Education & Pedagogy

In most developing countries the net private benefit of higher education exceeds its net social benefit because education-related wage differentials are excessive and the beneficiaries of higher education are subsidized. The resulting political pressures seem to favor investment in education over the creation of employment opportunities. A more balanced allocation of investment may require the revision of basic policies dealing with wage determination, the incidence of educational costs, and the role of private sector education. The aim should be to narrow the gap between private and social signals and thus reduce excess private demand for higher education. (Author)

Ecuador's educational system is described in six sections of this report. Section one describes the history, structure, legal basis and requirements, administration, financing, enrollments, academic calandar, language of instruction, and grading system of the Ecuadorian educational system. Section two describes the objectives, programs, and curriculum of both preschools and primary schools. Section three outlines the objectives, basic cycle, diversified cycle, and curriculum of secondary education in Ecuador. Section four summarizes the programs, entrance requirements, target skills, and sponsoring agencies for vocational education. Section five briefly describes teacher-education programs in Ecuador. Finally, section six lists the institutions offering degree programs and the degrees granted in 1974. (DE)

This document contains resumes of more than 100 programs and projects of the National Laboratory on Early Childhood Education during 1968-1969. The information given for each program or project includes the title, principal staff, objectives, justification, design, characteristics of users, expected end products, evaluation procedures, relationship to other projects, time schedule, and linkages. Resumes are presented under eight headings: National Coordination Center, ERIC Clearinghouse, Arizona Center for Early Childhood Education, Chicago Early Education Research Center, Cornell Research Program in Early Childhood Education, Kansas Center for Research in Early Childhood Education, Peabody Demonstration and Research Center for Early Education, and Syracuse Center for Research and Development in Early Childhood Education. (JMB)

The Student Financial Aid Act of 1975 amends Title IV of the Higher Education Act of 1965, as amended, and for other purposes. Parts of the bill cover: (1) grants to students in attendance at institutions of higher education; (2) federal, state, and private programs of low-interest insured loans to students in institutions of higher education; (3) work-study programs; (4) cooperative education program; (5) direct loans to students in institutions of higher education; and (6) general provisions relating to student assistance programs. (Author/KE)

The proceedings of the seventh regional conference on special education include addresses on conference plans, proposals, and trends in special education as well as the role of the Bureau of Education for the Handicapped. Discussion groups identified 21 problems which hinder special education programs and services and proposed solutions to 12 high priority problems: communication, preschool services, preservice preparation of personnel, inservice programs, recruitment of personnel, evaluation, research, diagnosis and identification, educational objectives, physical facilities, continuity of services, and culturally disadvantaged children. The roster of conference participants and publicity used are included. (SN)

THE HOME EDUCATION LIVELIHOOD PROGRAM (HELP) IN NEW MEXICO PROVIDES EDUCATIONAL OPPORTUNITIES TO ECONOMICALLY DISADVANTAGED SPANISH AMERICAN AND MEXICAN AMERICAN AGRICULTURAL WORKERS. THE BASIS OF THE HELP PROGRAM IS ADULT AND FAMILY EDUCATION INCLUDING BASIC CHILD CARE AND REMEDIAL INSTRUCTION. HELP PRODUCES SOME OF ITS OWN INSTRUCTIONAL MATERIALS GEARED FOR ADULT EDUCATION USES. COMMUNITY EDUCATION CENTERS PROVIDE BASIC EDUCATION CLASSES, HOME ECONOMICS AND MANUAL SKILLS INSTRUCTION, DAY CARE SERVICES, AND HOT LUNCH PROGRAMS. REMAINING FUTURE AREAS OF NEED IN NEW MEXICO INCLUDE DEVELOPMENT OF VOCATIONAL TRAINING SKILLS, AGRICULTURAL COOPERATIVES, AND BUSINESS ENTERPRISES IN UNDERDEVELOPED COMMUNITIES. (JEH)

Data compiled from previously published reports are used to assess values in postsecondary education. Five criteria are discussed: (1) postsecondary education should improve the graduates' work opportunities; (2) postsecondary education should have effective holding power; (3) postsecondary education should be relevant to students' needs; (4) postsecondary education should be cost-effective for students and the society financing it; and (5) postsecondary educational institutions should be accountable. Comparisons are made between colleges (public and private two- and four-year degree-granting institutions) and alternative institutions (public, private, and proprietary trade and vocational schools). A 33-item bibliography is included. (LBH)

