Education & Pedagogy

Discusses the role of labor markets, markets of degrees and qualifications, and the market of educational services in relation to higher education reforms in central and east European countries as well as Russia. Finds that the markets' pressure on higher education limits access to quality higher education while enrollment is growing. (CMK)

Offers a critical account of the attempts to transform teacher education and development in South Africa by assessing three conceptions of "space" and related changes in time. Argues that the main direction of change in teacher education is from insulated space and interrupted time to porous space and continuous time. (CMK)

Describes the Hutterites, a communal German-speaking Christian sect in the northwestern United States and western Canada, who typically school their children only through eighth grade and allow further education only for teacher training. Discusses how well Hutterite children do in public schools, Hutterite teacher education programs at universities, and changing community attitudes toward higher education. (TD)

Describes how experiential learning provides a context for developing work readiness in primary grades. Discusses how the competencies outlined in the SCANS Report (resource use, interpersonal skills, information utilization, knowledge of work-related systems, and technological expertise) can be applied in early childhood education. Details the implications of a greater focus on career education for educators. (KB)

Summarizes the focus of this Tribal College issue, which addresses the need for specialized education to meet American Indian students' individual needs. States that standardized tests are not effective measures and that special education evaluation and referrals are not a neutral, objective process. Asserts that the answers lie in individual teacher and in collective school administration actions. (VWC)

The Canadian Ecology Centre (Ontario) offers year-round residential and day programs in outdoor and environmental education for secondary students, field placement and internship opportunities for college students, and ecotourism programs, while providing employment and tax revenues to the local community. Dubbed consensus environmentalism, the venture is a partnership among resource industries, community stakeholders, environmentalists, and ecology educators. (TD)

Examines difficulties and complexities in researching issues of discrimination in education across European countries as a first step in devising intercultural curricula. Discusses cross-national differences in terminology, in the ways in which research issues related to racism and interculturalism are formulated, and in the educational experience of children of immigrant and ex-colonial groups. (SV)

Examines the principal needs for educational reform in Poland as outlined in the reformist programs of Polish political parties, the opinions of Polish educational experts, and reports by international organizations. Outlines elements of national reform proposed in 1998 to expand secondary and higher education, equalize educational opportunities, and improve educational quality. (Contains 14 references.) (SV)

Nineteen practitioners, academics, and students of outdoor and adventure education explored the role of adventure education in promoting spiritual development at a think tank held in 1999 in Cumbria (England). Discussions on the nature of spirituality, outdoor education elements conducive to spiritual development, and ethical considerations culminated in nine recommendations on facilitating spiritual growth in an ethical manner. (TD)

Examines differences among 29 developed nations in educational differentiation and sorting of students for specialized curricula. Compares countries with differentiated and nondifferentiated education systems with respect to costs per pupil and the scores of students in grades 7-8 on the Third International Mathematics and Science Study (TIMSS). (SV)

One of a series of articles on principles of good practice in legal education, this concluding article offers comments of law students from six law schools to questions about barriers and enhancements to learning. The comments are related to each of the seven principles of good practice in legal education discussed in previous articles. (DB)

Using Botswana household income data, shows that education's rates of return rise by education level. The human capital model remains robust. Education is not income-equalizing; women are paid less than men despite being more highly educated. Private educational financing, job creation, and increased gender equity are needed. (Contains 27 references.) (MLH)

Critically examines the emerging dominance of vocationalism in education, supported by discourses of globalization and the "Risk Society." Analyzes "knowledge games" in vocational education and practices that seek to train workers to perform as economic/productive units in the marketplace. Urges development of creative, sustainable knowledge practices. Contains 83 references. (SK)

This overview of the Irish educational system examines vocational education and training, the role of the European Union, legislative measures, and institutional reforms. The following challenges are discussed: economic infrastructure, skill shortages, and the inclusiveness of the educational system. (SK)

A statement of the Council for Optometric Education (COE) defines and characterizes educational outcomes, outcomes assessment, and outcomes data, and explains the reasons for outcomes assessment, its relationship to curricular design, and its function in accreditation of optometry programs. Stated COE standards and expectations of optometry programs are also discussed. (MSE)