Education & Pedagogy

This research study examines education in Japan. Emphasis is on providing a rich, detailed description of Japanese education, particularly as it is practiced in the primary school. The main descriptive points are highlighted by a comparison of the American educational system with that of the Japanese. A major objective of the study is to correct some of the misconceptions that Americans have about Japanese education. Chapter one examines how education can promote equalitarian social change. The history of Japanese education is discussed in chapters two and three. The importance of class and family and equalitarian education in the primary schools are dealt with in chapters four and five respectively. Chapter six discusses mastery learning in Japan. The impact that the Japanese primary school has had on the moral orientations of youth is treated in chapter seven. Exam competition is examined in chapter eight. The difficulties that Japan's young people are experiencing in adjusting to the adult world are studied in chapter nine. Equal opportunity is the topic of chapter ten. Chapter eleven reviews a few of the educational problems which trouble contemporary Japan and speculates on the future of education in Japan. (Author/RM)

The educational system of Saudi Arabia underwent significant changes from 1974-76 in areas of teacher education, modernization of curriculum and instruction on elementary and secondary levels, and in expansion of higher education facilities. Reasons advanced by the Ministry of Education for these changes include an increase of funds for educational purposes, realization of new school building construction as part of Saudi Arabia's five-year development plan (1974-79), and increased interest in curriculum development for girls and special education students. Teaching methods and equipment which were adapted or borrowed from Egypt, the United States, and UNESCO include a reading machine for the blind, teacher training in physiotherapy, and curriculum subject area film series. Two universities and a Center for Oriental Studies were established in 1976 and regulations for post graduate studies at the University of Riyadh were changed to conform to western standards. Changes in secondary and intermediate education center around the introduction of modern science and mathematics, integration of mechanics with physics, increase in guidance and counseling services to girls, and expansion of school lunch and medical services. A Regional Office of Education was established in 1976 to co-ordinate cultural and educational affairs of the Arab Gulf States. (Author/DB)

Examining the educational system of Greece, this publication discusses the reorientation of policy, organization, and curriculum after overthrow of the military regime in July 1974. In accordance with the broader democratic principles set forth in the Greek Constitution of 1975, education is now compulsory for six years, free to everyone on all levels, and accessible equally to both sexes. Additional changes in response to post-1974 legislation include adoption of demotic Greek as the language of curriculum and instruction; encouragement of ethical, social, and religious development in pre-primary education; adoption of innovations from other countries; division of secondary education into a three-year basic and vocational program and a three-year advanced program; and development of new curriculum and teacher training programs in special education. Teacher training courses and in-service seminars have been lengthened and improved under the new legislation and a Center for Educational Research has been established. The increased demand for higher education led to establishment of the University of Thrace in 1974 and expansion of the 11 other institutions of higher learning. The Ministry of National Education plans further expansion of higher education facilities so that fewer Greek students will have to attend foreign universities. (Author/DB)

This booklet provides an overview of community education for those readers interested in developing a community education program. The content is contained in fifteen brief sections. The first section introduces the concept of community education. Section 2 presents a chart comparing the traditional school's use pattern to that of the community school. Sections 3 and 4 list twelve community education goals and ten factors related to successful community education development. The fifth section presents a diagram of a common sequential process for implementing a total concept of community education, and the sixth section discusses local, state, and federal support. Section 7 explains the importance of local leadership, and sections 8 and 9 present a sample organizational chart for a public school system developing a community education program, and a chart of various programs comprising community education, respectively. Sections 10 through 15 present the following information: an overview of the major revenue sources and the range of average percentiles; budget outlines for both a full-time and part-time program development effort; possible approaches to program evaluation; listings of commitments to consider when determining whether to start a community education program; listings of eighty centers of community education located at institutions for higher education; and brief descriptions of ten community education national information sources. (EM)

The State of Alaska Department of Education, through management consultants, conducted a study in eight selected school districts to ascertain the following: (1) effectiveness of vocational education programs offered at the secondary level, (2) adequacy of special education services provided to exceptional children at all levels, and (3) comparative analysis of state fiscal impact in the areas of vocational and special education. Program information was obtained through interviews with school personnel. For the years 1970-71 and 1971-72, enrollment analysis, cost analysis, and revenue analysis were performed for vocational education and special education programs in each district. On the basis of the accumulated data, certain general findings and recommendations were formulated. Two of the eight major findings in vocational education revealed the following: program administrators appear to disagree philosophically with the basic purpose of vocational education, and the Foundation Support formula favors small school districts with small school enrollments and discriminates against medium and large school districts that enroll over fifty full time equivalent students. The special education portion of the study found a wide discrepancy in state services to exceptional children. Geographic isolation, peculiar makeup of student populations, lack of trained teaching staff, and lack of ancillary support services contribute to these discrepancies. (CSS)

