Education & Pedagogy

This quarterly publication announces the availability of instructional materials acquired and processed by the Educational Resources Information Center (ERIC) Clearinghouse on Vocational and Technical Education. It should be of particular interest to teachers, curriculum specialists, supervisors, and administrators involved in curriculum development or the use of instructional materials in the teaching-learning setting. Each abstract, a condensation of the report in about 200 words, usually includes the means used to develop the material, the setting for use of the material, and source of available copies. Abstracts are included under the following sections: Agricultural, Business and Office, Distributive, Health Occupations, Home Economics, Industrial Arts, Trade and Industrial, and General Vocational and Technical Education. An author index, document number index, and subject indexes are provided. Most of the documents which have not been announced in "Research in Education," are available as a separate microfiche set from the ERIC Documents Reproduction Service (VT 012 431). Others are available from the source identified in the abstract. (CD)

Over the years, Japan has revamped her education system a number of times. With the coming of the U. S. Education Mission in 1946, she turned her schools toward democratization. The major aims of this reform program in education were: 1) the elimination of militarism and ultranationalism; 2) democratization; 3) modernization; and, 4) decentralization of education control. Specific reforms included: 1) the provision of greater equality of educational opportunity through the conversion of the multiple-track into a single-track system; 2) an additional three years of compulsory education; 3) coeducation at all levels; and, 4) general education at the secondary and higher levels. To train intelligent participation in a democracy, a new content was introduced --notably social studies at the elementary and secondary levels. During the present period, some of these goals and reforms have been modified, however, the essential goals remain: suiting education to life, helping the individual to develop his ability, and the goal of freedom of speech and action. (SBE)

This evaluative national survey begins with a brief historical review of Australian adult education, followed by its current (1968) profile and features of the overall educational system. The next six chapters consider the role played by universities, Federal and state governments, the Workers' Educational Association and other voluntary organizations, educational radio and television, rural extension, and the nation's emerging residential adult education movement. Professional refresher courses, aboriginal adult education, and other provisions for special groups are noted, as well as adult educator training and research, educational implications of the book publishing and mass media industries, educational opportunities in the Australian Army, university level external (off campus) study, and the 1966-67 crisis caused by the Australian Universities Commission recommendation that universities abandon participation in adult education. The last five chapters present comparisons with adult education in New Zealand and overseas, impressions of Australian adult education by Canadian adult educator J. Roby Kidd, issues in science education, and an assessment of future trends and opportunities. The document includes chapter bibliographies and five charts and tables. (LY)

This quarterly publication announces the availability of instructional materials acquired and processed by the Educational Resources Information Center (ERIC) Clearinghouse on Vocational and Technical Education. It should be of particular interest to teachers, curriculum specialists, supervisors, and administrators involved in curriculum development or the use of instructional materials in the teaching-learning setting. Each abstract, a condensation of the report in about 200 words, usually includes the means used to develop the material, the setting for use of the material, and source of available copies. Abstracts are included under the following sections: Agricultural, Business and Office, Distributive, Health Occupations, Home Economics, Industrial Arts, Technical, Trade and Industrial, and General Vocational and Technical Education. An author index, document number index, and subject index are provided. Most of the documents which have not been announced in "Research in Education" are available as a separate microfiche set from the ERIC Documents Reproduction Service (VT 011 551). Others are available from the source identified in the abstract. (CD)

IN INDIA UNDER THE MUSLIMS FROM THE TWELFTH CENTURY ON, EDUCATION WAS AN ISLAMIC DUTY IN WHICH GIRLS PARTICIPATED. HOWEVER, HIGHER EDUCATION FOR GIRLS WAS LARGELY FOR THOSE OF UPPER SOCIAL LEVELS AND ON A PRIVATE BASIS. UNDER BRITISH RULE, ORGANIZED SCHOOLING WAS FINALLY PROVIDED WHILE MISSIONARY AND PRIVATE SCHOOLS ALSO WORKED SIDE BY SIDE. BUT EDUCATION FOR WOMEN BECAME A MERE REPLICA OF MEN'S EDUCATION. DISSATISFACTION WITH EDUCATION LED TO THE NATIONAL EDUCATION MOVEMENT AND THE WOMEN'S MOVEMENT AND SOME TYPICALLY INDIAN SCHOOLS WERE STARTED. SINCE INDEPENDENCE, THE GOVERNMENT HAS PROVIDED FREE, UNIVERSAL, COMPULSORY EDUCATION FOR WOMEN. STILL WOMEN'S EDUCATION LAGS, CHIEFLY BECAUSE PARENTS DO NOT YET APPRECIATE THE NEED FOR EDUCATING THEIR DAUGHTERS. MODERN EDUCATORS ARE CONCERNED WITH THE PROBLEM BUT THE NATION'S GENERAL EDUCATIONAL DEFICIENCIES AND ITS SOCIAL AND ECONOMIC BACKWARDNESS HAVE BECOME THEIR FIRST CONCERNS. THIS PH.D. THESIS IS AVAILABLE FROM UNIVERSITY MICROFILMS, ANN ARBOR, MICH. ORDER NO. 63-6261. MICROFILM $2.90. XEROGRAPHY $10.15. 222 PAGES. (AUTHOR/EB)

