Education & Pedagogy

This collection of essays offers a picture of rural education in the American South in 1930. It opens with demographic data describing child-labor practices as a barrier to education. The following topics are discussed: (1) the achievements of Southern educators in the areas of school consolidation, funding, literacy, and black education; (2) ways of funding rural local school systems, and the issue of equitable funding distribution in Alabama; (3) instructional supervision in Southern rural schools, including supervision systems in Maryland, Alabama, and North Carolina; (4) adult education in South Carolina and the status of black education in the South; (5) the history of black education in the South with some contemporary demographic data and examples of milestone black education movements, which had generated slow progress; (6) the educational needs of farm residents, including vocational instruction and economic education in rural areas; (7) the economic, social, and cultural poverty of rural mountain regions and some attempts to form cooperative schools for mountain adults and youth; and (8) ways Southern educators might widen contacts and better establish the South in the "national order." The book calls for a revamping of standards, a new respect for ideas, and a deepened sense of educational cooperation. (TES)

About 50 percent of Sweden's adult population pursues studies in one form or another. A specifically Scandinavian form of adult education is the folk high school. The largest number of adult learners attend the study circles organized by the local branches of Sweden's educational associations. Formal adult education is offered by the local education committees in all of Sweden's 284 municipalities and, in certain educational fields, by the 23 county councils. In addition, two national schools for adults provide supplementary educational opportunities. Municipal authorities are required to organize a special form of adult education known as basic education for adults who are illiterate. Swedish language instruction for adult immigrants is offered free of charge. Public libraries and audiovisual centers play an important role in adult education. Labor market training is any program for which allowances are granted for vocational training by the National Labor Market Board. Personnel and in-house education is financed by employers. Sweden's two largest employee organizations also sponsor training programs. Radio, television, and correspondence schools are also available. The government inspects and finances adult education to a large extent. The rapid growth in adult education has been aided by collaboration among the agencies and organizations involved. (YLB)

The paper describes the present state of education in Nigeria with emphasis on the cultural, socio-economic, and political influences affecting special education. After a brief summary of education in Nigeria since independence (1960), the paper looks at problems identified in special education and at Section 8, that portion of the National Policy on Education (1977) that provides policy direction for special education. Problems resulting from cultural influences on special education are identified (e.g., the low level of parental literacy and the superstitions and taboos of ethnic cultures). The section on socioeconomic influences contrasts conditions in developed and developing nations, notes current economic problems (oil glut and low per capita income), and a lack of funding for special education. Political influences (including corruption, mismanagement, and electoral violence and fraud) are also cited as problems which impede the development of an orderly system of special education. Among ten recommendations offered are the following: There should be "uncontaminated" free appropriate public education. Procedural safeguards should be inculcated into Section 8 of the National Policy on Education. The federal government should give strict guidelines to state and local governments. Teacher training should be strengthened. Excessive politicalization of social, economic, and educational decisions should be minimized. (DB)

The question of responsibility for the education of disabled students has become a controversial issue. This article explores the debate between proponents of special education and of mainstreaming for academically handicapped children. Under Public Law 94-142, disabled children are guaranteed an appropriate public education in the least restrictive environment, as specified by an individualized education program. While this entitlement is widely supported, it entails significant administrative and budgetary problems. The Regular Education Initiative (REI), proposed by the Department of Education in 1986, is a strategy for unifying regular and special education. In question are the quality and value of special classes and "pull-out" programs for students with mild academic handicaps. REI proponents call for a fundamentally restructured mainstream that would provide a better education for all children at lower cost. The efficacy of supplementary resource room or learning center services is examined, especially in terms of reading instruction. Ramifications of handicap identification and classification, including implications for equal educational access, are also explored. Innovative programs, such as the Adaptive Learning Environments Model (ALEM) and Team Assisted Indiviualization (TAI), are described. Broadened regular education teacher training, increased special and regular education collaboration, and budgetary flexibility are suggested as key elements for change. (AF)

This handbook for Virginia parents of children with disabilities describes the special education process and what is required of parents and the school during each step of the process. The first section briefly describes major provisions of Public Law 94-142, the Education for All Handicapped Children Act; Virginia law; and Section 504 of the Rehabilitation Act of 1973. Definitions of key terms under the law ("handicapped children,""special education,""related services,""free appropriate public education,""parent," and "surrogate parent") are then offered. The special education process is then described through the following steps: (1) identification of children with suspected handicaps; (2) referral-the Child Study Committee; (3) assessment procedures; (4) independent evaluation; (5) eligibility; (6) the Individualized Education Program; (7) placement and service delivery; (8) monitoring the child's progress; (9) removal from special education; (10) written notice and parental consent; (11) disciplining the handicapped student; (12) resolving problems through the complaint procedure; and (13) resolving conflict through a due process hearing. Appendices include a list of state resources, the special education cycle and timeline, and a glossary. (DB)

