Education & Pedagogy

The adult education activities of the government of Singapore have emphasized campaigns to help its citizens adjust to the rapid pace of industrialization and modernization. Various government ministries and private industries are indirectly involved in adult education through training programs in vocational skills and agricultural extension programs. From its inception in 1960 until recently, the Adult Education Board (the major professional adult education agency) concentrated on the eradication of illiteracy and the teaching of a second language. The Board has recently branched out into self-improvement and enrichment courses and the innovative use of radio and TV in order to attract and serve better-educated adult students. The extra-mural studies department of the University of Singapore emphasizes job advancement through vocational and professional education. The People's Association operates nearly 200 community centers, all over Singapore, that offer recreational and cultural enrichment courses. The Association's expansion in collaboration with the Adult Education Board is suggested. It is recommended that all adult education activities in Singapore be better coordinated and developed. In the interests of international cooperation in these areas, the Adult Education Board is organizing a regional meeting of ASEAN countries in 1972. (KM)

The National Institute of Education (NIE), a new federal agency established in August 1972 within the Department of Health, Education, and Welfare, occupies a parallel position to the Office of Education. The Administration and the Congress believe that a sustained, systematic investment in research, development, testing, and diffusion will substantially improve education. The NIE aims at solving or alleviating American educational problems, advancing the practice of education, strengthening the scientific and technological foundations of education, and building an effective educational research and development system. The unevenness of research-based educational development will be stabilized, and failure factors minimized, by a task force on career education, which is responsible for monitoring existing programs and planning new ones. The NIE will focus on reducing youth unemployment and helping adults redirect their career patterns. Major NIE efforts are on four model programs intended to develop career exploration and awareness: (1) the school-based model, (2) the employer-based model, (3) the home-based model, and (4) the rural residential model. Future emphasis will be placed on quality evaluation of career education products, post-secondary education, financing career education, integration of services and curriculums, labor market research, and greater partnership between employers and the education system. (AG)

The primary goal of the Regents in their bilingual education program is to provide equal educational opportunity for non-English-speaking children through activities capitalizing on their proficiency in their native language and developing competency in English. Two complementary goals are inherent: (1) a vitally needed national resource, the bilingual adult, will be developed and (2) the total learning community--pupils, lay persons, teachers, administrators--will profit from the contribution of bilingual education to promotion of better understanding among people. The Regents direct that such priorities as the following be established: (1) develop individualized teaching strategies and supportive curriculums that reflect the particular needs of the bilingual-bicultural child; (2) reallocate present funds for programs for non-English-speaking pupils in the areas of occupational education, general education, higher education, early childhood education, adult education, drug education, and education of the handicapped; and, (3) require increased use of E.S.E.A. Title I and Urban Education funds for bilingual and English as a second language programs. (Author/JM)

Predicated on the belief that there exist no vast distinctions between career education and adult education as programs which have as their objective, helping to make youth and adults more objective decision makers and personally self-fulfilling, productive individuals, this paper is intended for local directors of adult and career education activities. Differing mainly in regard to time-frame and comprehensiveness of scope, career education and adult education hinge heavily upon each other for their ultimate success. Career education considers the total economic progress and decision-making processes of the individual, while adult education concerns itself with the individual's access to, entry into, exit from, and reentry into educational experiences that will facilitate any identified need of the individual. Adult education coordinators can do much to strengthen the existing bond between the two programs. Some of the things which can be done are: (1) Provide programs to fit the students rather than admit only those who meet prerequisites of the particular programs, (2) Plan more extensively and cooperatively with administrators, teachers, and students for postsecondary programs or "next step" level educational needs, and (3) Give more emphasis to data collection, goal clarification, and evaluation activities. (Author/SN)

The Proceedings, attended by more than 400 technical educators from 42 States and two foreign countries, reflected various topics and information relative to the Clinic's theme. The speeches should assist technical educators and administrators at all post-secondary levels in the preparation of future manpower needs in technical education. The titles of the speeches were: Technical Education--Careers Unlimited (Robert M. Worthington), Articulating Career Programs--Secondary/Post-Secondary (Theodore A. Kosehler), Articulating Career Programs--School/Community (Jimmie C. Styles), Articulating Career Programs--Health Agencies/School (Roger Smith), Professional Development for Technical Education Personnel (Jerry Dobrovolny), New Materials for Technical Teachers (Maurice Roney), Technical Education for the Disadvantaged (Reby Cary), Administration of Dental Programs at the Post-Secondary Level (Thomas A. McDermott), Law Enforcement Programs (Denny Pace), Technicians for Environmental Control (Walter Brooking), Industry Speaks Out (John L. Cockrell), Accountability in Technical Education (Edwin L. Kurth), Accreditation and Technical Education (Barry L. Mellinger), and Development of Human Potential--A National Responsibility (Jim Wright). The appendix provides the minutes of the Association's business meeting, the program, and related information. (AG)

