Education & Pedagogy

This report provides short summaries of career education projects funded under the provisions of Section 406 of Public Law 93-380 during fiscal year 1978. Each project summary follows a similar format, which includes identifying information (title, grantee, project director), major objectives, project activities, evaluation, communications, and demographic information. The eighty-seven projects summarized are grouped into five categories: (1) incremental quality improvements in K-12 career education programs (twelve projects); (2) effective career education methods and techniques in senior high schools, community colleges, adult and community education agencies, and higher education (ten projects); (3) effective career education methods and techniques for special segments of the population (handicapped, gifted and talented, minority, and low income youth) and for the reduction of sex stereotyping in career choices (thirty projects); (4) effective methods and techniques for training and retraining persons conducting career education programs (twenty projects); and (5) communication of career education philosophy, methods, program activities, and evaluation results (fifteen projects). Profiles for fiscal year 1977 are detailed in ED 158 005, and for 1976 in CE 020 140. (CT)

In 1978, the National Science Foundation awarded the University of Wisconsin-Oshkosh $50,000 to determine the continuing education needs of technically-trained persons employed in small, geographically dispersed industries. Thirty companies which employed fewer than 500 people and which were likely to employ scientists, engineers, and technicians were randomly selected from 1,255 firms located in non-urban areas in central and northern Wisconsin. Investigative instruments included a semi-structured interview, president's questionnaire, company continuing education policy questionnaire, and a technical employee's questionnaire. Preliminary results indicate: (1) most small companies record an employee's participation in continuing education but few give formal rewards for participation; (2) workshops, seminars, and conferences are the most likely types of continuing education to be fully financed by companies, while college credit and non-credit courses are primarily partially funded; (3) companies are reluctant to give employees released time for continuing education; (4) the most effective type of continuing education is that conducted in workshops, seminars, and conferences, while correspondence courses are least effective; and (5) presidents of corporations and employees indicate continuing education is important in improving job performance but not in personal development. (RC)

This report of an assessment of vocational and technical education needs in South Carolina is divided into seven sections. The introductory section briefly describes the assessment model used in the study. Section 2, National Overview, provides background information of national significance. It includes an analysis of studies conducted to determine the future of vocational education, an analysis of current issues in vocational education, an examination of federal legislation impacting vocational education, and reviews nine Gallup Polls on education. The national overview concludes with a section which presents statistical data relating to vocational education in the United States. Section 3 describes the context in which vocational education functions in South Carolina. More specifically, this section describes the state's general and school population, the organization and governance of vocational education, the employment outlook, and state legislation affecting vocational education. The fourth section provides a system overview that describes input variables, process variables, and output variables. The fifth section reports the findings and recommendations resulting from a survey of vocational needs in South Carolina. Section 6 presents a synthesis of the data relating to areas such as public attitude, advisory committees, program relevance, program effectiveness, and professional development and teacher education. The assessment survey instruments are appended. (LRA)

This paper, one in a series of Unesco technical information reports, discusses education in Poland and examines decision making. The Polish school system consists of primary schools, general secondary schools, vocational secondary schools, vocational schools not giving the right to enter third-level schools, higher post secondary schools, and third-level schools. Education starts at age seven and is obligatory until 16. Educational policy is determined by top level decision-making groups, particularly by Sejm (the Parliament). The Minister of Education and the Minister of Sciences, Higher Education, and Technology are in charge of the implementation of educational policy. The Ministers prepare teacher education programs and make all the decisions concerning course content and teaching methods. Various research institutes assist them. With the exception of higher education, the organizational hierarchy has three stages. The Minister of Education appoints school superintendents who are in charge of securing material conditions necessary for the functioning of schools. The school superintendents, in turn, appoint school inspectors and headmasters who coordinate and control the functioning of the schools. The organizational structure of higher education consists of two levels only. The Minister is the direct supervisor of rectors whom he appoints. (Author/RM)

These proceedings contain forty three- to seven-page papers presented at an adult education research conference as well as two alternate papers, a background paper for a poster session, and abstracts and background papers of six symposia. Focus of the reports is on research needs, tools, and methods as they pertain to adult education. Issues addressed in the papers include the following: a framework for the analysis of current extra-institutional adult education practices; the judging process in adult education; dimensions of control and project work outcomes; development and assessment of an action research paradigm implemented with adult learners; utilization of oral history interviews and archival materials as primary sources of data for adult education research; theory, method, and appropriateness in adult education research; models of motivation for participation in adult education; ascription of needs in adult education; a conceptual representation of learning from the learner's point of view; and theoretical constructs applied to the adult educator as an adult learner. Symposia topics include research on distance learning, the California Adult Competency Survey, continuing professional education and the professional learning environment, research in interpersonal adult education, and adult education and allocation policy in Sweden. (MN)

