Education & Pedagogy

Progress in primary and teacher education in Kano Province since 1968 is traced. Consideration is given to enrollments, repetition and dropping out, costs, Islamic schools, teacher availability, teacher education facilities and staff, and Grade II Examination results. (LBH)

The extramural work of the University of Surrey, since its establishment in 1966, has expanded into several areas: activities with the general public, activities with young adults, community studies, work with schools and colleges, work with the health and social services, study of adult education, and research and development. (SA)

Discusses a continuing education program designed for employed scientists and engineers by the Applied Physics Laboratory Evening College Center of the Johns Hopkins University. Included are questionnaire results obtained from students and nine-year statistics for program growth. (CC)

Examines the ways in which the scientific/technical revolution is affecting the conditions of workers, and the demands it makes upon the content, methods, and forms of the general polytechnical and labor education of youth. (JB)

Discusses the role of general and technical education in forming the Soviet citizen, and is directed to past performances and future directions of Soviet education. Special concern is given to the function that educational science can have on improving education. (CB)

The teacher, as the main representative of the intelligentsia in the country-side, must master the technique of instilling in workers an excellent knowledge and deep love of the land. The training of rural teachers must include this facet of his future duties. (Author/MB)

Because the assumption that formal education should be completed between the ages of 18 and 24 is no longer tenable, the author suggests that universities will increasingly become continuing education institutions. The prediction is made that the role of extension education in the new situation will be large. (LF)

Examines the historical development of the relationship between Soviet education and the outside world; communist countries, developing nations, and Western nations. Examines regional influences; influences of the educational theories of the revolution; Soviet criticism of Western educational theories as well as the international debit and credit of Soviet education. (RB)

The human factor, the authors say, makes the product of schools of education hard to evaluate. They describe, however, a successful teacher-training program that provides more actual classroom teaching activities much earlier than do most teacher education programs. (Editor)

"The primary goal of education in the sciences in American schools and colleges is to produce a body politic that is scientifically literate. A leading scientist/educator discusses what is being done, what is not being done, and what should be being done in this area. (Author/LS)

Outlines a program offered by the University of Nigeria that emphasizes the need for adult education and shows how this program can be made available to all those that might find it beneficial. (Author/LF)

A leadership training conference in environmental education has provided the impetus for development of a Pennsylvania environmental education curriculum for elementary schools. Characteristics of the National Park Service's NEED program (National Environmental Education Development) are explained, since they were adapted for use in the program. Project goals and leadership personnel are stated. (BL)

The main social function of an institution of higher education, one that is inseparable from scientific research work, is the education and indoctrination of young specialists. The Party encourages organizational and indoctrinational work among professors, instructors, and students to increase national science and economy. (Author)

A five-week experiment showed significant gains in economic understanding of second graders as a result of using the author's materials. Weekly inservice training of teachers had no (further) significant impact on student learning. (IM)

Teachers, attorneys, and law educators met to evaluate 1971 workshops in law education and to plan improved learning experiences at future workshops. Coordination between substantive law sessions and teaching methodology sessions was cited as a major necessity. Teachers were encouraged to develop their own material. (JB)