Education & Pedagogy

Included in this English translation of an annotated bibliography are 113 items citing books and articles in Serbo-Croatian that contain information about Yugoslavian educational resources and school systems. Works cited refer to history, research, educational development, reform, staff training, and various levels of the Yugoslavian educational system. Curricula, audio-visual aids, physical education, problems in education, management and financing, legislation, and educational statistics are also covered. The publications cited appeared in 1969. (RL)

An overview of Adult Education Programs in the State of Illinois is provided. Discussions are then presented on various facets of General Adult Education, as follows: Section 10-22.20 of The School Code of Illinois; Adult Basic Education Program; Adult High School Credit and Americanization Program; General Educational Development Program; Elementary Certificate for Adults; Cooperative Agreements; Adult and Continuing Education Council; Certification; Contribution to Pension Funds; and Tenure. An appendix gives Criterion XII for Adult Education of the North Central Association of Secondary Schools and Colleges. (DB)

This report summarizes the recommendations of a study on higher education in Massachusetts, reviews in tabular format the estimated costs of adopting the recommendations, and briefly comments on the recommendations. Recommendations concern six areas: access to higher education and equalization of educational opportunity; public higher education; private higher education; planning, coordinating, and budgeting; incentives for cooperation and innovation; and meeting the need for financial support. A related document is HE 004 771. (Author/MJM)

This report contains statements made by a variety of persons and organizations on House of Representatives Bills amending the Elementary and Secondary Education Act of 1965 (ESEA). Particular attention is given to the value of Title I ESEA (compensatory education) programs, since some of the Bills propose to amend or extend these programs. Another Bill proposes a type of revenue sharing. (JF)

This report contains statements by a variety of persons and organizations on House of Representatives Bills amending the Elementary and Secondary Education Act of 1965 (ESEA). Particular attention is given to the value of Title I ESEA (compensatory education) programs since some of the Bills propose to amend or extend these programs. Another Bill proposes a type of revenue sharing. (JF)

The most important principle in Federal education policy is equal access to a good education for every young person, irrespective of race, faith, family circumstance, cultural background, age, or sex, and irrespective of any physical or mental handicap. The Office of Education is doing many things to help the States and local school districts provide equal access. This paper discusses such programs as Basic Educational Opportunity Grants, Guaranteed Student Loans, Work Study programs, the Emergency School Aid Act, Title I of the Elementary and Secondary Education Act, Right to Read, and bilingual projects. (Author/JF)

The long range goals for preschool education in Illinois are described in this report, with emphasis on three important concepts: (1) cooperation of all levels of education in supporting the concept of early education, (2) necessity of educating teachers in this specific profession, and (3) incorporating early education programs in the public school structure. This paper lists a number of objectives, and defines and describes the criteria by which these objectives may be judged to have been accomplished. (Author/CS)

The new knowledge in outdoor education is synthesized in this monograph, and 8 principles felt essential to the successful program are enumerated. A historical section includes early terminology and objectives in the field, and discusses the first attempts at organizing the proponents of outdoor education. Administrative problems are examined in relation to personnel, facilities, and finance. The final section of the document is concerned with education for teachers in the field of outdoor education. The bibliography includes 20 dissertations and theses, mostly written during the 1960's, in its 35 entries. (BD)

This introductory textbook in adult education devotes chapters to the history and pioneers of the adult education movement; adult educators; adult learners; programing and evaluating adult education programs; counseling of adult learners; and discussion of the philosophy of and need for research in adult education. Appendixes include evaluative criteria for public school adult education programs, and information on residential adult education programs in the United States and Great Britain. Each chapter includes a bibliography, and the chapter on evaluation includes forms used for student evaluations of programs. The author cites numerous cases and anecdotes from his own experience. (mf)

Established in 1948 as a public agency of 15 member states cooperating to improve higher education, the Southern Regional Education Board works with state governments, academic institutions, and other agencies to: do research on the South's problems and needs in higher education; provide consultant services to states and institutions on problems related to higher education; find ways of solving problems through regional cooperation; and disseminate information on higher education. This 20th anniversary report contains 4 papers on its mission and programs and includes committee memberships, a publications list, and financial information. (JS)

This annotated bibliography was prepared under the supervision of the Elementary and Secondary Education Act, Title I, Office of the New York State Department of Education. Citations are presented under 17 headings which cover a wide range of facets of the education of the disadvantaged. The two sections with the greatest number of annotations are those concerned with general reference works and with intergroup relations. (NH)

Mexican American education in the Southwest has shown a rising determination on the part of educators to implement programs designed to effectively meet the educational needs of bilingual-bicultural students. The most important potential is the Bilingual Education Act, Title VII of the Elementary and Secondary Education Act. This Act provides the child the opportunity to learn in his mother tongue and learn English as a second language. By changing priorities in present programs, Title I and Title III ESEA funds can be used to support bilingual education programs. (CM)

This historical sketch of educational development in Thailand is presented in three parts: the historical background of education in Thailand from 1257 to 1970; the major educational developments of the past 20 years in elementary, secondary, adult, higher, vocational, and teacher education; and the significant contributions which the United States Operations Mission (USOM) has made to the educational development of the country since 1950. A selected bibliography and some educational data covering the 20-year span are included. (Author/JR)

Lengthy abstracts in English are provided for each of the items listed in this bibliography of Polish materials on education. Contents are organized as follows: History of Education; Laws and Legislation; General Information on Education; Social and Educational Sciences; The Teacher's Profession; Schools and Institutions (by type or level); and Miscellaneous topics. Most of the materials cited in this issue were published between February and May 1969. Volume 9, Number 1 of this publication is represented by ED 041 281. (JLB)

The document contains the twelfth statement from the National Advisory Council on Vocational Education. It calls for a strong national policy towards vocational education and emphasizes the growing importance of vocational education in manpower development and the national economy. The lack of a national policy in vocational education has created problems in the definition of responsibilities in various sectors of education and training. A national policy is needed in order to define these responsibilities and to measure the effectiveness of vocational education as well as provide directions for its development and implementation. (EC)