A questionnaire was sent to ministers of education of each UNESCO member state and an 82% rate of response was obtained. A majority of UNESCO member states appear to have very great needs in environmental education. The most important needs are for training personnel for educational activities, preparation of instructional materials, and the development of educational programs. Other needs in environmental education expressed by the UNESCO members were a need to strengthen organizations active in environmental education, as well as a need for adoption of environmental legislation. (BB)

Intended as a guide for cooperative extension personnel, the purpose of this paper is to suggest how to develop community education programs and how extension personnel can establish working relationships with ongoing community education programs. The author outlines an action model for community education development that consists of 13 steps, including analyzing existing social systems, initiating community education awareness, forming a task force, mobilizing resources, and evaluating the action plan. To encourage coordination with existing community education programs, cooperative extension can assist in community needs assessment, in program promotion, in sharing public facilities and resources, and in expanding 4-H programs. (Author/DS)

Since one of the main arguments against business as part of liberal education seems to be that it has practical applicability, one should look deeper into the use of the more traditional liberal education subjects. Historically, what we interpret as pure liberal education had at the same time high practical value; this is still true. What seems to make business so different is partly that business involves huge sums of money, and money is somehow suspect in academe. Theoretical and philosophical as well as practical considerations are becoming more and more a part of business, and thus of business education, and bear a close relationship to other subjects taught as part of the liberal arts education. (Author/MSE)

The competencies of prospective consumer education teachers were measured, and student and demographic information variables related to achievement scores on the test were identified. Using the National Council for Accreditation of Teacher Education (NCATE) as the sampling frame, a mail survey elicited over 4,000 prospective teacher responses on cognitive consumer education and consumer competency tests. These responses were interpreted to yield information on general knowledge levels and the relationship between this achievement level and size of the teacher education program, sex of the respondent, socioeconomic status, certification level, geographic region, completion of consumer education related courses, and subject majors of the respondents. (MJB)

Research projects that have been carried out at Educational Testing Service during the period July 1, 1973 through June 30, 1974 are summarized. The summaries are classified as research on: human development, learning and cognition, personality, social behavior, early and primary education, secondary education, higher education, graduate and professional education, cultural diversity and the disadvantaged, career and vocation, evaluation of educational systems, psychometric theory, methodological research, and computer studies. Summaries of projects carried out in previous years can be found in related documents ED 056 074 and 076. (DEP)

This document is intended to present background information on the basic consumer protection issues in postsecondary education. Topics discussed are: (1) recruitment practices of postsecondary schools; (2) the role of a state agency in consumer protection; (3) consumer rights, responsibilities and redress of consumer protection; (4) advertising guidelines for educational institutions; (5) consumer protection in postsecondary occupational education; (6) accreditation and consumer protection; (7) the legitimacy of consumer protection as a concern in traditional higher education; (8) consumer advocacy and student consumer protection in postsecondary education; (9) deceptive and unfair advertising practices on the part of vocational schools; and (10) the actual consumer in the educational marketplace. (Author/KE)

This paper addresses the issues concerning the moral and ethical picture of responsibility and control of relicensure in the professions. The author examines the historical framework of professionalism, outlines the philosphical, legal, and ethical issues, and stresses the need for accountability and continuing education. While the professional associations should set the standards for continuing education, it is recommended that the universities be responsible for planning and developing continuing education programs. The author advocates a structural arrangement within the institution whereby responsibility is shared by the professional school and the continuing education/extension division. Finally, the paper discusses the advantages of this dual-responsibility approach in continuing education of the professions. (SJL)

Literature on urban and minority education which is accessible through the Educational Resources Information Center (ERIC) system is listed in this bibliography. Included are references on topics such as bilingual education, compensatory education, school integration, the education of specific ethnic and racial groups, and problems of inner city schools, which were cited in the January through December 1978 issues of "Resources in Education" (RIE) (the abstract journal of the ERIC system). ERIC document (ED) identification numbers are provided for each citation. A subject index and a statement on the availability of the cited materials from the ERIC Document Reproduction Service (EDRS) are also included. (Author/EB)