Education & Pedagogy

As the fifth volume in a five-volume series of position papers on Indian education, this publication presents six papers relative to future concerns in Indian education. Papers are titled as follows: (1) "Bilingual and Bicultural Education for American Indians" (revitalization of Indian "life" principles via bilingual/bicultural education is proposed as a key to future Indian education); (2) "Indian Community Colleges" (the potential of reservation based community colleges is discussed in terms of total community development); (3) "The Need for Education Programs for American Indians in Prison" (a review of the initial success and ultimate failure of the San Quentin educational program is used to make a plea for Indian oriented prison education); (4) "New Potentials for Modern Indian Economic Development" (utilizing modern techniques and traditional Indian ideologies, a case is made for developing reservation economies centered on food production and energy conservation); (5) "Education and the Urban Indian" (specific urban problems are identified and suggestions are made for improving urban Indian education); (6) "Long and Short Range Goals for Indian Education" (differentiating between goals and objectives, a framework for developing long range goals and short range objectives is presented). (JC)

Part of a series designed to assist California school districts with the implementation of career education in K-12, this paper contains the California Plan for Career Education, 1978-1983. Chapter 1 introduces the plan, stating its purpose, rationale, definitions, the need for career education in California, career education goals and a conceptual model of career education. In Chapter 2, the needs and planning objectives identified in the state plan are found to be validated through legislation, public hearings, and correspondence. Chapter 3 outlines the role and responsibilities of the State Department of Education while Chapter 4 delineates the types of professional assistance and planning steps the offices of county superintendents of schools may want to address. In Chapter 5 are contained the illustrative planning and implementation steps for local educational agencies. The focus of Chapter 6 is statewide implementation of the plan so that career education goals can be translated into program goals, objectives, and strategies. The appendixes cover the following topics: (1) prior activities and accomplishments of the State Department; (2) recently funded career education programs; (3) samples of policy statements and needs assessment instruments; (4) supportive concepts for career education goals; (5) translation of career education goals into learner objectives by age; and (6) evaluation of the plan's implementation. (ELG)

South Carolina's State Plan for Vocational-Technical Education is presented. Part I contains an overview of South Carolina's population, present economy, and economic forecast for 1985. South Carolina's philosophy, mission, and major vocational education system goals are described in Part II. Part III discusses the organization and governance of the state's educational system, including the State Board of Education, the State Board for Technical and Comprehensive Education, Office of the Governor (manpower division), and other state agencies and institutions. Part IV presents the State's general policies and administrative provisions for local advisory councils, State Plan Planning Committee, public information, local applications, financial management, and program evaluation. Part V describes program administration and planning, including employment data preparation, annual program plan summary for vocational education Fiscal Year (FY) 1979, five-year plan summary for vocational education FY 1979-1982, and FY 1979 through 1982 Program Plans (Basic Grants, Program Improvement, Special Programs for Disadvantaged, Consumer and Homemaking Education) and Youth Organizations. Parts VI, VII, VIII, and IX provide information on public hearings, coordination of program funds under Public Law 94-482 and manpower training programs, compliance of the State Plan with the provision concerning equal access to programs by both men and women, and the participation of local advisory councils in program planning. (JH)

In 1977 the National Advisory Council on Indian Education sought as one of its primary goals the coordination of its actions with other Indian organizations. Recommendations in this report reflect that effort to bring education and tribal affairs closer and so improve education delivery services to tribal people. Recommendations include: (1) that the Indian Education Act be reauthorized for a five year period and that it be funded at a minimum level of $275,800,000 with a minimum staff level of 66 positions; (2) that the Office of Indian Education and the Office of Education institute a coordination policy to insure access to and promote maximum participation of American Indians and Alaska Natives in all programs in the Office of Education and Health, Education and Welfare; and (3) that Indian controlled institutes for higher education be given more support. Recommendations were formulated at council meetings in Arizona, Washington, D.C., Colorado, Texas, and Minnesota; summaries of these meetings are included. An appendix includes descriptions of vocational education discretionary programs, an appeal by a native Hawaiian for support of a proposed amendment to the Indian Education Act to include native Hawaiians, testimony on "A School for Me, Inc." for handicapped Indian children, and distribution options for Johnson O'Malley educational assistance. (DS)

