate organization of an educational system embodying traditional progressive democratic education and postrevolutionary socialist changes. It reviews the history of Soviet education including pre-1917 literacy (28.4 percent), introduction of compulsory education in 1930, and present school enrollment of 49 million pupils. Basic educational principles are given to be state support, equal opportunities for all nationalities, equality of sexes, a unified school system, separation of church and schools, and contact between school and society. The author reviews educational theories of Lenin, N. Krupskaya, and A. Makarenko. He discusses preschool education, the 8-year school, and the secondary school; school programs, curriculums, and textbooks; pedagogical science; vocational and academic orientations; three aspects of education (ethical, aesthetic, and physical); educational establishments such as Young Pioneer Palaces and Houses that serve young people; the roles of family and society; postsecondary school specialization; the training of teachers; responsibilities of Soviet ministries for education; and international contacts. Appendixes contain tables showing school enrollment figures, the standard curriculum, numbers of textbooks published, and number of graduates from higher and secondary specialized schools. Included are photographs of school settings. (MC)

Provided are 19 presentations made to 200 participants in a conference on issues of mainstreaming, career education, and teacher education programs for urban handicapped children. Noted are four conference objectives such as improving communication within states between educational agencies and large city special education (SE) personnel. Discussed are SE in cities and procedures for planning the conference. Three papers address the issues of a right to education for all exceptional children, training needs of regular educators, and three D's (decategorization, declassification, and desegregation). Commented on in three papers are labeling and categorization, definitions and classification, and labeling and minority groups. The following are among seven educational agency projects and cooperative programs described: the Maryland design for SE services, Portland's public school prescriptive education program, East Cleveland's program for urban education, the Houston plan for retraining regular class teachers, the school/university teacher training program in Madison, and a California model for development centers. Discussed in five presentations are university teacher education programs which focus on the following areas: training of regular teachers in learning disabilities, computer assisted renewal education, training of regular teachers in SE, a clinical teacher model for interrelated SE areas, and programed environments for the mentally retarded. Future SE projects are reviewed in relation to a national technical assistance system. Reported is favorable evaluation by participants. (MC)

The principle underlying public higher education in the US is that while learning helps the individual, it is mostly for the benefit of the economy, society, government, and culture, and therefore society should bear most of the cost of such education. Public education is being threatened today by national and state proposals that the student be required to pay the full costs of his education. But with such a requirement, public higher education as it has traditionally existed in this country would cease to be. One may assess the values of public higher education by considering three words: (1) Opportunity. The goal of public universities involves excellent education for the many rather than the few. Despite tax and other pressures, low fees have prevailed, and today they are fundamentally tied to current pressures for providing opportunities for low-income groups. (2) Relevance. Land-grant and other state universities, which were set up to provide opportunities and practical curricula, not only developed professional education along with general education but linked research theory with practical work to improve the human condition. (3) Involvement. Public institutions have never endorsed the ivory tower, but have sought to link public service to teaching and research, to educate adults, and to render service to those who could not attend institutions of higher education. (WM)

In February 1974 the Corporation for Public Broadcasting (CPB) commissioned a study regarding the role of the Corporation in the relationship between public broadcasting and education. Four task forces were formed to consider the areas of early childhood education, elementary-secondary education and teacher education, post-secondary formal education, and adult education. The bulk of the report is concerned with a discussion of the recommendations, which are that the CPB should (1) intensify its efforts to bridge the chasm between broadcasting and education; (2) recognize and support the principle of cultural pluralism; (3) undertake activities to assist professional development of the educators and broadcasters engaged in educational broadcasting; (4) undertake promptly certain instructional programing activities; (5) assure attention to the strategies, materials and other services which are critical to effective use of educational programing; (6) actively develop the educational programing applications of related technologies; (7) assure an effective program of research, evaluation and demonstration; (8) facilitate the development of more flexible patterns of rights clearance; (9) encourage the development of the skills of aural/visual literacy and critical listening/viewing; (10) recognize and support effective activities for promotion and community outreach; (11) move at once to act upon these considerations. (Author/KKC)