In this report, the problem of the disadvantaged in the Israeli educational system is described from early childhood programs through higher education. An overview of education for the disadvantaged in Israel and in some Western nations, as well as an exploration of educational procedures which have been applied in various programs, form the main body of the report. Educational strategies and experiments are evaluated. Problems of vocational and technical education in Israel are discussed and the methodology for operation of such programs is criticized. Informal educational organizations are examined in terms of patterns of relationships of participants, reward systems, and activities. Informal educational frameworks in Israel are described. It is concluded that: (1) most research on the education of the disadvantaged emphasizes educational methods and techniques and neglects institutional-structural and cultural aspects; (2) a more intensive process of educational intervention is necessary if disadvantaged students are to be successfully educated; and (3) in addition to concentrating on formal and semi-formal schooling, research should focus upon informal education. It is further suggested that systematic studies of the failures of other systems to put into educational practice the results of research and experimentation may help the Israeli system to avoid repeating mistakes others have made. A lengthy list of references is included. (WI)

This publication contains descriptions of thirty-six successful projects developed in twenty states to identify, overcome, and eliminate sex bias and other discriminatory practices in vocational education. Projects include ongoing programs, policies, and procedures and strategies, such as learning modules, models, surveys, and sourcebooks. The projects, presented alphabetically by state, are described in the following manner: title, location, purpose, target group, change strategy, project summary, results, and comments. Representative projects include (1) Career Decision Making Guide for Adult Basic Education Teachers (Alabama), (2) Clinics for Administrators of Women in Occupational Education (Arizona), (3) Sex Equity and Vocational Education (California), (4) Displaced Homemaker Resource Center (Florida), (5) Elimination of Sex Discrimination in Home Economics Curriculum (Florida), (6) Assessment and Planning Guide For Eliminating Sex Bias and Role Stereotyping in Vocational Education (Georgia), (7) Sourcebook For Equal Goals in Occupations (Hawaii), (8) Expanding Nontraditional Opportunities in Vocational Education (Maryland), (9) Research to Eliminate Vocational Education Role Stereotyping Effectively (Project REVERSE, Michigan), (10) Expanding Adolescent Role Expectations (New York), (11) Training of Child Care Providers to Use a Nonsexist Approach to Child Development (Texas), and (12) Policies of the State Board for Vocational Education with Respect to Sex Bias and Sex Stereotyping (Virginia). (YLB)

The hearings dealt with Office of Indian Education (OIE) administration of the Indian Education Act, especially the part A entitlement grant process. Representatives from Title IV projects and Indian organizations (All Indian Pueblo Council; Gallup-McKinley County, New Mexico, Public Schools; Oregon Indian Education Association; Robeson County, North Carolina, Compensatory Indian Education Project; North Carolina Consortium on Indian Education; Native American Resource Program; Indian Parent Committee, Waterford, Michigan) noted problems with the administration of the fiscal 1980 grant process, including poor cash flow, reduced involvement of Indian parents with their children's education, reduced funding because of the program's "cost guide," local program cancellation, ambiguous certification forms, inconsistent and contradictory rulings, lack of technical assistance, and poor communications. Department of Education and OIE representatives responded to critical testimony, stressing their offices' commitment to Indian Education and describing a new organizational arrangement to help create important links among different Federal programs serving American Indians. They outlined past operations and recent changes (regarding technical assistance, the cost guide, and application quality reviews) to promote improved operations regarding title IV part A. The project and organization representatives outlined some as yet unsolved problems within the Department of Education and OIE. (SB)

In the face of an increasingly complex and interconnected world, education systems are fundamentally transforming. The traditional paradigms, centered on passive knowledge transmission, time-bound curricula, and standardized assessments, are proving inadequate for preparing learners to navigate the multifaceted challenges of the 21st century. To meet the evolving needs of modern students, educators are embracing more holistic, learner-centered approaches such as Project-Based Learning (PBL), Competency-Based Assessments (CBA), and Experiential Education. These models represent not just pedagogical shifts but deeper philosophical commitments to cultivating critical thinking, creativity, adaptability, and real-world problem-solving across all disciplines. "Project-Based Learning, Competency-Based Assessments, and Experiential Education for Modern Learners" explores and articulates how PBL, CBA, and experiential education can be integrated across all disciplines to meet the needs of diverse, modern learners in an increasingly complex world. By grounding these pedagogical approaches in both established educational theory and contemporary classroom practice, this book offers a comprehensive framework for transformative, learner-centered education. Covering topics such as learning systems, higher education, and curriculum, this book is an excellent resource for educators, policymakers, higher education institutions, technology developers, and industry professionals.

The National Policy on Education (2013) describes education as an instrument for national development and social change. Teachers are very important in implementing quality education that can bring about national development. However, no education can rise beyond the quality of its teachers. Pre-service teachers are produced by colleges and faculties of education in Nigeria. Hence, the quality of teachers in the education system is largely dependent on the quality of their preparation. This study investigated school managers' perception of teachers' preparation for basic education. The study found no significant difference between the perception of urban, semi-urban and rural school mangers on admission process, curricula issues, educational facilities and teaching/learning process. It was recommended that Unified Tertiary Matriculation Examination (UTME) scores for education courses be as high as other courses to ensure that quality students are admitted with scholarships and other incentives being offered to encourage them. Furthermore, teacher educators need refresher courses on modern methodologies of teaching to enhance their teaching skills to produce quality teachers that are fit for 21st century education.

