Education & Pedagogy

The National Council on Vocational Education believes that the new Vocational Education Act should focus on the development of the human capital that is essential to any efforts to revitalize our nation's productivity. This will require program improvement for training and retraining in new high-technology occupations, access to programs by disadvantaged and other persons who need skill training to qualify for unsubsidized jobs, and collaborative ventures among vocational education, other education and training programs, and the private sector. Reauthorization of the Vocational Education Act should concentrate on six areas: (1) areas of high unemployment; (2) emerging occupations in high demand areas; (3) economic development and training; (4) handicapped; (5) defense needs; and (6) correctional education. National and state occupational information coordinating committees and the National Center for Research in Vocational Education should be continued. It is also recommended that more flexibility in funding and regulations be established; that fund distribution should combat past inequities; that incentive funds should encourage innovative linkages between vocational education and other education and training programs; that sex equity should receive continuing emphasis; and that national, state, and local advisory councils should be mandated and their independence strengthened. (KC)

The question whether the study of education and teacher education belong at a liberal arts college deserves careful consideration. In this essay Bruce Kimball analyzes and finds unpersuasive the three principled rationales that are most often advanced on behalf of excluding educational studies, teacher education, or both from a liberal arts college. Specifically, Kimball argues that no principled definition of the conventional liberal arts disciplines excludes the study of education without barring other fields now regarded as legitimate, and consistency demands that all such fields be excluded if any are. In addition, teacher education, even if considered as merely "craft know-how" or as professional training, cannot be excluded from liberal arts colleges without arbitrarily classifying it as suspect and subjecting it to strict scrutiny. But the question of whether educational studies or teacher education fit any asserted definition of liberal education does not finally resolve the question of whether they belong in a liberal arts college. Kimball concludes by suggesting that there are moral and prudential reasons for liberal arts colleges to offer teacher education and, concomitantly, the study of education, even apart from the unpersuasive objections that they do not fit a definition of liberal education. (Contains 40 footnotes.)

UNESCO defines media education as the priority field of the cultural educational development in the XXI century. The article presents the development of media education since the beginning of it up to our days. The sections of the article are the main periods for the development of the media education. In each section more countries are mentioned. The first movements in media education were made in 1920s in France. The media education in Great Britain and Russia is also old, dating back to 1920s. Nowadays media education became important in many countries. Along with Britain, France still remains one of the most active European countries to develop the media and ICT education. Recently quite a few books, collections of articles textbooks and other publication have been published in Great Britain, and translated into foreign languages. Schools in Germany began their media education practice with its integration into the required curriculum and media culture is taught in the majority of German universities. Canada, Australia and USA have a developed media education. In spite of the difficulties in the 1990s, media literacy has good prospects in Russia. We can also see the fast progress of media education in other Eastern European countries. Hungary became the first European country to introduce obligatory media education courses in secondary schools.

In 2004, the Ohio Transfer Articulation Guide (TAG) for Education set forth the Professional Education Module to serve as the foundation for preparation into all licensure areas for teachers. A TAG is a transfer module or set of courses approved by the Ohio Board of Regents that provides a standard set of general education courses (such as English Composition, mathematics, arts/humanities, and social and behavior sciences) in selected academic disciplines. TAG modules provide guaranteed paths of transfer between two year and four year institutions of higher education, and have been around at least a decade in Ohio. Reviewed and endorsed by a faculty panel of more than 30 members, as well as the State University Education Deans council, the Education TAG is a set of four teacher education courses: Introduction to Education, Educational Psychology, Introduction to Exceptionalities, and Educational Technology. This essay describes the author's integration of the TAG required Introduction to Education course in the pre-existing Socio-Cultural Foundations of Education course she taught prior to the new standards set forth by the Ohio Board of Regents.

Understanding factors influencing international students' decision to engage in international education is essential for education providers to better cater for students' educational expectations and enhance their attractiveness to international students. Whilst there has been extensive research on the reasons why international students undertake cross-border higher education, international students' motivations for enrolling in vocational education and associate degree programmes are still under-researched. Drawing on semi-structured interviews with 30 international students from China, this research found that pathway to higher education appears to be the most important factor motivating international students to undertake vocational education and associate degree programmes. In addition, prospect of immigration, English language proficiency, previous academic performance, agent's recommendations and relatives' and friends' advice are amongst the important factors that students take into account in their decision to choose vocational education and associate degree programmes. This research also examines why Chinese international students have chosen vocational education programmes in a dual-sector university over vocational education colleges. It found that the flexibility to articulate to higher education, international reputation of the programme, practical training and favourable location are key issues that these students draw on when making their decision to study in a dual-sector university.

Kazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered so far; however, the language used in the realm of its special/inclusive education has not changed much, as it still bears the hallmarks of the past Soviet vocabulary. Therefore, this article provides an analytic perspective on exclusive terminology and vocabulary still being used, which in one way or another perpetuates misconceptions and stereotypes about diversity and difference. The researcher of this study interviewed school principals, teachers, professionals, and parents in 12 inclusive schools. Reviewed literature includes Kazakhstani education policies, research papers, and speeches delivered by education administrators, politicians, educationists, and experts in the field of special/inclusive education. The implications of the use of language and terminology are discussed in the context of transforming education toward an inclusive education system. Lessons are drawn from the empirical study and literature review, thus making recommendations on how to move forward with the language and terminology change process within the emerging discourse of inclusive education in Kazakhstan.

This article examines perceptions of indigenous women of the "Bilingual Indigenous Education Model for Life and Work" (MIB) programme which the Mexican Government initiated a decade ago as an alternative route for indigenous youth and adults into basic education. Programme objectives include the promotion of equal access to quality basic education by reducing gender and ethnic disparities and the empowerment of indigenous peoples. A particular focus on the gender dimension of the MIB programme is not only mandatory because of the existing gender disparities in education -- two-thirds of indigenous adults without literacy skills are women, -- but also because the vast majority of its participants are women (92%). Therefore, this article intends to explore the empowering potential of the programme. The analysis is drawing from a diagnostic study conducted in 2012 considering enabling and constraining factors of the MIB programme by using four analytical dimensions -- acceptance, appropriation, relevance and usefulness. The analysis of the findings, resulting from discussions with indigenous women, which includes an additional gender dimension, reveal a range of issues that need to be addressed in order to better exploit the empowering potential of the MIB programme for indigenous women.

Educational issues concerning all levels of education in the Republic of Ireland and in Northern Ireland are examined in these 18 conference papers. The focus of the presidential address was on general education in the secondary school. The invited address discussed the aims and objectives in higher education. Papers dealt with the following topics: a sociological analysis of the functions of secondary education; the teacher and political socialization in Northern Ireland post-primary schools; a comparative case study among primary and secondary teachers concerning educational theory and practice; professional status as an operational and aspirational characteristic of the teaching force; the principal's role in secondary education; a survey of teachers in Northern Ireland concerning professionalism and ideology; pupil outcomes; the evolving role of the "Tech" in Northern Ireland education; special education; deficient memory performance in the mentally handicapped; teacher education; technical instruction and the Department of Agriculture; an analysis of the processes used by children to respond to selected mathematical tasks; teachers' viewpoints concerning secondary school mathematics; a study of the mathematical vocabulary of primary school mathematics textbooks; and a praise of oral literature. (RM)

Acknowledging a recent increased interest in research about self-directed learning, this report analyzes and discusses two different forms of education: self-directed learning and distance education. Here, self-directed learning is identical with autodidactic learning, a form of education that cannot be included in organized adult education; the learner has the whole responsibility for his/her education or learning-project. Distance education is a method used by educational institutions for adult education, which implies that the educational organization has responsibility for the education. This report reviews research about self-directed learning and proposes a deeper analysis of the phenomena of learning, self-concept, and experience, where the student is put into a context that can be examined by educators. Also discussed are self-directed learning and distance education, proposals from a distance educationalist, and current thought on self-directed learning. It is concluded that there seem to be so many differences in motivations for study, learning strategies, and the study process between self-directed learners and organized adult learners, that educators must be very careful when trying to find new ways of reaching self-directed learners. An extensive reference list and a list of Uppsala Reports on Education are included. (THC)

The comprehensive educational policies adopted and incorporated into law by the Navajo Tribal Council are contained in this booklet. These policies, adopted during a special session of the Navajo Tribal Council (November 13-16, 1984), are broad statements of the educational needs and aspirations of the Navajo people. The mission statement defines appropriate education as one that fosters: competency in all basic areas of academic and cognitive skills, English and Navajo language skills and knowledge of American and Navajo culture, Navajo and United States citizenship, self-discipline and a positive self-concept, preparation for lifetime responsibilities, and a positive attitude towards education. Sections outline the Tribe's responsibility and authority; the educational agency; school boards; parental involvement; Navajo and Indian preferences; educational standards and the curriculum (including Navajo language, culture and social studies); and professional training for educators. Program policies for special education and education of gifted, talented and highly motivated students, as well as student services (counseling, substance and alcohol abuse guidance programs, bus routes and transportation) are also included. School operations and facilities are addressed, along with post-secondary education (the Navajo Community College), adult and early childhood education programs, vocational and career education, and handicapped programs. Definitions of terms are appended. (JMM)