This document contains the proceedings of the combined 27th and 28th annual meeting of the Far Western Philosophy of Education Society in March, 1980. Twenty-eight papers discussing various aspects of the philosophy of education are presented. In the first paper "Presidential Address: Dialogical Dilemmas and the Philosophy of Education," the author discusses the state of the art of the philosophic foundations of education and suggests that current social and educational ills can be alleviated if teachers, philosophers, and political leaders concentrate more on communication and dialogue than on the pursuit of awards and gains. Other chapters are entitled "Counter Forces in Modern Educational Psychology and Philosophy of Education,""Teaching for Value,""Goal Setting: A Values Clarifying Process,""Evaluating Aesthetic Values and Arts Education,""Moral Dilemmas in Education,""A Theory for the Evaluation of Student Term Papers: Plato's Divided Line Revisited,""Philosophical Remarks About Educational Evaluation: Evaluation and Values,""Sexism in Education: Myth or Reality?""Our Educational Quandry,""Moral Reasoning, Needs Assessment and Universalizability," and "Philosophy of Education: Source and Critic of "New" Methods in Educational Research." An author index concludes the document. (DB)

This monograph contains eleven exemplary articles that focus on topics related to competency-based adult education. Among the articles included are (1) Competency Based Education: Is It Applicable to Adult Education Programs?, by James E. Hertling; (2) What Adult Performance Level Is--and Is Not, by William G. Spady; (3) Competency Based Education: A Bandwagon in Search of a Definition, by William G. Spady; (4) Competency-Based Adult Education: Toward a Functional Definition, by Paul G. Taylor; (5) Process Approaches to CBAE Staff and Program Development: The California Experience, by John W. Tibbetts and Dorothy Wesby-Gibson; (6) Designing Competency Based Learning Centers, by Laurel Adler; (7) Don't Bother Us... We can Cope: CBE for English as a Second Language; (8) A Survey of Participants of the New Jersey Life Skills Education Programs, by Warren Ceurvels; (9) Competency-Based Adult Education in Pre-GED Programs: A Case Study of the Louisiana Experience, by Robert W. Boyet and Sam V. Danzat; (10) The Current Status of Research, by Joan Keller Fischer; and (10) Competency Based Adult Education: A Metamorphosis in Literacy Education, by Carol E. Kasworm. (LRA)

A paper analyzed the opportunities for developing a vocational energy education program under existing legislation, summarized the present status of energy-related vocational education, and addressed major issues that need resolution before energy-related vocational education can be expanded. There is a particular lack of sufficient funding for current secondary level programs and little funding for developing new programs. While extensive curriculum and instructional materials development is taking place, this development is inadequately supported, duplicative, undocumented, and not shared within the field. Lack of clear distinction between vocational energy education and general education about energy is another problem impeding policy formation. Definition of vocational energy education will become feasible when the existing legal and institutional sanctions for vocational energy education (such as the National Energy Plan) and supportive education, the future energy supply, and short- and long-term job market analyses are related to current policies, legislation, and practices and to predicted educational needs. Research in all these areas and greater program dissemination efforts are needed. (Appendixes contain lists of vocational energy education sources, brief descriptions of vocational energy education and federal legislation, an analysis of future energy sources, and a historical perspective on definitions of vocational education.) (MN)

The text of the Education Amendments of 1980, which amend the Higher Education Act of 1965, is presented. It consists of 13 parts: (1) establishment of a new Title I of the earlier act, establishing new programs, continuing postsecondary education program and planning; (2) amendment and extension of Title II of the earlier act, college and research library assistance and library training and research; (3) establishment of a new Title III, institutional aid; (4) student assistance programs; (5) amendment and extension of Title V, teacher education; (6) establishment of a new Title VI, international education; (7) amendment to Title VII: construction, reconstruction, and renovation of academic facilities; (8) cooperative education; (9) graduate programs; (10) establishment of a new Title X, Fund for the Improvement of Postsecondary Education; (11) establishment of a new Title XI, urban grant university program; (12) general provisions; and (13) miscellaneous provisions, including the National Institute of Education, amendments to the Rehabilitation Act of 1973, native Hawaiian education study, special aid impact program, Navajo Community College assistance program, new land-grant colleges, and memorials. (MSE)

