Education & Pedagogy

This book contains the following papers about the role of vocational education and training in developing a competent work force in Great Britain (United Kingdom): "The Challenge of Competence for the Caring Professions: An Overview" (Phil Hodkinson, Mary Issitt); "The European Challenge to British Vocational Education and Training" (Andy Green); "Reality Testing in the Workplace: Are NVQs (National Vocational Qualifications) 'Employment-Led'?" (John Field); "Behaviourism and the Meaning of Competence" (Terry Hyland); "Professionalism and Competence" (Phil Hodkinson); "Competence, Professionalism and Equal Opportunities" (Mary Issitt); "'Professional Artistry' and Child Protection: Towards a Reflective Holistic Practice" (Jocelyn Jones); "Competence and Curriculum in Youth and Community Work Training" (Mary Durkin); "The Use of Competence in an Articled Teacher Scheme" (Elaine Barnes); "Competency in Practice--Cheshire Certificate in Education: Further Education" (Carol Maynard); "Competences and Partnership" (Gareth Harvard, Richard Dunne); and "Competence, Professionalism and Vocational Education and Training" (Phil Hodkinson, Mary Issitt). Most papers contain substantial bibliographies. (MN)

This booklet provides a brief description of secondary education in Germany. The publication is part of a series that seeks to make the public aware of the education systems and traditions in all signatory states to the European Cultural Convention and to outline the essential problems these systems presently are facing. This short booklet contains four sections. Part 1, "The Social and Political Context," contains: (1) "Compulsory Schooling"; (2) "Secondary Education"; and (3) "New Political Orientations and Legislative Measures in Education since 1990." Part 2, "Issues Section," includes: (1) "Responsibilities, Administration and Financing in Education"; (2) "Main Programs and Curricula of Secondary Schools"; (3) "New Educational Curricula--Aims, Content, and Methods"; (4)"Secondary Education Research and Evaluation"; and (5) "Initial Teacher Training and Working Conditions for Teachers." Part 3, "The Efficiency and Performance of Secondary Education," examines: (1) "Quantitative Developments"; (2) "Qualitative Developments"; (3) "General Education Schools--School-Leavers According to Type of Qualification"; (4) "Admission to Higher Education Institutions," and (5) "Restrictions in Admittance to Higher Education Institutions." Part 4 examines "Challenges, Problems and Prospects." An appendix provides a "Basic Structure of the Educational System." (EH)

This paper describes intercultural education in Italian elementary through secondary schools, examines intercultural education in teacher education programs, and raises disciplinary questions about the multicultural approaches now favored in Europe. A discussion of multicultural society and intercultural education touches on increases in foreign students in Italian schools, teacher fears and sense of inadequacy facing these students' needs, historical trends, and changing social awareness. A section on nursery school discusses the rights of foreigners, the goals of intercultural education at this level, and relevant fields of application and competence in intercultural education. A section on the elementary level notes that democratic coexistence and the learning of a second language are emphasized. The section on the middle school describes the accepted aims of this level and explores problems in making known presumed areas of common values across many cultures. The section on secondary education describes official positions of three different agencies on the focus of intercultural education at this level. The section on teacher formation briefly describes programs at several universities. This leads to a discussion of the disciplinary status of inter-culturalism and whether it is its own discipline or an approach that should permeate all scholastic and university teaching. (Contains 28 references.) (JB)

This document summarizes efforts made during fiscal year (FY) 1994 to implement Ohio's action plan for accelerating the modernization of vocational education, Ohio's Future at Work. First, background information is provided about the plan's formulation in 1990. Listed next are 10 legislative actions that have been identified as necessary to accomplish the action plan's imperatives, goals, and objectives. The remainder of the document summarizes the actions taken during FY94 to meet the specific goals and objectives of each of the following 11 imperatives included in Ohio's Future at Work: broaden the scope of the vocational education experience for each student; improve access to enhanced educational opportunities; emphasize rigorous outcomes for vocational students and programs; focus on lifelong individual needs; provide career-focused education for all students; modify and streamline vocational education standards, guidelines, and policies; assure adequate resources and their efficient utilization; accelerate the professional development of vocational educators; extend and strengthen vocational education's strategic alliances; enhance the public's understanding of, and support for, vocational education; and maintain constant emphasis on improving and renewing the vocational education system. Contains six references. (MN)