A number of policy questions has emerged as a result of various efforts to improve special education and vocational education services to handicapped students at the secondary level through linkages among general education, special education, and vocational education. These questions reflect recent research findings which demonstrate that the percentage of handicapped adults represented in the work force is far less than the percentage of nonhandicapped adults. Contributing factors include the following: a perceived decline in the number of handicapped students receiving special education services at the secondary level; severe shortages of personnel who are trained in both special education and vocational education; limited vocational education programs and service delivery options; and a limited funding base. The overriding questions are whether education can become more responsible to the overall needs of handicapped youth and how to determine the most effective means of accomplishing that objective. An analysis of the needs assessment data from four states has identified six issues as most clearly reflecting the state of the art for vocational education of handicapped youth: (1) interagency cooperation, (2) personnel preparation, (3) funding, (4) service delivery/program options, (5) program evaluation, and (6) services to Native Americans and other minority handicapped youth. (Author/JH)

Intended for use by students, professional career counselors, and teachers, this book contains a selection of writings by many notable authorities and practitioners of career education in the United States. Its fifty-four articles present background information, philosophical and practical problems, programs suitable for adaptation, and the contributions that career education can make in the normal school curriculum. Part I deals with some of the basic issues and controversy surrounding the field. While the focus of part II is on the elementary school, part III examines secondary and postsecondary career education. The articles give examples of methods which teachers have used to incorporate career education into the curriculum. At the elementary and middle school levels the authors emphasize the development of career awareness and self-awareness in the children. For high school students they recommend several types of work experience programs. Various forms of postsecondary education are included, such as community colleges, proprietary vocational/technical schools, colleges and universities, and adult education. In part IV procedures are described for integrating career concepts into the curriculum at all levels. The concluding section contains articles on the preparation of teachers for career education. Both formal pre-service and in-service education are considered, as well as ways teachers can pursue such preparation on their own. (ELG)

This booklet, the second in a series of four, was designed by the Task Force on Career Education as a handbook for state policy makers who are responsible for legislating the full implementation of career education. The content is presented in seven sections. The first on legislative leadership covers the goals and objectives of career education and the rationale for a comprehensive career education law. The next section briefly discusses career education terms and objectives and their implications for legislation. The third section covers administrative structures at the local level and includes the creation of planning districts, local needs assessment and planning activities, and five-year career education plans. In section four the focus is administrative structures at the state level, including public information and technical assistance, coordination with related programs, and the state career education plan. The fifth section on governance structures at the local level covers career education advisory councils, while the sixth on governance structures at the state level discusses the state career education advisory council, reporting, and council membership. The last section focuses on funding and programs. The appendixes include suggested provisions for a career education act, a conference report concerning the Career Education Incentive Act, and linkages between career education and related education programs. (EM)

Controversies over adult education purposes, methods, audiences, and procedures are examined. After outlining a procedure for reviewing competing positions on controversial topics, the book pairs the contrasting views of two authors on each of 10 key issues facing adult education. Chapters cover: philosophies at issue (David L. Boggs); identifying the major focus of adult education--life fulfillment or human liberation (Harold W. Stubblefield and Paul St. Clair McGinnis); adult educator involvement in social intervention (Grace M. Healy and Mary Jane Even); mandatory continuing professional education (Kenneth J. Mattran and Kathleen Rockhill); development of professional certification for adult educators (Catherine Rosenkranz Cameron and Waynne B. James); established standards of performance for government-funded adult education programs (Margot Keith Green and Floyd C. Pennington); competency-based adult education (Noreen M. Clark and Herschel N. Hadley); college credit for life experiences (John C. Snider and Leo McGee); self-support from learner fees (Howard A. Sulkin and Harold W. Beder); establishment of adult education program goals at the local level (Laverne B. Forest and J. David Deshler); federal government role in adult education (Allen B. Moore and Robert A. Fellenz); and issues of the future (Roger W. Boshier). Notes on the authors, references, and an index are given. (Author/LC)