The State Higher Education Executive Officers' Task Force on Achieving National Education Goals found four issues of immediate concern to higher education one of which was the role of higher education in accelerating school reform. This document presents a set of recommendations on that issue. Schools and universities must establish high learning expectations and work together to implement them. Improved teacher preparation should be the responsibility of the entire higher education institution. Continuing professional education for teachers should be improved through local school input regarding the content and focus of programs and state incentives to higher education to develop programs. Colleges and universities should provide feedback on student performance to high schools. State higher education agencies should join with education and community partners to intervene early in building students' aspirations and preparation. Innovative partnerships between colleges and schools can build networks for sharing facilities, technology and faculties. State education agencies should create incentives and rewards for college and school faculties to work together on interdisciplinary approaches to curriculum development that encourage active learning. Joint planning activities at the state level can create new structures and support for colleges and schools to work together. Included are 29 references. (JB)

The purposes of this paper were to understand the responses of veteran teachers to a series of inservice workshops designed to increase their knowledge of multicultural issues and to draw implications for the preservice training of teachers. A literature review provided a framework for discussing: (1) the background of multicultural education; (2) the need for multicultural education; (3) a staff development model for multicultural education; (4) theory to practice; (5) educators' enthusiasm for multicultural education; and (6) some implications for preservice teacher education. Nineteen teachers in a school known for its diverse student population signed up for the inservice program, but only three attended the first session. A questionnaire was sent to the other 16 to determine why they had chosen not to attend. Based on nine responses, it was concluded that it takes time to educate teachers to the true goals and philosophy of multicultural education; and additional time must be spent on orienting teachers as to why this kind of program is necessary. Implications for preservice teacher education suggest that the success of a multicultural awareness dimension depends on the commitment of faculty and students towards clearly understood goals. (Contains 21 references.) (LL)

This report sketches the main activities and developments within the Centre for Adult and Continuing Education (CACE), University of the Western Cape, South Africa. It begins by situating the work within the national context. Administration is discussed in terms of changes in staffing, committee work of staff, funding, and building of organizational capacity. A new adult literacy and basic education project is described. These opportunities for formal training of adult educators are discussed: Certificate for Educators of Adults, Advanced Diploma for Educators of Adults, and Bachelors in Education module on adult and continuing education. These areas of nonformal education are described: ongoing development and running of training workshops for adult educators, development of training handbooks, continuing education of adult educators through a series of seminars, and the facilitation and design of nonformal education programs on request from other organizations. The following section addresses how the networking function of CACE has increased and changed substantially. Summaries are provided of specific research projects dealing with community organizations, women and nonformal education, social uses of literacy, a national approach to university-based professional training of adult educators, and lifelong learning and modular accreditation. The report also discusses international contacts and lists papers, articles, books, and conferences and workshops attended. (YLB)

This directory lists approximately 100 tribes, agencies, organizations, and institutions concerned with American Indian education in Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina. While the organizations listed here reflect the Southeastern Regional Vision for Education (SERVE) region, inclusion does not imply endorsement by SERVE. Entries are categorized as national or by state, and include national and regional associations, organizations, clearinghouses, and centers; state-government and private agencies and organizations; federally recognized tribes; tribes not federally recognized; school districts and boards of education; American Indian centers; and postsecondary institutions and related organizations. These groups are concerned with administration of federal, state, and tribal Indian education programs; technical assistance and training for educators and program administrators; cultural education and activities; tribal economic development; supplementary and compensatory education; student financial assistance; advocacy; culture-based environmental education; early childhood education; native language instruction; job training, employment, and social services; and support services for Indian college students. Each entry includes name of director or contact person, address, phone number, and a brief description. This directory contains a map of the regional educational laboratories, contact persons at regional labs, a form for additions or corrections, and a list of SERVE publications and services. (SV)

The Task Force on Distance Education and Technology was established in 1992 by the Manitoba Minister of Education and Training. Its mandate was to define the role of distance education programs and the types of technologies to be employed from kindergarten to postsecondary levels. Guiding considerations for the task force included the incorporation of technology into the educational system; the importance of a partnership approach; the importance of meeting the learning needs of all Manitobans; the need for a focus on community; the recognition of continued education reform; a commitment to high quality programs; the need to build upon successful ventures in distance education and technology; the recognition of the intrinsic qualities of technology; the implications of rapidly developing technologies; the significance of changes occurring in telecommunications infrastructure and policies; and the effect of government selection and purchasing of telecommunication services. This report presents recommendations for the following three rationales: (1) education must become client-centered for effective, community-based, lifelong learning to occur; (2) the community-based lifelong learning model requires that program selection, student support, and administrative control of distance education be local; and (3) the greatest necessity for the success of distance education and technology is the assembly of needed resources. Implementation strategies are also described. (TMK)

