Education & Pedagogy

This report was produced for the 2012 Conference of Commonwealth Education Ministers meeting in Mauritius. Its main purpose is to track the historical progress and likelihood of attainment of Education For All and education-specific Millennium Development Goals while also critically reviewing the methods used to track this progress. The analyses is presented by country, by region, and by development-level. (Contains 2 illustrations and 5 tables.) [This document was produced by the Comparative Education Research Centre (CERC) at the University of Hong Kong. The report was commissioned for the 18th Conference of Commonwealth Education Ministers (CCEM), held in Mauritius Aug 28-31, 2012, based around the theme "Education in the Commonwealth: Bridging the Gap As We Accelerate towards Achieving Internationally Agreed Goals."]

This paper discusses why distance education is not the cure all that political leaders hope it will be, and outlines some of the reasons why distance education sometimes results in education that is separate and unequal. It identifies some of the major categories of distance education: correspondence courses, one-way televised courses (broadcast, satellite or cable), one-way pre-packaged and professional produced televised courses (broadcast, satellite, cable, or videocassette), two-way interactive televised courses (compressed video, cable or satellite), and Internet or Web-based courses. The growth of distance education is briefly discussed. The potential and the dangers of distance education for the Appalachian region are discussed, based on the author's own experiences at a community college in Kentucky. Advantages and disadvantages of distance education are highlighted. Five problems are identified and discussed: (1) technical access in Appalachia; (2) student preparation/personal resources; (3) limited program options; (4) course content and tacit knowledge; and (5) standardization and the commodification education. (AEF)

This book contains four papers, each a chapter, that share in the discourse of Paulo Freire and provide varying perspectives on the ways to advance social transformation and achieve a politically literate citizenry as a democratic enterprise. The following four papers are included: "Exploring the Limits of Participatory Democracy: Prudent and Decisive Use of Authority in Adult Education" (Ian Baptiste); "Adult Learning and American Political Debate: Achieving Political Literacy Today" (Ronald Aronson and Karen McDevitt); "A Delicate Balancing Act: Adult Education in South Africa" (James B. Stewart); and "Democratization and Adult Education in Africa" (Kassu Gebremariam). An introduction by the editor, Daphne Ntiri, provides an overview of the papers and the viewpoints of the research. Each paper contains a list of references. (KC)

Globalization is driving rapid change in knowledge, skills, and innovation. The economic well-being of future generations of Albertans depends on investment in education today to ensure that the knowledge and skills acquired continues to be in demand in international communities. International student recruitment in both the basic education and post-secondary sectors, and international marketing of Alberta expertise in education and training programs and services, provide net economic benefits to the Canadian province. The Alberta International Education Strategy will provide direction to Alberta Learning and other government departments, help coordinate the many international initiatives already underway, and support increased activity in this field. The Government of Alberta has recently established a Framework for Alberta's International Strategies. This document provides a context; gives the purpose of the International Education Strategy; presents a vision for Alberta's International Education Strategy; cites principles for the strategy; lists six objectives for the strategy; suggests activities in support of the objectives; and discusses resourcing Alberta's International Education Strategy. Appended are actions that were suggested during summer 2000 consultations. (BT)

This Commission for Higher Education document concerns the approval of the Policy for Delivering Degree Programs Through Distance Education Technology. It opens with the staff recommendation that the Commission approve the Policy, considering the recent technological developments altering distance education environments. The background information section details how both "producers" and "consumers" of instruction are affected by these changes. Campuses are now in positions to offer quality distance education in a cost-effective manner, and a growing number of institutions are providing such services. Students are, in turn, increasingly utilizing distance education because of its improved flexibility and wider range of instructional offerings. The policy in consideration aims to encourage institutions to increase degree opportunities through distance education by streamlining the review process, while at the same time fulfilling the Commission's statutory responsibilities. Included in the document are a copy of the Policy and Guidelines for Distance Education taken from the North Central Association Commission on Institutions of Higher Education. (YKH)

It is the position of the National Association for Sport and Physical Education (NASPE) that is it critical to have highly qualified physical education teachers delivering a standards-based curriculum that will assist children in adopting and maintaining healthy lifestyles. NASPE acknowledges that highly qualified physical education teachers will be certified to teach by virtue of having completed an accredited physical education teacher education program. Highly Qualified Physical Education Teachers exhibit the following attributes: (1) Possess the skills, knowledge, and values outlined in NASPE "National Standards for Beginning Physical Education Teachers" (NAPSE, 2003); (2) Base their teaching on the national standards for K-12 Physical Education (NASPE, 2004); (3) Establish high expectations for learning with the psychomotor, cognitive and affective domains and support student learning; (4) View assessment as an integral component of the teaching-learning process; (5) Demonstrate professionalism and ethical behavior; and (6) Engage in reflective practices while systematically reviewing their curriculum, teaching practices and assessment tools.

Career and technical education is a critical component of a number of Federal education and training initiatives that are designed to help support the development of a 21st Century workforce. Career and technical education is unique in that it fuses challenging academic curricula with relevant skill training in order to prepare secondary and postsecondary students for the workplace. The central goal of Federally supported career and technical education programs is to provide students with strong academic and technical preparation, so that students can successfully enter the workforce or pursue additional education. The purpose of S. 250, the Carl D. Perkins Career and Technical Education Improvement Act of 2005, is to reauthorize and improve the federally supported career and technical education programs last reauthorized by the Carl D. Perkins Vocational and Technical Education Amendments Act of 1998.