Focusing on critical issues facing graduate education, these papers presented at a conference sponsored by the National Endowment for the Humanities (NEH) examine areas such as declining enrollments, job shortage among college teachers, and the role of graduate schools in relation to the various intellectual disciplines. The overview paper, Graduate Education: A Case for the Public Interest (Joseph Duffey) outlines the necessity for public funding and support of higher education and the NEH commitment to academic life. Part I (The Aims of Graduate Education) contains the following papers: The College, the University, and Society (Maurice Mandelbaum); The Philosophy of Graduate Education (John Passmore); Graduate Education in the Humanities: Reflections and Proposals (Gregory Vlastos); Reflections on the Graduate School (Anthony Quinton); The Antinomies of Higher Education (Sterling M. McMurrin); and Past, Present, and Future in Graduate Education (Eugen Pusic). Part II (The Prospects of Graduate Education) contains: Graduate Education as Ritual and Substance (Kenneth E. Boulding); The Disciplinary and the Professional in Graduate School Education in the Social Sciences (Nathan Glazer); Graduate School in an Age of Stasis (Laurence Veysey); Institutional Policy Setting: A Dynamic View (William F. Miller); Future Social Needs and Demands for Highly Educated People (Howard R. Bowen); and The Philosophy and Future of Graduate Education: A Summary (Walter H. Clark, Jr.). (LC)

Nine presentations are included in these proceedings from the first annual conference of the Council on Continuing Education Unit (CCEU). The first paper, Continuing Education and the CEU (Continuing Education Unit), discusses the CEU as appropriate terminology for "the uniform measure of participation in continuing education." CEU Perspectives and Issues: Higher Education focuses on criteria for developing and utilizing a CEU plan in higher education. CEU Perspectives and Issues: The Professions focuses on use of the CEU system by The National Federation of Licensed Practical Nurses. CCEU members' responsibilities--communication, building membership, and encouraging CEU use--are emphasized in Responsibility of Members to the Council. CEU Research Needs and Issues reviews research to date, reports on an Educational Testing Service survey on the CEU (1977), and offers suggestions regarding CCEU's future research role. Virginia Commonwealth University's forms and procedures for awarding CEUs are discussed in Getting Started with the CEU. Record Keeping and Reporting emphasizes the need for measuring and recording output of noncredit educational activities. The specific focus of CEU Participant Evaluation and Quality Assurance is continuing nursing education. Topics in the Status of Mandatory Continuing Education include its legality, implementation of mandatory statutes, documentation of participation, and alternatives. (YLB)

Based upon a literature review and interviews with selected criminal justice educators, this critique of criminal justice or police education attempts to explore some of the criticisms being leveled against community college criminal justice education and certain issues and trends related to the field that are becoming evident. To place this discussion in context, some of the problems in criminal justice education and its history are summarized first. Then a review of the literature is presented, which considers the philosophy of curriculum development and points to five basic models of police education, i.e., the general education, the criminal justice education as a liberal art, the criminal justice education as professional education, the fusionist criminal justice education, and the police technology as technical or vocational training models. Next, selected trends in criminal justice education are identified, including: (1) the increasingly academic orientation of criminal justice instructors, who had been primarily retired police officers; (2) the slow withdrawal of vocational training from the college classroom; (3) the increasing emphasis on courses stressing written and oral communications; and (4) the advent of non-traditional approaches using field placement and site visitations. Finally, several successful criminal justice programs are identified, as revealed in interviews with selected criminal justice educators. (AYC)

