Education & Pedagogy

A major contributor to the field of adult education, Dr. Ambrose Caliver devoted much of his professional life to adult literacy. While this area continued to occupy his interest and best efforts, he also took an active role in such matters as displaced persons, human rights, public affairs, aging, and professional development of adult educators. Born in 1894, Caliver began his career as a high school principal in Tennessee. Before his death in 1962 he served in the following capacities: faculty member at Fisk University; specialist in the education of Negroes, United States Office of Education; organizer of the National Advisory Committee on the Education on Negroes; implementer of a number of national surveys, including the National Survey of Teacher Education, the National Secondary Education Survey, the National Survey of the Vocational and Educational Guidance of Negroes, and the National Survey of the Higher Education of Negroes; director of a number of workshops dealing with the development of adult literacy programs as well as the professional development of adult educators; initiator of a series of dramatic educational radio broadcasts on Negroes' participation in American life; member of the Displaced Person's Commission; and president of the Adult Education Association. (MN)

This testimony, supported by data from several national surveys, was presented by Sarah E. Klein (president of the National Science Teachers Association) regarding the elimination of science education from the National Science Foundation (NSF). Issues and topics addressed include: (1) statement of the crisis in science/mathematics education, focusing on science/mathematics teacher shortage, decline in numbers of individuals prepared to teach science/mathematics, and employment of unqualified science/mathematics teachers; (2) quality of science/mathematics education; (3) prior NSF support of science/engineering education; (4) NSF curriculum development projects and their effectiveness; (5) comparisons of U.S. and U.S.S.R. science/mathematics education; (6) critical problems at the pre-college level; (7) NSF science/engineering programs; (8) NSF 1982 budget for science/engineering education; (9) Special Commission of Science/Engineering Education; (10) a suggested NSF program for 1983, addressing such problems as teacher shortages and in-service programs; (11) public support for science education (ranked ahead of national defense); and (12) a suggestion that science education programs could be financed by holding the proposed total research budget to 2% rather than 8.7%. (JN)

From its beginnings in 1906, cooperative education has evolved into a program offered at the secondary and postsecondary levels in two predominant models: (1) students complete multiple cycles of equal periods of academic coursework and paid employment; and (2) students' school day is split between school (usually in the morning) and work (usually in the afternoon). Despite informal and anecdotal evidence that cooperative education benefits students in numerous ways, documentation of cooperative education's benefits through empirical research has been difficult for several reasons. Although some institutions are fully dedicated to the cooperative education ideal, many others view cooperative education as an add-on and, therefore, as a target for cost cutting. Several researchers have pointed out that social, economic, and historic forces are making cooperative education more relevant than ever. It has been suggested that cooperative education be redesigned as a curriculum model linking work and academics by fostering self-directed learning, reflective practice, and transformative learning and integrating school and work experiences that are grounded in adult learning theories. Because cooperative education is inherently committed to improving the economy, people's working lives, and lifelong learning abilities, it can position itself to serve students' experiential learning needs into the 21st century. (Contains 15 references.) (MN)

In this volume, the International Council on Education for Teaching (ICET) provides an updated review of current researcher-based teacher education concepts, activities, and experimentation as viewed from an international perspective. Keynote addresses, Plenary session addresses, World Assembly Communique and Recommendations, and abstracts of all papers are presented. Speakers were educators from around the world. The papers include: "Messages of Welcome from the 1992 World Assembly" (Federico Mayor and Sandra J. Klassen); opening keynote address: "Teacher Education in an Era of Global Change" (Aliu Babatunde Fafunwa); Host Keynote Address: "Teacher Education in an Era of Global Change" (Federico Mayor); and four plenary addresses on the main topics of the assembly: "The Democratization of Educational Systems and Teacher Education" (B.O. Ukeje); "The Professionalization and Status of Teacher Education and the Teaching Profession" (Colin N. Power); "The Impact and Role of Science and Technology on Educational Change" (Dean Nafziger); and "The Potential for International Cooperation and Partnerships in Education" (Paz G. Ramos). The publication also includes a summary of salient ideas, issues, and policy recommendations from the 1992 assembly and author indexes. (SM)