Recommendations for the preparation of health professionals in Illinois are made in order to: (1) ensure that an adequate number of health professionals are educated to meet the needs of Illinois citizens; (2) improve the distribution of available health manpower within the State; (3) enhance the access to health professions education programs for students; (4) maintain and improve the quality and breadth of the State's health professions education programs; and (5) meet these goals at a minimal reasonable cost to the taxpayers of the State. Specific recommendations discuss: (1) nursing and nursing assistant education; (2) allied health professionals, including clinical laboratory professionals and radiologic technologists, physical, occupational, respiratory, and radiation therapists, dental assistants, dental hygienists, and dental laboratory technicians, medical artists, medical dietitians, medical record professionals, and operating room technicians; (3) public health and health administration education; (4) podiatric medical education; (5) veterinary medicine education; and (6) pharmacy education. (Author/KE)

Issues concerned with the certification of continuing education are addressed in this report. Topics of the keynote addresses are (1) Compulsory Continuing Education for Professionals, or The Gold Rush of '76, and (2) The Mystique of Certification, Education and Professionalism: In the Service of Whom? Panel presentation topics include: (1) Continuing Education and Licensure in the Health Professions, (2) A Proposal for Relicensing Physicians in Washington, (3) Accreditation Process in Higher Education, and (4) The Need for Continuing Education and Skill Upgrading in the Electrical Trades. Each of the addresses and presentations contains an abstract. Questions, answers, and reflections related to certification are presented under the conference theme topic. The annotated bibliography on Certification, Credentialing, Licensing and the Renewal Process, constituting approximately half of the document, reflects the needs of the conference and the larger audience of adult educators. Information about additional conference sessions and other professional areas, and a postscript are included. (WL)

The report is the first in a series of intended annual publications to provide comparative analysis of the vocational education effort by local boards of education in Alabama. It provides a description of the student enrollment by comparing total enrollment with enrollments in vocational programs. Information is presented in tabular form. County systems are listed alphabetically with city systems listed under counties. The analysis of vocational education programs and related population characteristics by local school for 1973-74 is presented for seven categories: (1) description of students in grades 7-12 enrolled in State/Federal reimbursed vocational education programs; (2) types and availability of junior and senior high school counseling; (3) types and availability of vocational personnel; (4) utilization of vocational education personnel; (5) funding of vocational education; (6) vocational personnel unit entitlements; and (7) post-high school vocational education requirements. The boards are sequenced by size of school population, smallest to largest, to facilitate a comparison of systems of similar size. (Author/KH)

This report, part of a series on the state of recurrent education in the Organization for Economic Cooperation and Development (OECD) member countries, focuses on recurrent education in West Germany. The West German thrust for continuing adult education has come from business, industry, and the 1969 Labor Promotion Act which publicly funds vocational training or retraining for adults wanting to enter or reenter the labor market. Section 1 examines elements of recurrent education in the present West German educational system including leave of absence for educational purposes, legal provisions, tariff agreements, administrative regulations, provisions of public funds, the Labor Promotion Act, and regional laws on adult education. Section 2 focuses on future plans for the reconstruction of the educational system to include recurrent education plans and discusses leaves of absence, public funding, reappraisal of the Labor Promotion Act, and possible bills in the provincial legislatures. Section 3 assesses the overall future of recurrent education in West Germany. (DE)

This implementation guide was developed from a project to integrate career education into existing preservice teacher training courses and to prepare students in these courses to serve as career education catalysts in their schools. Integration schematics for core courses in the Secondary Education Teacher Preparation Program at the University of Arizona are presented, and a step-by-step process for implementing a university-based career information center is outlined including the necessary elements: advisory committee, location and space, equipment, materials, files, guidelines for use, orientation, public relations, workshops, vocational assistance, staff, budget, and evaluation procedures. Initial and long range training activities for implementing in-service training of university personnel are also included. Approximately one-half of the report consists of the following appendices: Sample Career Information Center Bibliography, Sample Occupational Clustering Systems, Alternative Resource Speaker Filing Systems, Orientation: The Career Information Center, Suggested Topics for Career Information Center Workshops, and Selected References. (MP)