An initiative to assess educational quality at Bemidji State University (Minnesota) involved asking 622 students (82% of intended 750 students) whether they thought they were receiving a liberal education and whether they believed that liberal education is a necessary component of higher education. Liberal education in this study was defined as that part of higher education which includes critical thinking, cultural diversity, responsible citizenship, global understanding, value clarification, and scientific and quantitative reasoning. Each of these components was also defined. Results suggest that not only did the majority of students believe that they were not receiving the intended outcomes of a liberal education, but more than half the respondents felt that a liberal education is not a necessary component of higher education. Information is provided on findings for the following research questions: views of undergraduate students on the need for liberal education, views of freshmen and sophomores compared to juniors and seniors regarding a liberal education, differences in views by students in different study fields, views of students based on their final grades, the effect of student age on views regarding a liberal education, views of students who felt they were well prepared in high school versus those who felt they were not well prepared, and whether students felt they were encouraged to see relationships among disciplines. (Contains 19 references.) (SW)

Research was conducted to determine the current status of doctoral study in adult education programs in U.S. colleges and universities. Data were collected using a researcher-designed mail survey based on the Commission of Professors of Adult Education (CPAE) Standards for Graduate Programs in Adult Education. The survey sought information about program curriculum, organization, and faculty. Programs showed a pattern of conformity in requiring students to take courses covering 11 of 13 subject areas as recommended in the CPAE guidelines. A majority (72 percent) of adult education doctoral programs were primarily found in colleges of education; they constituted independent areas of study and were predominantly associated with departments of leadership administration or policy study. Approximately 75 percent of the full-time adult education faculty possessed doctorates in the field. In half of the programs, all faculty members held adult education doctorates. Adult education faculty members performed various leadership roles in their academic institutions and professional organizations. Recommendations included: a periodic review of the standards to maintain their timeliness relative to the mission of the CPAE; review of the role of the CPAE; and periodic reviews of curricula in adult education graduate programs. (The survey instrument is appended.) (Author/YLB)

The Task Force is an organization that examines and provides perspectives on values in education and the teaching of values in Arizona schools. This document provides the discussions, recommendations, and review of Task Force meetings held in 1990 and 1992 and consists of two reports. The first report, "Teaching Values in Arizona Schools", issued in June 1990, examines the issue of values education in response to specific societal concerns. The report offers recommendations to the State Board of Education, an introduction, the summary of the project, program implementation recommendations, and a historical perspective on values instruction. Appendix A, a report entitled "Character Development in the 90s: A Reaffirmation of Values," describes the premises underlying values instruction and a suggested common core of values. Appendix B consists of comments of state board members on the values education report, and Appendix C is a list of the Task Force members. This report contains 12 references. The second report, "Making It Happen: Values Education in Arizona Schools," issued in February 1992, outlines the need for values education, defines values education, and discusses the elements of a values education program. Three appendices contain the review of selected methods used in values education, the proposed timetable for values education implementation and a list of Task Force members. Contains 37 references. (AP)