Forty-eight chief state certification officers and 50 state Comprehensive System of Personnel Development (CSPD) officers responded to a two-part survey on special education certification and the supply and demand of special education and related services personnel. Survey data were considered within the context of recently approved federal guidelines that expand the responsibilities associated with state CSPD plans. Trends were identified in the certification of special education teachers, including more noncategorical or less categorical certificates, more attention to specific teacher competencies, multiple routes to initial certification, and provision for emergency certification. Shortages of special education and related services personnel were identified, as were barriers to accurate monitoring of supply and demand. CSPD involvement in recruitment and monitoring of supply and demand prior to the implementation of the 1992 regulations was also described. Finally, areas where collaboration is needed among state education agencies, local education agencies, and institutions of higher education personnel were identified. Eight major conclusions and associated recommendations are offered. Appendices include both parts of the survey and the text of the 1992 federal regulations. (Contains 26 references.) (DB)

As stipulated by the Individuals with Disabilities Education Act (IDEA) of 1990, instruction in physical education is a direct service that must be provided to children and youth with disabilities who are between the ages of 3 and 21 years. This study was conducted to assess the relationship between preservice physical education teacher attributes (age, adapted physical education (APE) courses, year in school, special education courses, experience, practicum, educational preparation, and certification level) and attitudes toward teaching students classified as behaviorally disordered, mildly mentally retarded, and learning disabled. Subjects, preservice undergraduate physical education teaching majors (N=399) who were enrolled in an introductory APE course, completed the Physical Educators' Attitude Toward Teaching the Handicapped II (PEATH II). Results are presented under three general headings: (1) subject characteristics; (3) professional preparation regarding individuals with disabilities, and (3) rating of quality of professional preparation. Based on the sample, it was concluded that preservice physical education teachers with favorable attitudes believed themselves to be very competent and rated their educational preparation as high in relation to teaching students with disabilities. A sample of the PEATH II is appended. (Contains 29 references.) (LL)

This guide contains descriptions of 187 adult education resources/projects funded under Section 353 of the Adult Education Act. Included in the guide are descriptions of special demonstration projects emphasizing methods for educating adults with various special needs and descriptions of activities designed to train teachers to recognize and serve learning disabled adults who are illiterate or who read at below a fifth-grade level. The descriptions are grouped according to the following categories: adult education program management, adults with disabilities, competency-based adult education, corrections education, English as a second language, evaluation/assessment, family literacy, General Education Development programs, life skills, literacy, older persons, staff development, teacher training, teaching writing, technology, volunteers in adult education, and workplace literacy. Each description includes some or all of the following: project/resource title, project/resource description, source, cost, and ED number for those available from ERIC. ERIC and Division of Adult Education and Literacy (DAEL) Clearinghouse order forms are appended. (MN)

This publication describes activities UNESCO is carrying out and the objectives it is pursuing. The following articles are included: (1) "Education and Human Development" (Federico Mayor, Director-General of UNESCO); (2) "Education and the Future" (Colin N. Power, Assistant Director-General for Education, UNESCO); (3) "What Is UNESCO and What Does It Do?" (4) "Regional Action for Education" (covers regional programs in Africa, Arab States, Asia and the Pacific, Europe and North America, and Latin America and the Caribbean); (5) "Sharing Knowledge" (highlights international intellectual cooperation, statistics on education, quality of education and improvement of school achievement, scientific, technical and vocational education, higher education, training of educational personnel, and action in favor of disadvantaged groups); (6) "Cooperation for Development"; (7) "You and UNESCO" (details how one can participate in UNESCO's action, how information on education can be obtained, and a selected bibliography); and (8) "Where to Apply." Also included are addresses of regional offices, centers, institutions, national commissions, other bodies serving UNESCO's goals in all parts of the world, a bibliography, and a wide range of materials and references. (LL)

The meeting reported in this document focused on the relevance of education to societal requirements, training of educational personnel, distance education, and ways for teacher education to serve the needs of disadvantaged population groups. Countries represented included: Australia, Bangladesh, China, India, Indonesia, Iran (Islamic Republic), Lao PDR, Malaysia, Maldives, Myanmar, Nepal, Pakistan, Papua New Guinea, Phillipines, Republic of Korea, Samoa, Sri Lanka, Thailand, and the Socialist Republic of Viet Nam. The document is organized into the following nine chapters: (1) "Introduction"; (2) "Country Experiences"; (3) "Towards Developing New Teacher Competencies in Responses to Mega-Trends in Curriculum Reforms"; (4) "Mega-Trend in Curriculum Reforms in Science and Mathematics"; (5) "Mega-Trend in Curriculum Reforms in Social Sciences and Languages"; (6) "Teacher Education Reaching Out to Educationally Disadvantaged Groups"; (7) "Teacher Education via Distance Education"; (8) "Proposed Restructuring of Teacher Education"; and (9) "Recommendations." Appendixes provide the meeting agenda, a list of participants, speeches, and schools and development projects participants visited. (LL)