The booklet provides a general guide for the implementation of career education, presenting a sample inservice teacher course of study and a guidance career education course for grades 9-12. Part 1 deals with program implementation, discusses books, films, and statistical data useful in demonstrating to school superintendents and boards of education the need for career education, and suggests procedures for inaugurating a teacher inservice program in career education. Part 2 discusses society's concern with career fulfillment and the potential of career education for overcoming the educational system's institutional biases against nonacademic education and for explaining the nature of man's existence in the world of work. The section also analyzes manpower needs nationally, in New York State, and in Dutchess County. Part 3 presents a teacher inservice course of study which discusses in detail the rationale for career education, lesson design and development, resources and materials, and includes an appendix for inservice evaluation with sample forms. Part 4 presents a secondary level guidance career education course outline which focuses on viewing and discussing films and a variety of written and oral exercises geared toward career development, especially its humanistic elements. Instructional questionnaires materials and additional resources are appended. (JR)

In the past, occupational education in community colleges has gone on without a sense of direction, often because labor market data and manpower needs information were not available. More recently, it has taken some "new directions," several of which are presented here. Topics include the relationship of career education to postsecondary education; the potential of a forecasting model to better match manpower supply to demands; the creative result of applying occupational education in community problem solving; and the comprehensive vs. the specialized model community college in an urban setting. Innovative programs in allied health, public (human) services occupations, environmental and natural resources education, and in business and engineering technological education are presented. The problems facing occupational education in community colleges--the status gap, the need for articulation between two- and four-year colleges, and the need for quality, excellence, and standards of attainment are discussed. A review of additional pertinent information and a bibliography are also provided. Contributors include: Joseph P. Cosand, Harold L. Finch, Tilghman H. Aley, Richard Reitz, John F. Grede, Thomas K. Klopfenstein, Mary E. Denure, Dale R. Buck, Warren J. Sprick, Jerry S. Dobrovolny, James A. Farmer, Jr., Richard L. Rinehart, Joanne Frankel, and Norman C. Harris. (Author/RL)

The Statewide study assesses the impact of career education in Illinois since 1970 and presents an analysis of information gathered about various career education programs and activities supported by the Illinois Divison of Vocational and Technical Education (DVTE). The initial chapter provides background information and describes the characteristics of the various information sources. Chapter 2 summarizes findings, recommendations, and responses. Chapter 3 provides information obtained from on-site visits, interviews, and written surveys determining which students have been affected by career education efforts. Chapter 4 summarizes the Elementary Occupational Information Programs (EOIP) study findings regarding local districts use of DVTE resources. Chapter 5 presents survey results indicating the needs of local districts for DVTE consultant services. Chapter 6 reviews career education projects funded by the U. S. Office of Education, the National Institute for Education, and the DVTE. Also included is information regarding future funding sources and the establishment of career education priorities in Illinois. The study concludes that the impact of EOIP funding and DVTE specially funded projects since 1970 has established the groundwork necessary for creating awareness of career education among State educators. Survey instruments, cover letters, and data summaries are appended. (MW)

The publication is intended to provide some guidance to educators who are in the process of developing career education units which will be integrated into and correlated with school subjects. The first part of the document focuses on developing resource units, and offers information on goals and objectives, on the integration of career education into the existing curriculum, on occupational clusters, and on the unit format. Steps to be followed in developing career education modules are outlined. Among the key concepts of career education which are exemplified in the notes are these: Career education focuses on learning experiences related to self-understanding, educational endeavors, and career potential; concrete experiences are utilized to illustrate abstract concepts; and, career education provides experiences related to a sample of occupations at all levels. Decision-making experiences are provided, but students are not forced to make early career decisions. The second part of the document is comprised of exemplary career education modules incorporating those concepts, for use at primary, intermediate, junior high school, and high school levels. These sample units were developed by 203 educators participating in career education curriculum development classes sponsored by a Regional Education Service Agency (RESA) in an eight-county area in West Virginia. (Author/AJ)

Presented is the report on a practicum to implement a series of activities to assist Directors of Special Education in the task of personnel identification and selection. Specific issues considered are skills or competencies in special education staff roles, guidelines for special education certification in Texas, and practices and techniques in the selection of special education personnel. Reviewed are the following practicum activities: conducting a needs assessment to identify problem areas in the selection of special education staff; surveying the literature for results of research on effective competencies for successful special education staff; designing and publishing a self-study source book on staff selection for Directors of Special Education; designing and implementing a seminar for Special Education Directors on "Changing the Staff Selection Process in Special Education"; disseminating a source book to a large population of individuals involved in staff selection on the public school, college, and university settings; making observations of interviews conducted by a target population of directors who undertook self-study of the source book; designing and using numerous instruments applicable to the practicum activities; analyzing and reporting results of the data collected; and conducting formative and summative evaluation activities. Appendixes include a practicum design chart, a staff selection checklist, and a chart of the evaluation model. (SBH)