The teacher education unit at Chestnut Hill College (Pennsylvania) worked to incorporate National Council for the Accreditation of Teacher Education (NCATE) standards for technology education into its courses. Chestnut Hill intended to educate current students in technology use and planned to establish communication between the applied technology and education faculties and to bring applied technology faculty into the education department. Strategies have included placing two students who were both candidates for master's degrees in applied technology and certification in elementary education as student teachers in classrooms where teachers had integrated technology into their existing curricula. In addition, a member of the applied technology faculty has assisted students who chose to demonstrate software to their education classes at the college. Also, a member of the applied technology faculty and a member of the mathematics faculty collaborated to create a software folder for the Mathematics Teachers course. Students in that course were then required to work with that software and evaluate each piece. In addition, a member of the applied technology faculty taught the equivalent of one course as a guest lecturer in various undergraduate and graduate education courses to inform students of software and technology types and to model incorporating technology into education courses. The paper concludes by describing seven projects planned for the future. (JB)

This study compared the actual resource costs and outcomes of instruction in inclusive classrooms with the costs and outcomes of special class/integrated instruction in a California school district where both types of programs were operating. Four students included in general elementary education classrooms were matched with four pupils from special education classes who spent part of their day in general education classes. Results showed that inclusive education costs were an average of 13 percent lower than those of special class placement. Comparison of general and special education resource contributions found that special education contributed only 65 percent as much of total program costs for included students when compared with special class pupils. Also, special education contributed an average of $1,655 per general education inclusive class, compared with less than $35 per class where special class students were partially integrated. Analysis of student outcomes indicated that included students interacted more with peers and general education teachers and less with special education staff than the partially integrated group, but special class students demonstrated more student-initiated interaction and a higher level of engagement. There were no differences in perceived achievement of student educational objectives. (Contains 19 references.) (DB)

A study examined vocational education and training in Italy. First, vocational education was placed within the context of Italy's political and administrative structures and economy. Italy's systems of general and vocational education were described, and the legislative aspects were examined. Special attention was paid to funding from various European Community sources. It was concluded that vocational education in Italy needs a more standard and structured framework; however, it was deemed likely that demand from individuals and enterprises would be a further factor in continued diversification through experiments that may offer many people their only opportunity to catch up on the basis knowledge needed to obtain a job or improve their prospects. Increasing demand from small firms, the possibility of training providing skills in a number of sectors, and the spread of new technology into nonindustrial sectors were seen as three of many factors that would stimulate changes in both content and delivery of vocational education. European integration was deemed the greatest stimulus for renewal of vocational education in Italy. (Contains 43 tables/figures. Appended are the following: a list of acronyms/abbreviations; names/addresses of 46 agencies, organizations, and training institutions; a 65-item bibliography; and glossary.) (MN)

This monograph is based on a conference on bilingual education held by the Center for Equal Opportunity (CEO) in September, 1995 in Washington, D.C. CEO made repeated attempts to secure speakers representing the pro-bilingual education viewpoint; the paper by Portes and Schauffler represents this view. Papers presented include: "Introduction: One Nation, One Common Language" (Linda Chavez); "Bilingual Education and the Role of Government in Preserving Our Common Language" (Toby Roth); "Is Bilingual Education an Effective Educational Tool? (Christine Rossell); "What Bilingual Education Research Tells Us" (Keith Baker); "The Politics of Bilingual Education Revisited" (Rosalie Pedalino Porter); "Realizing Democratic Ideals with Bilingual Education" (Irma N. Guadarrama); "Language and the Second Generation: Bilingualism Yesterday and Today" (Alejandro Portes and Richard Schauffler); "Educating California's Immigrant Children" (Wayne A. Cornelius); "Breaking the Bilingual Lobby's Stranglehold" (Sally Peterson); "Parental Choice in Burbank, California" (Lila Ramirez); "Bilingual Education Alternatives" (Patricia Whitelaw-Hill); "Bilingual Education in the Classroom" (Suzanne Guerrero); and "One Parent's Story" (Miguel Alvarado). An appendix offers details on a pending lawsuit concerning bilingual education, and a compiled index of bilingual education statistics is included that was assembled and graphed by Jorge Amselle. (NAV)