When the American Vocational Association changed its name to the Association for Career and Technical Education, it underscored the need for today's vocational educators to focus on both career education and technical education. The name change reflects the fact that today's work environment, labor market, and employment opportunities are very different from those that existed in the early 1900s when vocational education first became popular. The name change should also be a call for comprehensive career education efforts at the K-12 level, combined with a call for greatly increased technical education efforts at the postsecondary level. Comprehensive career education must achieve the following goals: (1) show students the importance of assigned work tasks and how employed workers need and use the basic academic skills and other skills emphasized in the Secretary's Commission on Necessary Skills report; (2) reward work (including classroom work) when it occurs; (3) introduce variety into the workplace (classroom) by combining textbook and experiential learning and using business/industry persons as classroom resources; and (4) emphasize and reward the practice of productive work habits. The "technical education" component of "Association for Career and Technical Education" refers to all postsecondary career-oriented programs operating at the sub-baccalaureate level. (Contains 40 references.) (MN)

The Education Graduates' Post-Degree Learning Needs Study, conducted in fall 1996 and winter 1997, examined the post-degree learning needs of faculty/college of education graduates. Research activities included a literature review, a written survey of education graduates, research in two university graduate classes, telephone interviews with education graduates, review of calendars from educational institutions, and interviews with individuals knowledgeable about distance education in Saskatchewan. Thirteen major findings include: (1) education graduates participate in learning activities for many reasons, with becoming more skilled at one's job, and personal growth and satisfaction topping the list; (2) education graduates participate in informal learning activities more frequently than they do in formal structured classes; (3) many individuals participate in learning activities for more than one reason (career and personal motivations are often interwoven); (4) for some individuals, learning is a major theme permeating all life choices; (5) lack of time is a major obstacle to participation in formal structured learning activities for most education graduates; and (6) time off with pay would be the most significant incentive that employers could offer to encourage post-degree learning. Four appendixes contain the survey; a coupon that appeared in the Saskatchewan Teachers' Federation Bulletin; data collection in graduate research classes at the universities; and the telephone interview script. (Contains approximately 105 references.) (SM)

The second of two volumes dedicated to this little-explored topic continues to gather international perspectives to critically assess how Waldorf education has been perceived and discussed in both public and academic arenas. Both books thereby challenge the historic concept of Waldorf education as an international movement championing "progressive education." Spanning the period 1987-2004, this second volume focuses on more recent developments in Waldorf education in Japan, Israel, Spain, Poland, Kenya, France, Slovenia, and China. Throughout both books, over 25 leading scholars present 16 case studies spanning 14 countries to discuss the history and perception of Waldorf education in the context of respective school systems and societies. By exploring the ramifications of these case studies against the background of existing research, the books offer cutting-edge perspectives and prompts for scholarly debates for this as yet under researched field. This book will be of interest to researchers, scholars, and postgraduate students in international and comparative education, the theory of education, and the philosophy of education. Policy makers interested in the history of education as well as practicing teachers and school staff at Waldorf education institutions may also benefit from the volume.

Parental engagement in special education promotes positive student outcomes and parent-school relationships. In order to promote engagement, parents must possess a basic knowledge and understanding of special education processes and parent and student rights. Little is known regarding parental knowledge about special education or how they learn about and access information on the special education process. This exploratory study surveyed 133 parents of students with disabilities to identify how they received special education related information, specific information received or searched across primary special education topics, and their perceived current and retrospective understanding of these topics as well as how these may differ based on specific parent and special education status characteristics. Findings indicate that parents gain the majority of information from personal communication (i.e., conversations with special education teachers, other parents), often independently search out additional information on key aspects of special education, and feel most knowledgeable about Individualized Education Programs (IEPs) and least knowledgeable about the legal aspects of special education. Significant differences were noted on some family characteristics in areas of satisfaction with resources, overall special education knowledge, and ways in which parents obtain information (e.g., school or on their own). Limitations, implications, and future research are discussed.

