Education & Pedagogy

As a preliminary step in evaluating a federally-funded exemplary career awareness program for the elementary, secondary, and post-secondary grades, 13 educational objectives were delineated and major accomplishments, problems, and recommendations were specified. A summer workshop for teachers and counselors, and inservice meetings produced a detailed guide for program articulation and strategies for integrated career education instruction. An occupational guidance resource center was developed, and specific program articulation involved counselors, principals, a local vocational education coordinator, workshop participants, and a steering/advisory committee in job placement, educational coordination, and cooperative education activities. It was recommended that: (1) the broad programmatic scope be narrowed, (2) additional project staff be added and roles more clearly defined, and (3) leaders in business, industry, and post-secondary technical education be involved in occupational orientation activities. (AG)

An overview of the basic system of education in Turkey from preschool to the university level is included in this booklet. A brief discussion of educational history stresses the significance of the placing of schools under control of the Ministry of Education in 1924 in an effort to promote national integration, and the importance of the adoption of Latin script in 1928 as the written medium of the Turkish language. Emphasis is upon the educational system as a continuously reforming institution attempting to meet the educational needs and to play a more effective role in Turkey's development. Reform is directed toward making education more responsive to the demands of the country's changing economic and social scene. Educational structure, problems, school organization, administration, and financing are discussed for the various levels as well as teacher education. Tables are included on the structure of the educational system, universities, major higher education institutions, and teacher training institutions in Turkey. (SJM)

The papers in this volume were presented at the ninth annual conference of the Australian Association of Adult Education. Included in the program of the conference were discussions on "Recent Projects in Adult Education" and "Research in Adult Education." These were dealt with by two syndicates which met throughout the conference and presented reports on their discussions to a final plenary session of members. The material for Syndicate 2 consisted of papers prepared by a number of adult educators who described one or more projects included in their programs. The basis for discussion by Syndicate 3 was a paper on "The Clientele of Adult Education." The papers and other material in this volume provide a record of the work done by these syndicates. (Author/CK)

This year book of the National Institute of Adult Education (England and Wales) and the Scottish Institute of Adult Education lists organizations concerned with adult education programs and, in most cases, provides a brief description of the programs. Following a discussion of the purposes of the National Institute of Adult Education (NIAE), the following member organizations, their addresses, and programs are given: Department of Education and Science; Education in HM Forces; Prison Department: Home Office; Local education authorities; Universities; The Open University; Workers' Educational Association; Educational Centres Association; Residential education; and other organizations in membership of NIAE; Professional associations; Industrial training boards; Broadcasting and television; Educational journals; and other relevant organizations. Following this listing, abstracts are given of English legislation and regulations that are related to adult education. Adult education in Scotland is then discussed briefly, and a directory is given of relevant organizations. Organizations throughout the world with which NIAE has some measure of contact are given as to names, addresses. An index to the directory is provided. (DB)

This study was concerned with occupational trends in relation to the growth of vocational education endeavors to define the nature of the problem, assess trends, and examine major implications. The study consists primarily of an analysis of occupational data and vocational enrollment trends between 1950-51 and 1959-60. In addition, supplementary data were analyzed to delineate the decennial growth pattern for the period 1920-21 through 1960-61 to detect long-term trends. The findings were listed under the areas of agriculture, distributive education, vocational homemaking and industrial education. Specific conclusions include: (1) Vocational agriculture has high enrollment despite a serious decrease in agricultural employment, (2) Distributive education should have additional emphasis placed on secondary and adult programs, (3) Vocational homemaking has little relationship to vocational education, and (4) Industrial education deals with a large segment of the occupational program and should be augmented in size and scope. (Author/GEB)

This issue of the Ohio State Law Journal is devoted to a symposium on the role of professional education in the contemporary university. The first paper: "The Place of Professional Education in the Life of the University," by Edward H. Levi argues for the need for more professional training in the undergraduate years. The second paper: "The Teaching and Research Missions of the University Professional School," by James C. Kirby, Jr. discusses the need for greater flexibility in legal education and curricular reform, and for more extramural research. The third paper "The Clinical Component in University Professional Education," by William Pincus deals first with clinical education and the university, and second with clinical legal education and the law school. The last paper: "The Role of the Universities in Continuing Professional Education," by Norris Darrell argues that the responsibility for continuing professional education must be shared by the professional associations and the professional educational institutions. Each of the papers is followed by a number of comments. (AF)

The 1970 edition of this handbook is an attempt to reflect the totality of adult education -- its background, function, objectives, and roles -- as a discipline and in American society. It is divided into three parts. Part I discusses forms, functions, and the future of adult education -- social setting and international dimension for adult education, program development and evaluation, information resources and services, technology, research and theory, philosophical considerations, and adult educators. Part II contains papers on institutional forms and arrangements in adult education -- colleges and universities, public schools, libraries and museums, cooperative extension service, armed forces, labor unions, business and industry, health and welfare agencies, religious institutions. The third part outlines program areas -- curriculum and content, adult basic education, education for the family, social and public responsibilities, vocational and technical education, continuing and self fulfillment education. Three appendixes present a directory of participating organizations of the Committee of Adult Education Organizations, information sources in adult education, and the contents of past handbooks. (PT)