One of the major developments in the effort to link the workplace and education has been the formation of community-based councils, primarily industry-education councils and work-education councils. These councils have generally focused their efforts on easing the transition of youth from education to work. They have also been organized to assist educational institutions in career education, staff/curriculum development, career guidance, occupational information, school-based job placement, and student work experience. Vocational education can benefit significantly from the experience gained in education/work by the variety of community-wide advisory councils cited previously. Industry-education councils and other community-wide advisory mechanisms offer vocational educators the type of linkage to the workplace that can lead to effective programmatic change consistent with employer expectations. There are four areas which should be considered in discussing professional development of vocational educators within the context of the industry-education cooperation movement and community-wide collaborative councils: (1) an assessment of the major changes in the marketplace as a requirement for occupational planning; (2) an examination of economic policies and the problem of the unskilled and underemployed; (3) an analysis of two major community support systems to the education/work effort; and (4) suggested council-vocational education initiatives in professional development. (BM)

The recommendations are a product of the 19th General Conference of the United Nations Educational, Scientific and Cultural Organization held in Nairobi, Kenya in 1976. They are intended to help member states give effect to the stated principles. In abbreviated form, a few recommendations from the ten sections are (1) adult education must be seen as integral to a global scheme for life-long education and learning; (2) adult education should promote work for peace, international understanding, and cooperation; (3) adult education activities should meet needs for development, community participation, and individual self-fulfillment; (4) adult education methods should take into account incentives and obstacles to adult participation and learning; (5) member states should endeavor to establish a network to meet adult education needs; (6) adult educators should be carefully recruited and should receive initial and inservice training; (7) young people's education should progressively be oriented towards life-long education and learning; (8) in formulating adult education curriculum, programs, and activities, adults' work experiences should be taken into account; (9) at all levels, structures should be set up for consultation/coordination among public authorities competent in adult education, and (10) member states should strengthen bilateral or multilateral cooperation to promote adult education development, improve content and methods, and find new educational strategies. (CSS)

These proceedings contain 40 presentation papers, four alternate papers, and seven symposia from the Twenty-Second Adult Education Research Conference. The 44 papers report on research, research problems, and research possibilities, including comparison of student performance in two curricular approaches, trust in small groups, overcoming culture-specific limitations on interviewing, evaluation model for nontraditional master's degree programs, continuing professional education and improved professional practice, motivational orientations and participant satisfaction with instructional environment, determining competent performance, disciplinary-interdisciplinary continuum of university continuing education noncredit programming, brain lateralization in adult learning, developing an evaluation usage model, employee assistance program, laboratory adult education, relationship between creative responses and self-esteem, importance of community needs, taxonomic framework for adult education practices, second language learning, andragogical counseling techniques, teacher effectiveness, roles of continuing education program planners, learning strategies, and cognitive and affective outcomes of computer-assisted instruction. Focuses of the symposia are alternate approaches to research on professional performance and related learning activities; reasons for participation in continuing professional education; naturalistic inquiry methodologies appropriate to adult learning research, doing philosophical research in adult education, early approaches to worker's education, contributions of research paradigm to academic program reviews, and literature as data source in research. (YLB)

This issue--an international overview of cooperative/work experience education--contains ten case studies and four student viewpoints. It begins with an article discussing types of cooperative/work experience programs, including those focused on in the case studies. A second article previews the Second World Conference on Cooperative Education. These case studies are then provided: (1) Australian Cooperative/Sandwich Education; (2) cooperative education in Brazil; (3) industrial training period at the Universite de Technologie de Compiegne, France; (4) Berufsakademie Baden-Wurttenberg, Federal Republic of Germany; (5) Practice School, Birla Institute of Technology, India; (6) sandwich education at Ulster Polytechnic, Northern Ireland; (7) Teaching Company, Ulster Polytechnic, Northern Ireland; (8) cooperative education models in the Netherlands; (9) sandwich courses at Trent Polytechnic, Great Britain; and (10) cooperative education in the United States. The four Northwestern University students' perspectives concern management intern experience, "Northwestern in England" program, engineering experience in Wales, and employer's view of cooperative education. Administration of cooperative education at Northwestern is also considered in three articles. An annotated listing of associations and organizations active in cooperative education and a select bibliography are appended. (YLB)