Education & Pedagogy

Trends in higher education in Latin America and the Caribbean, educational goals, financing of universities, and future prospects are discussed. Attention is directed to the expansion of higher education, the relationship of expansion to the social structure and to democratization, access to higher education by women, access in relation to geographical location, enrollment in different courses of study, changes in the internal structure of higher education, open universities in Latin America, the link between education and work, and the role of scientific and technological research in the university structure. In the majority of countries in the region, a large number of pupils are excluded from primary school and the first part of secondary education. Higher education applicants come mainly from the middle and upper classes. However, social differentiation is less likely to be maintained during continued educational expansion in the context of a productive economy. The need to stimulate research and the role of the university in this process is an obvious task for higher education in the future. The most important experiments in open higher education systems are taking place in Venezuela, Mexico, and Costa Rica. (SW)

Academic activities undertaken during 1981-1982 by member countries of the Organization of Educational Cooperation and Development are reported in 21 articles. The following topics are addressed: higher education in the international age, curriculum and teaching, reforms and innovations, open universities and adult education, and higher education during financially difficult times. Titles and authors include the following: "The Role of the University in International Understanding" (Michio Nagai); "Who Owns the University Curriculum?" (A. H. Halsey); "Pilot Institutes for Higher Education Reform in Korea" (Jeung Rhee); "Innovations in American Higher Education: Curriculum and Teaching" (Philip G. Altbach); "Improvements in College Teaching in the United Kingdom" (Roy Joseph Cox);"Reforms in Chinese Higher Education" (Cheng Su); "Innovation of Higher Education in Japan: The Case of the University of Tsukuba" (Sho Takakura); "Sukhothai Thammathirat--Thailand's Open University" (Iam Chaya Ngam); "Adult Learning in Japanese Higher Education" (Masakazu Yano); "Japanese Higher Education in an Age of Financial Difficulties" (Morikazu Ushiogi); and "Higher Education in the Age of Financial Difficulties" (Paul L. Dressel). (SW)

This document contains the full texts of plenary lectures presented at a conference which focused on developments in integrated science education (ISE), between 1968 and 1978, and on issues and new trends in science education in the 1980s and 1990s. These lectures include: (1) "Interaction of Science and Society" (J. C. Terlouw); (2) "A Review of Integrated Science Education Worldwide" (Sheila Haggis and Philip Adey); (3) "The Case for Teaching Science as a Unity" (Victor Showalter); (4) "Reflections on the Implementation of Integrated Science Teaching" (F. James Rutherford); (5) "Environment as an Integrating Factor in Science Education" (Rais Ahmed); (6) "Where Have We Got To? Where Are We Going?" (Judith Reay); and (7) "Where Have We Got To And Where Are We Going?" (Charles Taylor). Also included are summaries of 10 conference working groups. These groups concentrated on: the aims and objectives of ISE; design and content of ISE courses; education of teachers for integrated science; strategies and implementation of ISE; evaluation of ISE; resources for ISE; integrated science and environmental education, nutrition, health, and technical education; relationship of ISE to other subjects in the curriculum; national and international problems in disseminating and implementing ISE; and science and society. (JN)

In the teacher education field, each school, college, department of education (SCDE), school district, education professor, and professional teacher organization operates as an unrelated entity. There is a lack of any coherent direction to the reforms that are currently under consideration, and an absence of a unified voice for or about teacher education. Five basic questions which require consideration and agreement are: (1) What is teacher education? (2) Who is responsible for teacher education? (3) Who is the voice for teacher education? (4) Through what structure(s) can an agenda for the future of teacher education be attacked? and (5) What can be accomplished through unification? An appropriate line of action would be to communicate what teacher education is and is not, and within the parameter of what it is, to clarify the responsibilities of SCDEs. Teacher educators have been excluded from national invitational meetings called to discuss solutions to educational problems, possibly because there has not yet been articulated a clear, concise message as to what teacher education is and is not. The now fragmented teacher education associations could become united through a new Confederation of Teacher Educators which could provide leadership and speak to the public and state policymakers with one coherent voice. (JD)

The Teacher Education Admissions Seminar (TEAS) is the first course in the education sequence at East Texas State University. TEAS is a required course for all students who wish to enter the teacher education program, and it is suggested for anyone considering teaching as a career. This document contains a description of the seminar's presentation, an outline which serves as a foundation for discussion of the seminar, and a description of the seminar. Ideas for early involvement of students in a teacher education program, enhancing communications with those students, and exploring the implications of teaching as a career are emphasized. Following a listing of course objectives, a TEAS syllabus lists topics covered during each weekly seminar. These are: (1) introduction and overview of seminar; (2) registration for observation field experience and discussion of observation techniques; (3) admission procedures to the teacher education program; (4) degree and certificate requirements; (5) basic skills competency assessment; (6) challenges in public education; (7-9) trends and issues in education; (10) career opportunities in education; (11) professionalism in education; (12) teacher effectiveness; and (13-15) observation of field experiences. Grading procedures, and activities which must be completed to obtain certain grades, are outlined. An appendix contains supplemental materials used during the weekly seminars. (CJB)