Education system of India is full of intricacies of different nature. Every ladder of education has its own problems and prospects. However, attempts have been taken to lessen complexities. From ages, time to time commissions have been constituted to improve and remove the anomalies of Indian education system especially, ensuring quality and uniformity in India education system. Idea of Quality assurance cell has not only been mooted out but also implemented across the national level. Ensuring uniformity in Education System, especially at Under-Graduate level, Choice-Based Credit System has been confirmed mandatory. But the nature of Indian education system is much diverse and encompasses inherent problems of diversity in implementing the uniform system of evaluation. Present education system of India has got spread across the country in the form of Primary Education, Secondary Education and Tertiary Education. The last one of education sector has much importance in the process of developing nation. Major inventions and innovations have direct bearing on the quality of higher education. So, quality is the major concern of the present higher education which could be judged and assessed only by the universally acclaimed system of evaluation and this could be possible through the CBCS. Thus, the present article aims to highlight the merit and demerit of Choice-Based Credit System.

Teacher education issues are high on the policy agenda across Europe. "The United Nations Convention on the Rights of People with Disabilities" (2006) is gaining momentum and providing a lever for change. Article 24 covers many aspects of education and the UN Handbook for Parliamentarians on the Convention argues that inclusive education not only provides the best educational environment for learners with disabilities, but also helps break down barriers and challenge stereotypes. This paper outlines the current policy agenda for Teacher Education for Inclusion in Europe and considers the core values necessary for teachers to work effectively in inclusive education. The paper draws upon the European Agency for Development in Special Needs Education project on Teacher Education for Inclusion (TE4I -http://www.european-agency.org/agency-projects/Teacher-Education-for-Inclusion) and on evidence gathered from discussions with over 450 European stakeholders in education--policy makers, school leaders, teachers, support staff, parents and learners. These stakeholders, over a series of 14 country study visits, highlighted the importance of the core values as the foundation for all teachers working in inclusive education. Within the Agency project a framework of core values was developed. These core values for inclusive education were linked with essential areas of teacher competence. The process of verification used to validate a final framework of core values and areas of competence at the European level is described in this paper.

Critical thinking helps students to confront a multitude of challenges they will face in their careers and personal lives. It is therefore an important task of higher education to promote students' critical thinking. However, students do not enter higher education with a blank page. Background characteristics of students are important in developing instruction. The present study investigates the influence of an important background characteristic, namely students' secondary education, and their current higher education programme on critical thinking in the first year of higher education. The critical thinking of college freshmen was measured by the SCIPIO, a test consisting of both constructed response items and forced choice items. The results indicate that (1) the growth in critical thinking during the first year of higher education is on average small, (2) students with a background in general secondary education have higher entrance performances and show more growth during the first year than students with other educational backgrounds, (3) critical thinking plays a role in the educational choice that students make when they enter higher education, and (4) students in a professional bachelor programme grow more in CT during the first year of higher education than students in an academic bachelor programme.

This study explores informal health education with a moralistic content in three Kenyan teacher training colleges and what it means for the development of a professional identity in health education student-teachers on a continent affected by far the largest number of health problems. Informal health education with a moralistic content is a kind of non-curricular health education which exists parallel to formal health education lessons, but which influences student-teachers' professional identity formation in complex ways by provoking resistance but also strengthening the community of student-teachers. The study used ethnographic methods and drew on a body of interrelated works in the field of sociocultural and critical educational theory and theory about professionalism to understand informal health education learning and processes of acquisition of professional identity. The findings document that in spite of institutional discipline and student-teachers' resistance to informal moralistic health education, informal health education also initiates peer learning and identity work as student-teachers negotiate what they consider an appropriate teacher identity in the complex structures of teacher training colleges. The study concludes that these processes strengthen student-teachers' sense of belonging to the teaching profession and thereby positively influence their professional identity.

Information, communication and technology (ICT) is a bridge in fostering learning who have special needs in education. It becomes a medium of connecting their way of lives and their socialization within education life. Integration of ICT plays a great role in special education. Most of the developing countries pay attention to ICT practices in their education reports in order to provide equality in education and make all citizens active and digital cabaple. In reports, education context, ICT policy, ICT in curriculum and teacher education, ICT and digital resources were higlighted. Some of the reports of developing countries did not set special education needs, learners and ICT support for their learning. Although they pay attention to learners who have special needs, there is an intensified need to make comprehensive analysis of ICT integration into special education schools. This research study aims to analyze ICT integration and facilities in special education schools in North Cyprus in order to set ICT policy in education. Documentary analysis and interviews were conducted to gain reflections and tendencies about ICT integration in special education. This research study shows adaptabilty of developing country to European ICT policy and furthermore the research provides comparison between context capacity with other counties in terms of a situational analysis.