This paper analyzes trends in education expenditures in elementary and secondary schools, especially the extent to which special education costs are responsible for the overall upward expenditure trends. It reports on the limited national data available and on a longitudinal analysis of special education costs in Milwaukee, Wisconsin, from 1982-83 to 1990-91. Analysis of national data over a 4-year period (1982-83 to 1985-86) suggests that aggregate expenditures for special education rose about 22 percent whereas total aggregate expenditures for elementary and secondary education rose only 14 percent. Analysis of the Milwaukee data indicates that during this period total enrollments increased about 10 percent, whereas special education enrollments increased over 25 percent. However, despite the increased enrollment, special education instruction and support costs were 16 percent of total expenditures in 1989-90 compared with 15 percent in 1983-84. Analysis also indicates that beginning in 1987-88, instructional expenditures per pupil for special education actually dropped in constant dollars while those for regular education continued to rise. Among suggested reasons for the discrepancy between the Milwaukee data and the national data are that the big growth years for special education enrollments and program development were in the late 1970s or that special education costs have flattened due to economies of scale. (Contains 17 references.) (DB)

An analysis of Australia's vocational education market reveals that the Technical and Further Education (TAFE) system is still the dominant provider of postcompulsory off-the-job vocational education and training in Australia. In the education and training (E&T) services market, TAFE is in competition with other public and private schools, universities, adult community education, industry skill centers, and commercial and enterprise training providers. The Australian market for E&T services is not, however, an open competitive market with full and fair competition among the providers of postcompulsory E&T. The desirability of formulating and implementing policies making vocational education more market responsive were considered in light of the following factors/issues: inherent conflicts between policies encouraging competition and those encouraging cooperation; limits of markets as instruments of social choice; the need to balance educational and labor markets; access and equity; quality; the benefits/drawbacks of fee-for-service, joint venture, tendering, and voucher arrangements and incorporating TAFE; and distortions. It was concluded that the general concept of developing a more competitive market is a good one provided it is understood in terms of a regulated rather than laissez-faire market. (Contains 83 references.) (MN)

"Partners Transforming Education: School-University-Community" is a process model being implemented by the College of Education and Human Services of Wright State University (Ohio) to plan and articulate the simultaneous renewal of the education of educators and the prekindergarten-grade 12 (PreK-12) sector. The model has involved over 430 representatives of education, business, human service agencies, and the military in providing input on changes needed to create a culture of collaborative educators responsive to society's needs. The College of Education has invited the PreK-12 sector, the university at large, and the community to work collaboratively in building a program that will prepare more qualified preservice teachers and renew education faculties and administrators. The project involves newly designed teacher education curricula, a newly conceptualized post-baccalaureate professional school model, and partnership school sites. At one participating school, Shilohview Elementary School (near Dayton, Ohio), 19 teachers completed a one-credit graduate-level workshop about the process of "simultaneous renewal" and field experiences were provided for undergraduate teacher interns. The project was evaluated by analyzing reactions of teacher interns, a survey of teachers, a focus group interview with teachers, and assessment of interns' achievements. The project was viewed as benefiting all learners from prekindergarten through teacher preparation. (JDD)

This review evaluates the writings and opinions of Americans and Iranians on relations and influences between institutions of higher education in Iran and the United States before and after the 1979 revolution. The review explores the arrival of modern western education in Iran, Egypt, and Turkey where a traditional education system had prevailed since the seventh century. It describes the influence of religion and education in Iran, the development of Iranian higher education, the development and role of the "madrasah" (traditional Islamic education systems), Iranian universities before the revolution, western involvement in Iranian higher education, problems with the adoption of the French university system curriculum, and the fundamental conflict faced by universities based on western-style higher education in traditional cultures such as Iran's. The study also examines the role and effect of the revolution on higher education in Iran and the influence of the universities on the revolution. It notes the modernization of Pahlavi University in part through cooperation with the University of Pennsylvania and other similar cooperative relationships. It concludes that many scholars recognize that the Iranian higher education system has confronted many major problems in adopting westernized higher education. Contains 51 end notes. (JB)