Several issues in science education are examined, including those related to the current concern about science education in schools, the basis for a reform in science education, technology in the science curriculum, redirection of the science curriculum, uses of knowledge, decision making in human affairs, organization of the curriculum, and science and vocational education. It is suggested that much of the confusion on these and other issues arises from a failure to recognize that the purposes of science education are changing, that new subject matter is being introduced, and that the context of the curriculum is shifting from that of the disciplines to human affairs. This new view of science education as a common education in science and technology is compared with prevailing views of science education programs as they exist in schools today. Areas compared include rationale and goals of science education, subject matter, cognitive processes, value and ethical considerations, textbook role, and the type of understanding fostered by instructional strategies. For example, current goals for teaching science are internal to scholarly fields of scientific research while goals related to the new view are based on scientific and technological systems in social, cultural, and individual contexts. (JN)

In 1982, females constituted 51.1 percent of those students enrolled in secondary vocational education courses in Minnesota; however, they accounted for only 40 percent of those enrolled in area vocational-technical institutes. If vocational programs are defined as being either segregated or integrated on the basis of whether fewer or more than 80 percent of the students enrolled in them belong to one sex, then, in 1982, 47.1 percent of the state's secondary vocational programs were segregated and 47.7 were integrated. The other 5.2 percent had enrollment patterns in which more than 80 percent of the enrollees were of the sex that is considered nontraditional for that particular occupational area. Followup data collected 1 year after the graduation of Minnesota's high school class of 1981 revealed that average earnings for male vocational graduates were $4.45 per hour as compared with $3.94 per hour for female vocational graduates. (This report contains discussions, graphs, and tables detailing enrollment patterns in special needs and general agricultural, distributive, health occupations, home economics, office occupations, technical, and trade and industrial education programs.) (MN)

A 3-year project to provide rural Alaska teachers with access to the University of Alaska-Anchorage's Special Education Program used distance education in learning applications as well as in developing a knowledge base. Previous Alaskan distance education programs had been criticized as "second class" compared to traditional on-campus programs. To assure quality control equivalent to the campus program, the project emphasized human contact and uniform evaluation criteria. Telecommunications systems--videocassette, audiocassette, teleconferencing--as well as site visits by faculty, student presentations, and weekly student meetings facilitated human interaction. Student assignments were graded by the same criteria as on-campus student work. Seven of 10 courses required for certification in special education were offered and students also attended on-campus summer school. Approximately 12 students enrolled at each of 3 remote sites. Seven students completed the certification program, 12 subsequently completed the program on campus, and 12 applied their credits to other programs. The distance education program required more faculty time and effort than the on-campus program, students needed more individual and group support, and technological problems and lack of student skills in using the technology had unexpected potential to disrupt training. (LFL)

Background information on the Higher Education Act and issues and options for each title of the Act are considered in this report, which was prepared to help the U.S. Congress in its consideration of the reauthorization legislation. Included are basic data about higher education in the United States and an overview of research and development (R&D) activities being conducted in higher education institutions. The following topics are addressed: institutional purpose, enrollment trends, earned degrees, faculties, institutional support, public funds for private institutions, institutional versus student aid, tuition policies, institutional eligibility, benefits and costs, and private sector support and collaboration. Student grant and loan programs and work-study programs are covered, along with: institutional aid programs; the college library program; construction, renovation, and equipment programs; special programs for the disadvantaged; teacher education; cooperative higher education programs; international education programs; the Fund for the Improvement of Postsecondary Education; continuing education programs and planning; and R&D funding. Appendices contain a brief summary of the recent report entitled "Involvement in Learning" and abstracts of the reports issued by the National Commission on Student Financial Assistance. (SW)

Many administrators are meeting specific instructional needs of their students without always or solely relying on classroom teachers by utilizing distance education, i.e., instruction that takes place while the learner is physically distant from the instructor and/or the materials. Distance education is particularly appropriate in rural and small schools where low enrollment limits course availability, but it is also useful as state legislatures raise graduation requirements for students and accreditation requirements for schools while budgets are declining. This guide provides descriptions of distance education programs that are in operation, such as teleconferencing (PRISMS, "Operation TECPAK," Gemini Electronic Blackboard, TELENET), interactive videotape (Winthrop Rockefeller Model Secondary Project), microcomputers ("The Computer Chronicles"), teletype, and others. Studies are cited that show distance education is effective. Hints for doing distance education right are listed along with the admonition that distance learning programs need good planning, management, structure, and master teachers. Distance education costs are discussed and representative examples are given. Some distance education issues are reviewed (teacher certification, course accreditation, textbook adoption, Average Daily Attendance/funding, class size). The guide concludes with a resource list of 18 experts, state department of education contacts for six states, and a 16-item bibliography. (BRR)