The Dutch educational system is described, with preliminary comment on history, financing, and administration. A noncompulsory preprimary level is followed by a compulsory 6-year primary level, in which both public and private schools teach a standard curriculum of basic skills, arts, and physical training. A bill introduced in 1970, but not yet adopted, proposes more emphasis on emotional and social development and determination of curriculum by a new method. The secondary level consists of general/academic and vocational programs, and it follows a policy of flexibility whereby students can change from one kind of program to another in response to the changing educational and social situation. Programs last from 2 years (lower general secondary) to 6 years (pre-university). Vocational education, which includes teacher education, spans the secondary and higher education levels. Trends in the universities and institutions of specialized fields include the integration of higher technical and vocational education with university education and provisions for lifelong educational programs. (AV)

This book, one in a five-volume series dealing with perspectives in American education, discusses the education of ethnic groups in the United States. The purpose of the series is to create a better understanding of the education process and the relation of education to human welfare. Chapter one discusses multicultural education, examining the concept of the melting pot, the "Americanization" idea, and the theory of cultural pluralism. Chapter two relates the story of three major immigrant groups: Italians, Jews, and Poles. In chapter three ethnic loyalties and affiliations are investigated. Chapter four examines the educational philosophy of Jane Addams, founder of Chicago's Hull House. Public schools and the upward mobility of immigrant children through them is the theme of chapter five. Specifically examined are bilingual education programs, curriculum materials dealing with ethnic cultures, how public education did or did not meet the needs of ethnic groups, and the "mainstream" American culture. The book contains a selected bibliography. (Author/RM)

The front matter of the annual report of career education developments in Arizona's elementary and secondary schools consists of a synopsis of Arizona career education activities with bar and pie charts depicting various aspects of the overall career education effort in the State's public schools. The report's first section analyzes the following aspects of career education relating to State legislation: increasing high school career enrollment, making career testing and counseling available, disseminating educational materials related to the world of work, retraining teachers and counselors, providing teachers and curriculum for the world of work, providing coordinators for work experience programs, and coordinating apprenticeship training. Three short sections describe the Arizona Career Education Clearinghouse, the public information report, and highlights of evaluation accomplishments. A statistical summary of career education activity, presented in table form, covers the following topics: involvement of schools, parents, and apprenticeship representatives; involvement of professional staff; development and purchase of career education materials; career testing; student involvement; career observation tours; career speakers; work education students and citizens advisory committees; public information; and Arizona University Projects data. A map of the State plots career education projects in FY 1975. (JR)

The report provides data on adult and continuing education enrollments for Iowa's 15 area schools and the five public school districts that operate some adult education programs independently of the area schools. Covering years 1967-75, enrollment figures are taken from registration and do not represent unduplicated head count. Following an introductory table listing total enrollments since 1967, tables are arranged under the following categories: (1) enrollments by major program categories, presenting three tables listing enrollment, head count, and full-time equivalent enrollment (FTEE); (2) adult basic education and high school completion, with six tables providing data on enrollment and State/Federal expenditures, participant progress, characteristics, and high school equivalency certificates; (3) adult college parallel, with one table listing enrollments in area schools; (4) career supplementary education, with five tables listing enrollments by occupational area, career education offerings, and apprenticeship program enrollments; (5) five public school districts, with one table listing adult education enrollments; and (6) a summary table listing the composite enrollment of adult and continuing education. (LH)

Reviewed are activities carried out over a 1-year period by the Center for Studies in Vocational and Technical Education project to modify regular programs and develop curriculum materials for vocational education of the handicapped. Provided in Section I is a summary of project activities which include workshops in VTAE (Wisconsin Board of Vocational, Technical and Adult Education) districts, collection of materials about handicapping conditions and special education, the development of publications for use in working with handicapped persons, preparation of exhibits at state and national programs and conferences, provision of consulting and advisory services, development of a bibliography of free loan materials for handicapped and special education, and production of a film about vocational education of the handicapped in Wisconsin Technical Institutes. Convention program activities are reported in Section II which summarizes the six topics discussed at the New Orleans convention. Program outlines of inservice workshops held in the vocational, technical, and adult education districts are offered in the area of improvement of instruction through awareness and motivation of students. (SB)