A selection of important readings from the existing literature in the field of international education is brought together in this volume, printed to serve as a guide for members of the House Committee on Education and Labor and the Congress in understanding the tasks for which the International Education Act of 1963, H. R. 14643, gives support. It is characterized as a comprehensive and substantive compilation of searching and instructive treatises on a broad spectrum of problems and issues in international education. In its consideration of the Act, the Task Force on International Education focused on the development of the capacity of our own institutions of higher education to reach and conduct research about foreign lands and world problems. The readings are organized under the following topic headings: higher education and world affairs; internationalizing the curriculum; educational exchanges; education for development; organizing for international education; and international education. A bibliography lists books, conference reports, papers, speeches, and journal articles in the categories of higher education and world affairs, curriculum educational exchanges, US oversea activities, cooperative educational efforts, and resource materials. (Author/KSM)

This quarterly publication from UNICEF, announced here on a one time basis, reviews the Fund's activities in health, education, and nutrition for the children of developing countries. The following is a sample of articles from this issue devoted to education: "New Targets" discusses recommendations for emphasizing minimum education, attention to primary school dropouts, curricular innovation, and occupationally oriented and nonformal education. "A Better Educational State for Jamaica's Children" describes a preschool program funded almost entirely from the private sector. Teacher training projects are described in "Jordan Teaches the Teachers," an on-the-job training project, and "Botswana Teachers Upgraded," where radio correspondence courses for teachers overcome geographic barriers. "Education for Tommorow" is a UNESCO report on the future of education. "The Provincial Approach" is a positive approach to education in West Sumatra, Indonesia. "Focus on Dropouts" is Judith Spiegelman's profile of an elementary school dropout in Thailand. "Harvest of Hope" and "Picking up the Pieces" describe reconstruction projects, the former in Honduras, the latter a photo report from around the world. "Homemade School Aid" is another photo report illustrating do-it-yourself projects. (JH)

The three cities of Elsinore, Denmark; Montreal, Canada; and Tokyo, Japan share in common one event--they were the scenes successively in 1949, 1960, and 1972 of three World Conferences on Adult Education under UNESCO sponsorship. The 1949 Elsinore Conference, with representatives from 27 countries, focused on education for workers and for work, education for leisure, the aims of adult education, the role of universities, and international machinery to secure continued cooperation. The Montreal Conference in 1960 had a significantly broader international representation than the 1949 conference and dealt mainly with: the role and content of adult education, methods of adult education, and structure and organizations of adult education. This conference laid the foundations for a period of steady expansion of adult education around the world. The 1972 meetings in Tokyo, attended by representatives of 83 nations, lacked the excitement of the 1960 conference but reflected the success of the adult education concept. Conference resolutions included plans for national and international action and many comprehensive resolutions based on the knowledge of cooperation and growth that has come to pass. (MW)

Outstanding teachers developed the collection of industrial education program and course goals contained in the document. Breaking from the traditional material orientation of industrial education, the authors developed a taxonomy of processes involved in the application of concepts. Although the collection provides concise statements of what students can know and can do in the major content areas of industrial education, and in the areas where it relates to values education, basic education, and career education, it will be necessary for the teacher to develop goals to instructional specificity. The taxonomy serves as a table of contents and forms an overview of the topics in the subject area. The course goals are coded for reference to industrial education program goals, career education program goals, and knowledge and process classifications, which form three additional indexes to the course goals. Printed in subject collections, the goals may also be grouped in and across subjects. A concept/value code provides further help in interdisciplinary planning. Computerization is in process to permit retrieval by any of the codes; a measurement product is also under development. (Eleven additional collections of course goals and two introductory volumes are available from the source cited.) (AJ)

The seminar was attended by 310 educational leaders. The two keynote speakers, Robert E. Taylor and Felix C. Robb, addressed the topic of changes in society and in education, the seminar's first objective, and reflected on changes that need to emerge on the educational scene. The Changing Content: Impact on Programs, Strategies of Teaching, and People was the title of the seminar's second objective. Of the six papers presented in the "Proceedings", three relate to projects in the Staff Development Unit of the Comprehensive Career Education program, one to the Ohio Career Education In-Service Plan, one to the Dallas In-Service Education Plan, and one to a University of Wisconsin In-Service Education project. The seminar's third objective, The Changing Strategies: Impact on Programs, Teaching, and People in Teacher Education, culminated in the presentation of eight papers. Four of the eight dealt with performance based teacher education curriculum emphasizing development, use in teaching, and research involving modules. The remaining four projects dealt with simulations. (Included in the appendixes are the seminar program and lists of the seminar staff, program-seminar participants, and seminar participants.) (AG)