A position paper concerning the role of colleges and universities in corporate education, which was prepared for the Alden Seminar on Higher Education, is presented. In addition, a brief overview is presented of the April 1982 Alden Seminar meeting, which examined the current situation of higher education, particularly in regard to higher education in Massachusetts. In "The Interdependence of Employment and Education," Ernest A. Lynton considers the following areas: the importance of human capital, the rise of corporate education and training, the need for more academic involvement in corporate education, the need for change in colleges and universities as well as in employee training, the need for continuous manpower planning in view of uncertainties of the future, the implications of demographic changes, the need to broaden employee education to include liberal arts; and educational and policy issues that need to be addressed by higher education and business. Two projects to enhance business-education cooperation are also described: a brokerage mechanism for the Boston metropolitan area and an educational telecommunications network. Information is presented on seminar participants. (SW)

This guide is a statement of policy and guidelines on family life and sex education devised by the Illinois State Board of Education to aid local boards of education, school administrators, and community groups in developing and implementing new programs or extending existing programs. A statement of policy including purpose, programs, and implementation is presented. An introduction delineates the Illinois Sex Education Act. The legal basis for family life-sex education is detailed in terms of 17 practical guidelines for family life-sex education programs, e.g., how to plan a program, whom to involve in the community, and how to make the program a continuous process. In addition, 24 general objectives for family life-sex education, e.g., understanding the significance of family life, understanding love as a constructive force, and developing positive attitudes of self-worth, are listed. Appendix A includes criteria for selecting printed and audio-visual sex education instructional materials as well as sample forms for evaluating these materials. Appendix B includes the Illinois Sex Education Act and a list of members of the Illinois Sex Education Advisory Board. Although geographically specific, these materials could serve as a model for the development of similar guidelines. (Author/PAS)

This document is a monograph in a personnel development series addressing issues that are pertinent for policy-making personnel concerned with program evaluation and personnel preparation. The major intent of the monograph is to present a variety of evaluation practices and procedures used in the evolution of a vocational/special education personnel preparation program. As a means of illustrating and discussing the major evaluation points in a program, a three-phase view of program evaluation is delineated. Section 1 considers planning evaluation (determining program goals and selecting the program strategy). Section 2 describes process evaluation focusing on the implementation aspects of a program. Three case examples describe evaluation activities conducted for a short-term workshop, a course, and an inservice project. Section 3 examines impact evaluation that looks at the outcomes and effects of a program on its graduates and their respective work environments. Two case examples of impact evaluation designs in vocational/special education personnel preparation projects are highlighted. A final section suggests procedures and guidelines to increase use of evaluation findings. (YLB)

This document is a monograph in a personnel development series addressing issues that are pertinent for policy-making personnel concerned with inservice personnel development of vocational/special educators. Chapter 1 addresses the state of the art in inservice education and includes a definition and information on legislative provisions, the problem of attitude, content of inservice education programs, target populations, and alternative modes of delivery. Chapter 2 on planning inservice models discusses the awareness, readiness, commitment, planning, implementation, and maintenance phases. A rationale and suggested activities are provided for each phase. A description of the specific steps to be followed in using a comprehensive planning model is listed. Chapter 3 addresses procedural concerns encountered during the implementation stage. Site selection, format, content scheduling, resource selection, and followup are discussed relative to short- and long-term inservice training approaches. Specific strategies and tenets of change agent theory to be considered in inservice education are presented. Chapter 4 offers a set of recommendations and evaluation questions that can be used to guide an evaluation of an inservice model. Specific suggestions for data collection are included for each evaluation question. (YLB)

Administrators at local, state, and national levels must be strongly committed to equal opportunity in vocational education. State administrators must fulfill mandates of Title II of the Education Amendments of 1976, including identifying major thrusts and challenges issued by Congress, identifying responsibilities of a state board/agency for administering vocational education, and providing a state staff for this board. Barriers to equitable job training and placement are institutional, personal, societal, and programmatic. Techniques available to state directors of vocational staffs for providing ready access to vocational training or retraining are greater involvement of agencies and individuals in process of state planning, emphasis on nondiscriminatory practices, sole state agency concept for governance, and renewed efforts in accountability and evaluation. The state director of vocational education and state vocational staff can ensure equity in vocational education programs through a separate state board, a state plan, positive approach to evaluation, linkages, equal employment opportunity and personnel procedures, and combined staff efforts. State agencies should locate and make available positive strategies to vocational administrators, research quality of service from various vocational education structures, and research strategies that increase utilization of equal opportunities for vocational education and job placement. (YLB)