Recently, robotization and automation cover all new industries and spheres of life. Higher education is not an exception. The purpose of this work is to study the process of robotization of higher education and determine its significance for bridging the gap between the university education market and the work market. This paper uses the method of comparative analysis, analysis of mathematical data, as well as other methods of studying the problem. A study was conducted by the example of Kazakhstan and Uzbekistan, during which the level of robotization of the education system, problems in introducing robotization into the education system, and the advantages of robotization, as well as the current state of the education system of these countries were established. In the countries of Central Asia, higher education plays an important role in economic development and labour market stability. The value of the work lies in the comparative analysis and characterization of the two countries of Central Asia in the context of the robotization of higher education. [For the complete volume, "Bridging the Gap between the Higher Education and Labor Markets: Relevance of the Fourth Industrial Revolution. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 73," see ED676039.]

As partner countries are implementing their education priority reforms, technology is seen as one of the key enablers to help accelerate results achievement in education. This paper proposes a partnership approach to harness technology, with the aim of addressing barriers to transformation within education systems. The report begins by reviewing the current state of evidence on the relationship between technology (including artificial intelligence [AI]), education, gender-transformative approaches, skills development and employment. It then builds on existing work of other education partners and identifies five goals for the digital transformation of education, six pillars for countries to prioritize to achieve these education goals, and five key principles that should inform the approach to optimize the impact of technology and AI on education. This paper is a pragmatic guide for engagement and collaborative efforts at the country, regional and global levels. Its target audience is public, private and philanthropic partners interested in transforming education systems in low- and lower-middle-income countries. By implementing the approach proposed in this paper and learning from the operationalization, there is the potential to make significant gains toward the transformation of education systems that equip children and young people with the skills they need to thrive in a world dominated by technology and AI.

This document contains 21 papers and an introduction on work force preparation in a global context. The following papers are included: "Introduction" (Johanna Lasonen); "Access of Girls and Women to Vocational Education: Implications for the Workplace in Swaziland" (Comfort B. S. Mndebele); "Intersectoral Approaches to Literacy and Vocational Education and Training: The Case of the Sudan" (Sidiga A. Rahim Washi); "Women's Education in the Sudan" (Sidiga A. Rahim Washi); "Research Development and Challenges of the 21st Century for Vocational Education and Training: Canadian Experience" (Marcelle Hardy); "The Business Incubation Concept: Global Possibilities for Vocational-Technical Education" (Victor M. Hernandez-Gantes); "Implementing Education and Training Policies in the United States: A Case Study" (Curtis R. Finch); "A Study on the Development of Further Extensions in Vocational Education and Training in Taiwan, ROC (Republic of China)" (Ming-chung Chiang, Dar-chin Rau); "Networking between Business and Educational Institutes in Taiwan, ROC" (Dar-chin Rau, T. T. Hwang); "Knowledge-Based Cooperation in Vocational Education, University and Industry in Australia" (Matt Ngui); "Strategies for Promoting Parity of Esteem between Vocational and Academic Education" (Johanna Lasonen); "Qualifications with a Dual Orientation towards Employment and Higher Education--Innovative Schemes in Seven European Countries" (Sabine Manning); "'Bildung' through Vocational Education" (Matti Vesa Volanen); "Shaping the Work Life--A Future Oriented Way of Lifelong Learning" (Gerald Heidegger); "Towards Understanding the Development of an Entrepreneurial Leadership-Identity among Finnish Female Entrepreneurs" (Leena Avotie, Eija Pehu); "Enterprises as Environments for Workplace Learning and Training" (Johanna Lasonen); "Review and Preview of Higher Vocational Education: Changes in Hong Kong and International Trends" (Bradford W. Imrie); "A Comparison of Occupational Programs in Comprehensive High Schools in the USA, Japan, and Taiwan" (Lung-Sheng Lee); "Challenges of the 21st Century for Technical-Vocational Education and Training from Global, Regional, and National Perspectives" (C. K. Basu); "Human Resource Development and Labour Market Policy Issues in the Asia Pacific: Opportunities for Collaborative Research with Europe" (Matt Ngui); "Vocational Education and Training Projects in Developing Countries: Issues of Quality and Sustainability" (Dennis R. Herschbach); and "New Roles for Vocational Education and Training" (Armoogum Parsuramen). Each paper contains references. (MN)