Organized labor's relationship to vocational education has always been one of wholehearted support and encouragement. Since the passage of the Smith-Hughes Act in 1917, the American Federation of Labor (AFL) has supported state efforts to develop vocational education. Labor has strongly supported apprenticeship programs that included cooperative relationships among the schools, employers, unions, and equipment manufacturers. Recognizing the dependence of vocational education upon its relationships with organized labor, the American Vocational Association created its Labor-Management Relations Committee in 1954. Since that time, various unions have worked to improve vocational education dealing with their particular trade, and the AFL-CIO has vigorously opposed proposed cutbacks in funding for vocational education. Historically, the AFL-CIO has urged that vocational education students receive a comprehensive education with emphasis on basic skills education rather than on a program that is too job specific. Despite labor's continued support of vocational education, the incorporation of instructional materials dealing with labor into vocational programs is the exception rather than the rule. Continued strengthening of the partnership between vocational education and organized labor is vital in light of the current need to retool and to retrain the work force in the United States, and government leadership is essential to achieve this goal. (MN)

In fiscal year (FY) 1986, the Alaska State Board of Education continued to work towards its objectives of improving education in the areas of: school finance (by developing a fair and equitable distribution system for state public school funds and funding school construction projects); fiscal accountability (by establishing a system for the entire Alaskan education system); academic accountability (to assure and measure a high quality of education for Alaska's students); the schools for the future project (to identify important issues that will affect public school classroom programs in the 1990s and beyond); and opening Mt. Edgecumbe High School, an educational alternative with a rigorous academic program for rural students. The report includes sections on postsecondary education, educational finance, support and administrative services, adult and vocational education, basic and supplemental education programs in public schools, state museums, library services, vocational rehabilitation, as well as activities of the Historical Commission, the Professional Teaching Practices Commission, School Activities Association, and the State Council on the Arts. Statistical charts on revenues and expenditures, enrollment, high school graduates and personnel, school operating revenues and expenditures, food services, pupil activity, cigarette tax distribution, and debt retirement are appended. (JMM)

The context for education in Sweden is for a society in which citizens enjoy economic well-being and social provision. The educational system consists of a grundskol and an integrated upper school combining the gymnasium, vocational school, and the professional school preparing students for subuniversity qualifications. Nineteen higher education institutions are being created. Provision for adult education, which is free, takes many forms. A bill has been implemented that provides for vocational orientation and preparation for the world of work through work experience for all grade levels. Problems of vocational orientation include noninvolvement of teachers, little integration of the work experience into the classroom, insufficient work placements, and disagreements as to the main purpose of work experience. Local school boards are responsible for educating all young people under 18 and may run centers for unemployed youth. These characteristics distinguish the Swedish educational system: education as part of a coherent, planned social strategy to build the ideal society; equality of education for each citizen; emphasis on personal development; relationship with the labor market and economic structure of the country; and centralization. Future developments include decentralization of activities from the National Board of Education and changes in upper secondary education. (YLB)

Nonformal education is any organized, systematic learning activity carried on outside the formal educational system and usually focused on improving participants' social and personal living, occupational capability, or vocational competency. Because it offers opportunity and participation to all in a non-threatening atmosphere and promotes rapid individual, group, and societal growth, nonformal education is appropriate for developing nations, providing a second chance for schooling for those who missed formal education. Federal, state, district, and local governments and international organizations should fund nonformal education and higher education should provide material and human resources. Developing nations should implement nonformal education programs at national, regional, and local levels. At the local level, nonformal programs should include teacher recruitment and training in the program's objectives, philosophy, methods, and organizational structure. Prior to local implementation, the program planning committee should identify local needs, program purpose, and execution plans, and teachers should discuss the purpose and objectives with participants. Local and community workshops run by experts in various fields should be accompanied by practical demonstrations of skill areas and by national campaigns including rural radio broadcasts, posters, and mobile educational films. Mexico's Plan Puebla and Tanzania's Education for Self Reliance are among the case studies that prove the success of nonformal education in developing nations. (SB)

This research report, literature review, and conference report focus on developments and possible future trends in secondary education regarding the world of work and implications of these trends for the preservice preparation and inservice professional development of secondary teachers. The research report presents findings of a project to examine the background characteristics, work experence, extent of contact with the world of work, and attitudes toward work of teachers in secondary schools in Queensland. It also details these teachers' views concerning the role and aims of secondary education, particularly as they relate to preparation for the world of work. The literature review addresses these topics related to the school-work relationship: aims of schooling, dissatisfaction with schools, preparing students for work and adult life, and implications for teacher education. Proceedings of a conference on "Secondary Schools and the World of Work: Implications for Teacher Education" are then provided. Materials include the keynote address, summaries of two discussion groups on the role of secondary schools in preparing students for work and adult life and implications for teacher education, and an overview of the conference discussion that considers the context, purposes of secondary education, the need for change, desirable changes, and teacher education. (YLB)