Education & Pedagogy

The booklet treats career education as the total effort of education and the community to help all individuals become familiar with the values of a work-oriented society, to integrate such values into their personal value systems, and to implement those values in their lives so that work becomes possible, meaningful, and satisfying to each individual. It stresses the need for career education in light of high youth unemployment rates, lack of skill adaptability to changing job opportunities, overemphasis on college preparation in high schools, and high dropout rates among college students. It offers examples of career education programs with wide community support in: Boston; Potomac, Maryland; Cleveland; Mesa, Arizona; and the State of New Jersey. It discusses the duties of the following members of the "career education team:" school administrators and school boards; classroom teachers; the industry-education-labor-professional community; counseling and guidance personnel; PTA's, ethnic and cultural groups, civil rights agencies, and other service organizations; the family; and student groups. It also makes suggestions for starting career education programs, including organizing "starter groups" and establishing trends in job skills. A section on where to get help lists 15 articles; 36 books, booklets, and reports; and 4 films. (JR)

The national focus on occupational education highlights the responsibility of education to provide programs relevant to the needs of society. Representatives from 42 states and three foreign countries heard 13 presentations on such subjects as finance, research, advisory committees, health programs, and cooperative education. These presentations were: (1) "The Amended Vocational Act in Action" by L. Minear, (2) "Dynamics of Technical Education" by J. Dobrovolny, (3) "Training Technicians in Allied Health Post-Secondary Programs" by R. Kuhli, (4) "Research in Technical Education Development of Generalizable Educational Programs in Emerging Technologies" by A. Nelson, (5) "Co-op Programs in Occupational Education" by L. Egan, (6) "Tomorrow's Technology Today" by M. L. Jones, (7)"The Use of the State Advisory Council as Delegated by the '68 Act" by J. Clary, (8) "Accreditation, Licensure and Registry in the Field of Allied Health and Medical Technology Programs" by K. Skaggs, (9) "Occupational Education in the Private Sector" by A. H. Belitsky, (10) "Student Recruitment in Occupational Education" by S. J. Fantl, (11) "The Technician--How Much Mathematics" by F. Juszli, (12) "A Developmental Concept of Vocational Education" by G. Bottoms, and (13) "Preparing Supportive Personnel for New and Emerging Technologies" by W. Brooking. (JS)

Accreditation of public postsecondary occupational education is discussed critically and in depth. Alternatives are offered for the diversity which characterizes accreditation at this level of education. Manuscripts are included for the following presentations: (1) "The American Vocational Association and the Development of Standards for Occupational Education" by Lane C. Ash, (2) "The Continuing Need for Nongovernmental Accreditation" by Frank G. Dickey, (3) "Specialized Accrediting Agency Activities in Occupational Education" by Jerry W. Miller, (4) "The Role of the Accreditation and Institutional Eligibility Staff of the U.S. Office of Education in Accreditation of Postsecondary Occupational Education" by John R. Proffitt, (5) "Accreditation of Postsecondary Occupational Education in Perspective: Issues and Alternatives" by William K. Seldon, (6) "The Community Junior College Approach to Specialized Program Accreditation" by K. G. Skaggs, and (7) "The Current State of Accreditation of Postsecondary Occupational Education in the United States" by Charles F. Ward. Also included are "Six Guidelines" developed by The National Study for Accreditation of Vocational Technical Education, American Vocational Association, and a synopsis of The National Study for Accreditation of Vocational Technical Education, a project of the American Vocational Association. (CH)

Proceedings from a Unesco conference on international education are presented. Cross-cultural comparisons among Unesco countries are offered and methods of implementation of Unesco recommendations concerning peace education and human rights are suggested. The report is presented in seven sections: (1) general observations on the Unesco recommendations; (2) problem-oriented approaches to peace education on preprimary, primary, and secondary levels; (3) comparison of teacher education in Unesco member countries and recommended ways to strengthen training programs in the direction of international understanding; (4) methods of promoting international understanding in higher education, such as interdisciplinary approaches, an international student body, and emphasis on peace research; (5) international educational experiences for adults and out-of-school youth, such as work camps, voluntary service activities, exchanges, community betterment projects, and art festivals; (6) equipment and materials to supplement traditional international relations textbooks; and (7) suggestions on national action and international cooperation. Appendices include a directory of conference participants and observers and the text of the 1974 Unesco peace education resolution. (Author/DB)

Physical education in England at the secondary school level was dominated in the 1950's by a formal, disciplinary method of teaching known as the "Swedish Drill," developed from the remedial gymnastics of P. H. Ling. However, at the elementary education level, a change towards informality, discovery learning, learning environments, and individualized instruction was beginning to develop in music, art, and physical education. Known as "Movement Education' (ME), it was introduced into England in the thirties by Rudolph Labun as Modern Education Dance, mainly to women physical education and dance teachers. Resistance to the new ideas by male teachers existed because of the links to dance, women teachers, and women's physical education colleges. Gradually, attitudes changed and now, in the seventies, it is acknowledged that movement education can be presented as a total approach to physical education. Arguments still persist, but present approaches in physical education teaching stress respect for individual differences, individualized instruction, and problem-solving experiences. Much remains to be done in the fields of games, play, and theories of learning and teaching. The major goal should be to encourage children to become feeling, sharing, concerned individuals with a sense of worth, self-direction, and knowledge of what is essential to their survival. (MB)