This book on education in South-East Asia is the very first of its kind to comprehensively cover and discuss the education systems and issues in all the countries in the region--the ten member nations of the Association of South-East Asian nations (ASEAN) plus Timor Leste. The eleven chapters on country case studies are written by education country experts and give the readers an overview of each country's education system, while also highlighting issues currently significant to each system. There are also thematic chapters on selected issues reckoned to be significant in the region such as: gender, education and development; higher education; language policy; quality assurance; and sustainable development. This book is a significant contribution to academic literature in this field in that the South-East Asian region is, in general, one of the leading zones of the developing world, containing within it advancing economies, such as Brunei and Malaysia, and a key global hub, Singapore. Even the poorer countries are showing signs of significant advance. The region also contains the most populous Islamic country in the world, Indonesia, and examples of the educational legacies of a variety of forms of European and American colonialism. The book is therefore a source of reference to better understand education in a region where diverse religious, political and cultural aspects are found and interrelate in a form of serious co-operation. Contents of this book include: (1) Introduction (Colin Brock & Lorraine Pe Symaco); (2) The Education System of Brunei Darussalam (Omar Haji Khalid); (3) The Education System in Cambodia: Making Progress under Difficult Circumstances (Martin Hayden & Richard Martin); (4) Education Reforms in Indonesia (Assad L. Baunto); (5) Education in the Lao People's Democratic Republic: Confluence of History and Vision (Richard Noonan); (6) Education in Malaysia: Development and Transformations (Siow Heng Loke & Chang Lee Hoon); (7) Education in Myanmar: Opportunity for Limited Engagement (Richard Martin); (8) Philippines: Education for Development? (Lorraine Pe Symaco); (9) Singapore: Schools for the Future? (Jason Tan); (10) Timor-Leste: Building a Post-Conflict Education (Bob Boughton); (11) Thailand: Educational Equality and Quality (Natthapoj Vincent Trakulphadetkrai); (12) Vietnam as an Outlier: Tradition and Change in Education (Pham Lan Huong & Gerald W. Fry); (13) Aspects of Gender and Education in South-East Asia (Colin Brock & Pei-Tseng Jenny Hsieh); (14) Higher Education in South-East Asia: Achievement and Aspiration (Anthony Welch); (15) Education and Language Policies in South-East Asian Countries (Keith Watson); (16) Quality Assurance in South-East Asian Higher Education (Somwung Pitiyanuwat); and (17) For Bulls and Bears Alike: Education as Investment in Sustainable Development (Mikko Cantell & Derek Elias).

Reviews three studies: (1) lower recidivism rate attributed to literacy education in Arizona prisons; (2) Maryland evaluation showing positive benefits from a variety of correctional education programs; and (3) a 15% recidivism rate for Texas parolees with college degrees versus 60% overall. Recommends reinstatement of federal financial aid for correctional education and postrelease support services. (Contains 18 references.) (SK)

Alternatives to traditional science education will remain as limited as their predecessors unless the very structures of schooling are called into question. Alternatives cannot be designed at the drawing board by theoreticians but must be grounded in praxis, thereby providing concrete trajectories along which science education can actually change. (Contains 26 references.) (Author/YDS)

The Scottish Executive called for a national debate on the future of education to be held in the Scottish Parliament, March- July 2002. Major concerns of various Parliamentary committees included improved and equitable education, particularly for children with disabilities; accountability; and the development of a qualifications framework for lifelong learning. (TD)