THE 1966 TRAINING INSTITUTE ON ADULT EDUCATION AT SEOUL ATTRACTED 37 DELEGATES FROM 19 COUNTRIES PLUS 30 OBSERVERS FROM KOREA. THE AIMS OF THE INSTITUTE WERE--(1) TO DEVELOP LEADERSHIP SKILLS FOR NATIONAL TEACHER ASSOCIATION MEMBERS, (2) TO PREPARE A HANDBOOK TO AID TEACHERS' ASSOCIATIONS IN DEVELOPMENT OF ADULT EDUCATION ACTIVITIES, (3) TO ANALYZE THE PRESENT RELATIONSHIP BETWEEN TEACHERS' ASSOCIATIONS AND ADULT EDUCATION PROGRAMS AND TO MAKE RECOMMENDATIONS TO WCOTP, TO UNESCO, AND TO NATIONAL TEACHERS' ASSOCIATIONS FOR IMPROVEMENT. THE TRAINING WORKSHOP SPEECHES WERE--"UNESCO AND ADULT EDUCATION,""COOPERATION IN ADULT LITERACY PROMOTION, THE PHILIPPINE EXPERIENCE," AND "LITERACY CAMPAIGN IN KOREA, PAST AND PRESENT." WCOTP ADULT EDUCATION MEETING SPEECHES WERE--"PROBLEMS OF ADULT EDUCATION IN KOREA," AND "LIFELONG EDUCATION AND THE PUBLIC SCHOOLS." AT BOTH MEETINGS SPECIFIC RECOMMENDATIONS ON WAYS TO ERADICATE ILLITERACY THROUGH ADULT EDUCATION WERE MADE. AN OUTLINE OF THE WCOTP/UNESCO HANDBOOK, ROSTER OF INSTITUTE PARTICIPANTS, RESOLUTIONS OF THE 15TH WCOTP ASSEMBLY ON EDUCATION PLANNING, EXTRACTS OF THE REPORT OF WILHELM EBERT ON WCOTP/UNESCO RELATIONS, 1965-66 ARE INCLUDED. (AJ)

PARTICIPANTS IN THIS REGIONAL WORKSHOP HAD AS THEIR OBJECTIVE TO DEVELOP AN UNDERSTANDING OF THE PURPOSES, MEANS, ADMINISTRATIVE FRAMEWORK, POLICIES, PROCEDURES, COURSE CONTENT, ADVISORY COMMITTEES, INITIATION, TEACHING TECHNIQUES, COMMUNITY RESOURCES, AND LEADERSHIP TECHNIQUES NECESSARY TO IMPROVE AND EXPAND THE PROGRAM OF ADULT AND YOUNG FARMER EDUCATION. CONSULTANTS INCLUDED UNIVERSITY PROFESSORS, AGRICULTURAL EDUCATION SUPERVISORS, COMMODITY GROUP REPRESENTATIVES, AND EXTENSION SERVICE PERSONNEL. THE CONFERENCE WAS ATTENDED BY 10 VOCATIONAL AGRICULTURE TEACHERS AND FIVE COLLEGE STUDENTS. THE CONTENT, DEVELOPED FROM INDIVIDUAL PRESENTATIONS, COMMITTEE WORK, PANEL PRESENTATIONS, AND REFERENCE CITATIONS, IS PRESENTED AS SECTIONS ON VARIOUS ASPECTS OF ADULT AND YOUNG FARMER EDUCATION INCLUDING THE VALUE OF PROGRAMS, ESTABLISHMENTS IN FARMING, NEED FOR PROGRAMS, TRENDS IN AGRICULTURAL EDUCATION, PREPARING TEACHERS, STUDY OF COMMUNITY NEEDS, SCHOOL ADMINISTRATOR'S VIEWPOINT, POLICIES, ORGANIZING AND USING PLANNING COMMITTEES, ORGANIZING AND INITIATING NEW PROGRAMS, FARM MANAGEMENT FOR ADULT FARMERS, TEACHING METHODS, CURRICULUM PLANNING, INDIVIDUAL ON-FARM TEACHING, PLANNING COUNTY-WIDE PROGRAMS, LEADERSHIP DEVELOPMENT IN EXTENSION, LOCAL AND STATE PROGRAMS FOR YOUNG FARMERS, AND EVALUATION OF ADULT EDUCATION. (JM)