Purposes of this document are to present a broad view of migrant education which would inform educators of the current practices and procedures being employed and to provide impetus for more and better migrant education programs. The scope of this research synthesis encompasses the age range of the migrant (and his education) from cradle to adulthood. An overview of the migrant describes his economic status, family-unit philosophy, habits and living conditions, educational level, and social status. It is noted that education could help the migrant to broaden his capacities and master new skills. Existent migrant programs which provide elementary, secondary, and adult education are discussed, and emphasis tends to be on individualized instruction, English as a second language, and oral language development. The author devotes sections of his monograph to administrative developments such as interstate cooperation and record transfers, educational testing programs, health education, parental involvement in education, teacher training, and teacher aides in migrant education. Unmet needs in the education of migrants, recommendations emerging from research in terms of general education and curricula for migrants, and specific areas for needed research are presented in concluding pages of the document. (AN)

To suggest some appropriate courses of action in occupational education for the state of North Carolina, a 20-member advisory committee on vocational education undertook a comprehensive study of local administrative units which resulted in 33 recommendations. Some are: (1) that arrangements be provided for regular, systematic and thorough evaluations of occupational education, (2) that a unified state policy for occupational education be developed, (3) that small high schools be replaced by high schools with 750 or more students, (4) that institutions for higher education become more fully involved in providing pre-service education, in-service education, research and development, and public and professional services for occupational education, (5) that the role of the private agencies be more commonly recognized in planning public occupational education programs, (6) that students be held in school long enough to secure the basic and general education required for occupational competency, (7) that suitable programs of occupational education be provided in the junior high schools or middle schools, and (8) that the state board of higher education make an immediate canvas of the need for personnel and arrange for recruitment and training. Ways and means of accomplishing the recommendations are suggested. (DM)

The 13th in a series of annual publications provides an abstract of statistical information covering American education from kindergarten through graduate school. Subjects on which statistical are provided include the number of schools and colleges, and information on enrollments, teachers, graduates, educational attainment, finances, federal funds for education, libraries, international education, and research and development. The digest is divided according to (1) all levels of education, (2) elementary and secondary education, (3) higher education, (4) federal programs for education and related activities, and (5) selected statistics related to education in the United States. Innovations include data on enrollment and teachers of the handicapped in public elementary and secondary schools; enrollment in higher education, by place of residence; trends in enrollment in higher education, by type and control of institution; institutions of higher education, by highest level of offering, sex of students, and control of institution; characteristics of persons receiving doctor's degrees; federal libraries; federal expenditures for research and development; and summary data from the National Assessment of Educational Progress in science, 1970 and 1973, and in music, 1971-72. (Author/JG) Aspect of National Assessment (NAEP) dealt with in this document: Results (Overview).

One in the series described in SO 008 058, this team report is a discussion in two parts of the economics of nonformal education. Part 1 deals with the national allocation of resources to the educational processes. Gathering reliable empirical data on cost-benefit and/or rates of return for allocation decisions is a critical problem. Despite this problem the questions asked when deciding resource allocation, such as why invest in one activity rather than some other, must still be answered. Part 1 also looks closely at the shortcomings of cost analysis in nonformal education in which cost figures are often used to prove that nonformal education is less expensive than formal education. Suggestions are made for improving such cost comparison studies. A common format for collecting cost data is proposed for testing. Part 2 begins with a state-of-the-art review of the economics of nonformal education. The underlying hypothesis of this review is that nonformal education can substitute for and/or complement formal education in both more and less developed countries. The way that nonformal education complements formal, the problems involved in investment criteria applied to nonformal education, and implications for planning the hypothesis are discussed. (JH)

Reported is a study of special education teacher supply and demand trends at the elementary and secondary levels for Pennsylvania. The supply and demand model of the study is explained including components such as entry rate of graduates and annual withdrawal of teachers. Twenty-six tables provide statistics on topics such as: number of special education pupils being served by Pennsylvania schools, number of special education teachers, prevalency rates by handicapping condition, average number of pupils per teacher by special education categories, hiring demand for special education teachers, age range of special education teachers by category, special education teacher supply from Pennsylvania teacher preparing institutions, teacher withdrawal rates, and projected hiring demand for special education teachers by category to 1983. Among findings of the study given are that: (1) Pennsylvania currently produces about twice as many special education teachers annually as the public schools can hire with the surplus expected to increase until 1980; (2) about 2,000 teachers are working in special education assignments without full certification (particularly in the gifted area); and (3) the proportion of women in special education is greater than in regular teaching. Appended is a table of resident live births in Pennsylvania from 1916 to 1973 with projections to 1978. (DB)