A survey of Irish education and economic development was carried out during 1962-1965. The survey was conducted within the framework of the Educational Investment and Planning Programme of the Organisation for Economic Cooperation and Development (OECD) for presentation at a confrontation meeting in October 1966 with OECD's Committee for Scientific and Technical Personnel. Part one of the document consists of the Examiner's Report of Irish education. It contains examinations of the general framework of educational planning in Ireland; the educational system and enrollment trends; the evolution of the educational system in the context of economic and social development, including problems and strategies for change; and an overall strategy of educational development. Specific issues chosen for review at the meeting were the planning mechanism for education, manpower planning and targets, social participation, primary education, secondary education, higher education, and adult education. Discussions of the issues are contained in the record of the Confrontation Meeting, which is part two of the document. A summary and comments on "Investment in Education," some issues and problems emerging from the survey, and policy statements by Irish ministers of education are included as appendices. (ND)

In conjunction with a literature review, 100 recognized leaders in environmental education and related fields were surveyed via a mail questionnaire for purposes of determining the knowledge and skill concepts deemed necessary for outdoor/environmental education teachers at both the elementary and secondary levels. The survey elicited a 67% response to five questions re: environmental education; program emphasis; course requirements; teacher in-service training; knowledge and skill competency levels; and the general state of teacher preparation programs. Results indicated that undergraduate programs for outdoor educators should include: one or two environmental education courses; an adequate understanding of the biological sciences (biology, botany, history, and philosophy) and environmental and conservation education concepts, history, and philosophy; an integrated or interdisciplinary approach to courses in biology, history, geography, political science, and natural resources; greater emphasis upon elementary teacher preparation curricula. At the graduate level, results indicated teachers needed: a minimum of 30 hours of approved courses; 6 hours of professional education courses; a B average; a 6-year limit on the master's degree; a thesis or research project; specialization in outdoor education and conservation, environmental education studies/problems, or social studies; and field work in various courses. (JC)

This guide for affirmative action practices is designed to eliminate discrimination and inappropriate stereotyping in the curriculum practices of the Kalamazoo Public Schools. It sets forth related goals, implementation plans, and evaluation procedures for each aspect of the instructional program. Specific instructional performance objectives are compiled for art education, career education, elementary instruction (reading and social studies), instructional media, music education, physical education, secondary instruction, special education, and student services. The guide is arranged by educational area. Information accompanying each objective includes the person responsible for implementation, completion date if any, and how accomplishment will be measured. For example, one objective of music education is eliminating the type of sex stereotyping which suggests "Boys play brass instruments, girls play woodwind instruments." The music coordinator is responsible for implementation of the ongoing objective. The objective is evaluated by the principal and the music coordinator who periodically review the progress. Guidelines for the evaluation of print and nonprint materials; for a positive, nonstereotyped portrayal of human roles in media center materials; and for evaluating minority group materials are included. (ND)

As one of a series of team reports directed at knowledge building in the realm of non-formal education, this report presents three separate papers dealing with the economics of non-formal education. This report constitutes the final statement of a team of faculty members and/or research fellows. Titled "Economic Analysis and Non-Formal Education", the first paper is an essay dealing with the methodological problems of applying economic theory to non-formal education and addresses the problems of cost-benefits and rates of return, the unique characteristics of non-formal education, and the rural sector. The second paper, titled "Measuring the Cost of Non-Formal Education", outlines the shortcomings of present cost analyses of non-formal education and, suggesting how such cost analyses could be conducted in the future, proposes field tests for three forms (estimating costs of vocational training for youth, distribution of government costs by agency and level, and number of students). The final and most extensive paper constitutes a state of the arts review, including an introduction and summary and the following chapters: "Towards an Economic and Social Theory of Non-Formal Education"; "Investment Criteria in Non-Formal Education"; "Application of Investment Criteria and Non-Formal Education"; and "Planning, Growth, Development, and Non-Formal Education". (JC)

The diversity of the American Indian population coupled with the variety of government units serving the Indian makes it difficult to determine how many Indian children need special education, but available information suggests the need is great. A 1972 Bureau of Indian Affairs (BIA) survey estimated that 39% of the Indian school age population need special education services. While inclusion of the handicapped child in the public education system is mandated, there remain special problems associated with educating the exceptional Indian child. Foremost among these problems are lack of: specifications for a BIA budget line item; mandatory legislation relative to special education for Indian children; Indian special education personnel; coordination between the states, the BIA, and the tribes; funding for Indian children in contract schools; and proper evaluation procedures relative to Indian special education classifications. Consequently, the Council for Exceptional Children has recommended that the National Advisory Council on Indian Education (NACIE) propose: priority consideration of special education for Indians by Federal agencies; a coordinated plan for Indian special education developed by NACIE; a BIA budget line item; mandatory legislation re: Indians; a special education emphasis by the American Indian Policy Review Commission; NACIE-BIA coordination in a special education staff training program. (JC)