THE 45 ABSTRACTS AND ANNOTATIONS IN THIS BIBLIOGRAPHY COVERING THE PERIOD 1963-67 HAVE BEEN ARRANGED BY GEOGRAPHIC LOCATION TO GIVE THE USER CURRENT AWARENESS OF PUBLICATIONS AVAILABLE ON A GIVEN SEGMENT OF THE WORLD, AND TO FACILITATE THE INTERNATIONAL EXCHANGE OF INFORMATION ON ADULT EDUCATION. ITEMS ON INDIA, AUSTRALIA, NEW ZEALAND, NEPAL, AND SINGAPORE PREDOMINATE, BUT OTHER NATIONS IN ASIA AND ELSEWHERE (MAINLY JAPAN, THE PHILIPPINES, HONG KONG, CANADA, CZECHOSLOVAKIA, AND GREAT BRITAIN) ARE ALSO DEALT WITH EITHER IN SEPARATE DOCUMENTS OR WITHIN SURVEYS AND COMPARATIVE STUDIES. LITERACY AND ADULT BASIC EDUCATION, EDUCATIONAL METHODS AND TECHNIQUES (ESPECIALLY DISCUSSION GROUPS AND EDUCATIONAL BROADCASTING), PROGRAM PLANNING, ADMINISTRATION, AND SPONSORSHIP (INCLUDING FINANCIAL POLICY AND PUBLIC AND PRIVATE BODIES), LABOR EDUCATION, UNIVERSITY EXTENSION (INCLUDING RESIDENTIAL EDUCATION), LANGUAGE TEACHING, CROSS CULTURAL CONTACT, TEACHER EDUCATION, VOCATIONAL, INDUSTRIAL, AND MANAGERIAL EDUCATION, RURAL AND NATIONAL DEVELOPMENT (INCLUDING THE ATTITUDES AND PROBLEMS OF INDIAN EXTENSION WORKERS), AND HISTORICAL REVIEWS ARE AMONG THE TOPICS AND CATEGORIES OF MATERIAL REVIEWED. (THE DOCUMENT ALSO LISTS OTHER PUBLICATIONS OF THE ERIC CLEARINGHOUSE ON ADULT EDUCATION, AND MEMBERS OF THE NATIONAL ADVISORY BOARD.) (LY)

Adult education in agriculture is not restricted to persons established in farming, but has the prospect of being applicable to the whole of the agricultural industry. However, adult education has primarily been for young and adult farmers. Since 1965, in both agriculture and all vocational programs, there has been a reduction in the proportion of adults served by vocational education relative to other levels of vocational instruction. An examination of the current status of adult/young farmer programs reveals that there are two types of programs under adult education: (1) the intense management programs that incorporate attention to the details of farm business analysis and (2) the programs aimed at skills and technology transfer. Adult education in the 1980s will require a major commitment of money and manpower for research, teacher education, supervision, curriculum support, and local program support. In the 1980s, agricultural educators must decide if they will work in the periphery of the problems of agricultural production and entrepreneurship by addressing only the problems of practices, technology, and technology transfer, or if they will shift focus to deal with the problems of greatest concern--management of the total resources of the farm. (LRA)

Four papers presented at a seminar on graduate education sponsored by the Advisory Centre for University Education at The University of Adelaide and the Flinders University Educational Research Unit in Australia are presented. In "Teaching and Learning in Graduate Education: An Overview," Robert Cannon provides a background summary of developments and thinking about graduate education in Australia, Britain, and the United States. This paper has been revised in view of more recently published statistics, articles, and reports. In "Graduate Education: Some Issues," D. R. Stranks questions whether the assumptions often made about graduate education are appropriate for the 1980s. These questions are raised within the context of student, university, and employment constraints. In"Graduate Education: A View From Industry," G. R. R. Mawer draws attention to the limited mutual appeal of industry and people with postgraduate qualifications, and suggests that their educational experience must be broadened to enable them to cope with work in industrial environments. In "Postgraduate 'Training': Education or Indoctrination?," W. P. Rogers argues for the broadening of the education of Ph.D. students and advances arguments for altering the process of Ph.D. teaching to include seminars, coursework and broader areas of research involving a variety of methods, supervisors, and disciplines. (SW)

Lifelong learning should be viewed only as a master concept for education--the principle on which overall organization of the system is founded--to improve the individual's quality of life. A literature search found confusing definitions of lifelong learning, global implications of the concept, and little information about what the public needs and wants to support this view. The lifelong learning provisions of the Higher Education Amendments of 1976 concentrated on the adult population, yet the states vary tremendously in their commitment to adult learners. Special attention should be given to the 52 million adults who have not completed high school; educational alternatives for this group should be explored, especially those that might be offered by postsecondary institutions. The lifelong learning cycle should start with the 16 million three- to sixteen-year-olds, then the 20 million adults who have less than an eighth grade education, then the others who are at poverty level, then the remainder who have less than a high school education, and finally those who are registered in schools and higher education institutions. All adult education programs should be coordinated, from adult basic through higher education, under one umbrella--Adult Basic and Continuing Education at the federal level. (MEK)