The Southern Regional Education Board (SREB) is a nonprofit, nonpartisan organization based in Atlanta, Georgia, that works with 16 member states to improve pre-K-12 and higher education. SREB's many programs and initiatives share a single, powerful mission: to help the region lead the nation in educational progress. In the past year, SREB continued to work with states to meet the SREB "Challenge to Lead" Goals for Education, which call for higher achievement at every level of education. SREB's activities include: (1) Advising state leaders on education policies and practices; (2) Saving states money; (3) Helping states upgrade school accountability systems and raise high school graduation rates; (4) Preparing more students for college and career training; (5) Improving schools; and (6) Using technology and data to improve student learning.

On November 5, 2002, Congress passed the Education Sciences Reform Act of 2002 (ESRA), establishing the Institute of Education Sciences (IES, or the Institute) and its board of directors, the National Board for Education Sciences (NBES, or the Board). The Institute reports to Congress yearly on the condition of education in the United States. The Institute provides thorough and objective evaluations of federal programs, sponsors research relevant and useful to educators and others (such as policymakers), and serves as a trusted source of unbiased information on what works in education. This paper presents the annual report of the National Board for Education Sciences for 2009. Appendices include: (1) Members of the National Board for Education Sciences (as of July 1, 2009) and Ex Officio Members; and (2) Approved National Board for Education Sciences Resolutions. [For "National Board for Education Sciences 2008 Annual Report, August 2007 through July 2008. NBES 2008-6009," see ED504450.]

In the fall of 2004, the Ohio Department of Education's (ODE) Office of Career- Technical and Adult Education conducted a comprehensive program performance review of all career-technical education programs offered within Ohio Department of Youth Services (ODYS) Institutions. The unique nature of career-technical education delivery within a correctional setting was considered throughout the process. This customized review process was based on a variety of relevant performance indicators, including selected State Board of Education approved Core Standards and Performance Measures for Ohio's secondary career-technical programs. The purpose of the review is to determine the ODYS career-technical programs' level of performance on 11 critical performance measures. The goal of the review process is to continuously improve the programs and services provided by career-technical education to Ohio?s incarcerated youth through regular performance based program evaluation and data-driven strategic planning.

The purpose of this study is to identify the many challenges currently faced by traditional teacher education programs and to identify what they can do to survive and succeed. This phenomenological study is the result of the Investigator's journey as the longest serving member of a state's teacher education association and his involvement in state and national teacher education policy making, combined with experiences as a teacher education division chair, school of education associate dean, unit accreditation director, and assessment director. The Investigator identifies 10 areas challenging traditional teacher education programs and applies his personal journey as a teacher education association leader, policy maker, and teacher education administrator, along with relevant articles and stories, to each of them. Beyond discussion in each of the 10 areas the Investigator offers recommendations for each, regarding how traditional teacher education programs can survive the challenges and succeed.

The purpose of this systems project was to devise a competency-based system for the preparation of teachers, supervisors, and administrators in the field of vocational and applied arts education. Two major activities were accomplished in the first year of the project, including: (1) the design of a pre-certification instructional system, and (2) the design, documentation, and initial testing of a management information system. During the second year of the project, three major objectives have been established, including: (1) the implementation of the pre-certification instructional system, (2) the design of a Master of Education program, and (3) continued field testing and maintenance of the management information system. A listing of project personnel and a discussion of the instructional and management information systems are appended. Two booklets describing the competency-based teacher education instructional systems are available as VT 019 883 and VT 019 884 in this issue. (SB)

This book is an outgrowth of the summer institute in urban education conducted by the Division of Urban Education of Fordham University's School of Education in 1970 and 1971. Contents include the following papers: "Education in a Changing World," John Holt; "Changing Power Relationships in Education," Albert Shanker; "Education in an Urban Setting," Rhody McCoy; "School Community Control as a Social Movement," Preston Wilcox; "The Failure of Our Schools," Percy E. Sutton; "The Tiger We Dare not Dismount," Carl Marburger; "Parochial Shools in the Inner City," Joseph P. Fitzpatrick, S. J.; "A Relevant Education for the Seventies," James Farmer; "Prejudice and the Ghetto Child," Sheldon Marcus; "Meeting the Needs of America's disadvantaged," Herman Badillo; "Urban Crises: Shall We Overcome?" James R. Tannr; "Alternatives for Urban School Reform," M. fantini; "Urban Education: Beinning or End of an Era?" Philip D. Vairo; and, "The Unheavenly City in Western Literature," Thomas R. Preston. (JM)

Seventeen recommendations by the Education Task Force for the improvement of education for the Spanish speaking are given. These recommendations were made to the President and to departments which provide programs and services for the Spanish speaking. The recommendations pertain to funding applications, job specifications, teacher education, supplemental and supporting services, special programs, career education, elementary and secondary education, adult education, the needs of higher education, and community and junior colleges. Two of the recommendations are to: (1) ensure participation of Spanish speaking individuals in development of guidelines for programs which affect the educational attainment of their communities and (2) intensify the efforts of the Commission on Civil Rights to insure equal educational opportunities for the Spanish speaking. The report also discusses the status of Federal programs, commenting on: the lack of specific goals and objectives; the lack of Spanish speaking in leadership positions; rules and regulations; proposal requests; panels; and prime contractors for Federal government operations. (NQ)

This quarterly publication announces the availability of instructional materials acquired and processed by the Educational Resources Information Center (ERIC) Clearinghouse on Vocational and Technical Education. It should be of particular interest to teachers, curriculum specialists, supervisors, and administrators involved in curriculum development or the use of instructional materials in the teaching-learning setting. Each abstract, a condensation of the report in about 200 words, usually includes the means used to develop the material, the setting for use of the material, and source of available copies. Author, subject, and document number indexes provide entry to the abstracts. Most of the documents which have not been announced in "Research in Education" are available as a separate microfiche set from the ERIC Document Reproduction Service (VT 017 801, announced in RIE, March 1973 as ED 016 919). Others are available from the source identified in the abstract. (CD)