This study of educational values, one of a five-volume bicentennial series on major facets of American education, discusses the fluid and incalculable nature of the teacher learner experience, the centrality of values in human nature, and the psychology-oriented nature of modern educational theory. The book is divided into four chapters. The first chapter, "Growth, Change, and Values," explains how environment affects learning and it explores the importance of establishing coherent educational values. The second chapter, "The Realm of Theory," explores basic human needs which should be considered when creating an educational value system, and it discusses American education's present dependence on psychology. Chapter three, "The Heavenly and Earthly Cities of Education," discusses reasons for various types of discontent with education, investigates educational politics, and questions whether human development or socioeconomic improvement is the proper concern of education. The last chapter, "Toward a Values Theory," reviews traditional and modern educational theories and provides guidelines for a values synthesis. The author concludes that the goal of education should be to learn how to establish an education for the whole person in his/her life span. (Author/DB)

The publication is a result of the Utah State Board of Education's task force efforts and provides an overview of the State's career education projects and activities. It describes the position of the State Board of Education and its role in assisting the implementation of local programs of career education. A definition of career education and an operational philosophy is presented and the major components and seven basic goals of career education are identified. It is asserted that the chief benefits of career education will be realized only when articulated programs have been developed on a K-adult basis and career education has become a vital part of the activities carried out by every teacher in the State. It is also proposed that teacher education be an on-going process using inservice teacher orientation. Also discussed is the development of career education teaching methods and career curriculum planning with a built-in evaluation system. In a concluding section on community involvement, it is suggested that planning and developing district career education programs should involve representatives from the guidance areas, all curriculum levels, and representatives from many segments of the community--the world of business, industry, and labor. (Author/BP)

Significant speeches, current research activities, and minutes of business meetings are reported for the conference attended by 74 participants and guests from 12 states and the U.S. Office of Education. Major presentations were: (1) "Whither Vocational and Technical Education, (2) "Department Position Paper on Vocational Education," (3) "Evaluative Criteria in Agricultural Education," (4) "Evaluation in Ornamental Horticulture," (5) "Instructional Areas in Agricultural Education," (6) "Reporting Agricultural Programs," (7) "Sociological Implications of Professionalism, Unionism, and Bureaucracy as Occupational Environments," (8) " A National Study of Employment Opportunities and Training Needs in Farming and Off-Farm Agricultural Business and Industry," (9) "Abstracts of Studies in Agricultural Education, 1966-67," (10) "Agricultural Education Research in 1966," (11) "Automatic Controls in Agriculture," (12) "A Plan to Meet the Vocational Education Needs of Citizens of a Low Income Community Applachia," (13) "Educational Innovations Among Experienced Teachers of Agriculture in North Carolina," (14) "Development and Evaluation of Occupational Information in Agriculture," and (15) "The System of Agricultural Education in Yugoslavia and Its Effect on Agricultural Manpower Development." Summaries of three symposia are also included. (DM)

This 3-day seminar was specifically designed to acquaint state leaders with those trends in occupational education having direct and indirect implications for the post-secondary level and to provide a forum for identification and discussion of problems. Thus, 49 participants met and responded to presentations on the following topics: (1) "Improved Communications in State Administration of Vocational Education" by S.V. Martorana, (2) "Communications With the State Department of Vocational Education and Community-Junior Colleges" by J. E. Snyder, (3) "Secondary Schools and Community-Junior Colleges Vocational Education Articulation" by F.D. Lillie, (4) "Occupational Education Program Articulation Between the Community College and Baccalaureate Levels" by L. W. Bender, (5)"Articulation Between the Proprietary School and Public Schools" by W. Goddard, (6) "Career Education and the Community-Junior College" by R. Worthington, (7) "Career Education--An Educational Concept" by K. Goldhammer, (8) "School Based Comprehensive Career Education Model" by B. Reinhart, (9) "Comprehensive Information System for Occupational Education" by P.V. Braden, (10) "Highway Safety" by R. Daugherty, and (11) "Occupational Information for Curriculum Design and Revision" by F. Pratzner and J. Joyner. (JS)

This document is an English-language abstract (approximately 1,500 words) of six studies of the different levels of education and the humanistic content of the teaching program at each level. On the preschool level, it is stated that kindergarten education in Mexico attempts to put the small child in contact with the world that surrounds him. Elementary education includes health and physical training, use of natural resources in the environment, comprehension and improvement of social life, creative activities, practical activities, and acquisition of the elements of culture. Elementary schools should place a high value on the formative aspects of human personality. The efforts of secondary schools to supply a humanistic education is analyzed, beginning with a consideration of student needs and characteristics. The upper level of secondary education is studied in terms of student characteristics who enter preparatory schools, generally at sixteen to follow a three year course for the baccalaureate which gives entry to the National Autonomous University of Mexico. The education of teachers carried out by normal schools in Mexico aims at endowing them with broad cultural preparation. Higher normal schools train secondary school teacher in the integral development of youth. (Author/GDB)