Being an introductory text for college students in Sociology and in Education, it attempts to outline the ways in which education is viewed by the sociologist. Chapter 1 states that sociology deals with the process of education, under four broad headings: 1) the educational process as an aspect of social interaction; 2) the school as a social group; 3) the influence of other social institutions upon the institution of education; and, 4) the functions for society of the institution of education. These focal points each form the basis of the succeeding chapters, entitled: 1) The Social Animal: Some Preliminary Perspectives; 2) The School; 3) The Social Environment of the Institution of Education; and, 4) The Social Functions of Education. Being theoretical, little description of the structure of British education is included. Readers are referred to the author's READER IN THE SOCIOLOGY OF EDUCATION: INTRODUCTORY ANALYTICAL PERSPECTIVES, London: Routledge and Kegan Paul, 1968, for empirical material. (Author/DJB)

Section I of this paper presents a brief history of liberal education and reviews some of the ideas that have been expressed about its origin, and some of the ideas that have influenced liberal education throughout history. The definition of the purpose of liberal education is Woodring's: "It is the education that liberates men from the bondage of ignorance, prejudice, and provincialism. It enables us to see the whole world and to see ourselves in perspective." Section II examines what is liberal education and reviews some of the other definitions assigned to it by different authors. Section III deals with the aims, purposes and objectives of liberal education. The paper concludes with the thought that while educators have long espoused that one of the cardinal principles of education is to encourage and nurture the ability to think, in reality, most independent thinking and creativity is stifled, and that only a true liberal education and not a general education can help a student become a liberated person. (AF)

Five questions that can aid teachers in making an assessment of the role of English in vocational education programs and in examining attitudes prior to attempting to answer these questions include: (1) Should state certification boards require that teachers of English in vocational education programs have specialized training? (2) Should high schools and area vocational schools offer a course in English designed especially for vocational education students? (3) Should graduate programs in English offer degree programs aimed at training candidates to teach English to prospective teachers of English in vocational education programs? (4) Should vocational education programs in English be designed to insure that offerings go beyond the training required by the nature of the student's employment? and (5) Should literature be a part of English programs designed for vocational training on the high school level? An examination of these questions may lead, not necessarily to agreement on all points, but to a unity of purpose and an exhibition of good will toward the role of English in vocational education programs. (HOD)

This report analyses in depth the various problems facing short-cycle institutions and their place in the system of higher education. Short-cycle institutions offer postsecondary education of shorter duration with strong vocational elements, generally under the nonuniversity sector of higher education. Part one offers a general conceptual framework for defining and analysing short-cycle higher education and presents the main issues arising in the planning and reform of this type of education, with particular reference to their linkages and relations with the university sector. Part two deals with four different types of short-cycle higher education institutions in different countries and with a number of issues that short-cycle or nonuniversity establishments are facing: status and role of teachers, structure and content of studies, employment of short-cycle higher education graduates and the new functions that these institutions are called upon to perform. Part three presents conclusions and a list of related documents. (Author/PG)

The book consists of the major background documents which the Organisation for Economic Co-operation and Development (OECD) used in 1970 to examine the Japanese educational policy at all school levels. The reports, which form the major part of the book, were prepared by the Planning and Research Department of the Ministry of Education of Japan. They use extensive historical data and current surveys and analyses as a basis for examining three aspects of Japanese educational policy: 1) the national and social demand for school education and educational opportunities; 2) the content, pedagogical methods, and other qualitative concerns of Japanese education; and 3) the distribution of expenditure on education. Included in the annexes are policy documents of the Central Council for Education of Japan entitled "The Master Plans for the Reform of Primary and Secondary Education and of Higher Education." (Author/RM)

A review of the status of computing and computer science education is provided in this yearbook of the British Computer Society (BCS). Following a brief introduction to the BCS and its aims, reports are presented which deal with: 1) the activities of the Society's education division; 2) the BCS examination; 3) BCS examination regulations and syllabi; 4) education in the Society's local branches; and 5) the work of the Computer Education Group and of the British Computer Society Schools' Committee. Future requirements of the computer industry are surveyed, and a report of college computer activities is presented. An experimental project in Berkshire is described, computer education for secondary school teachers is discussed, and a school scheduling system reviewed. Also included are papers on the International Federation for Information Processing (IFIP) and its world conference on computer education, and a list of computer courses available at the post-secondary level. A booklist, a roster of 16mm computer films, and an international bibliography of materials on computer education are also appended. (LB)

This course syllabus is part of the comprehensive competency-based elementary teacher education program developed at the College of Education, University of Toledo for the U.S. Office of Education. The first course in the elementary education sequence consists of 12 learning modules: a) Performance Skills and Inquiry; b) Group Process--Principles and Experiences; c) Value Criteria and Related Areas with Value Clarification Strategies; d) Value Conflict among School Roles; e) Social Class, Values and School Behaviors; f) Teacher Professionalism and Accountability; g) Operation of Audiovisual Equipment; h) Multiunit School/Individually Guided Education (MUS/IGE): Context of American Public Education; i) MUS/IGE: Organization; j) MUS/IGE: Operation; k) Instructional Systems Design; and l) Observation of a School Instructional Unit. Each module contains a list of prerequisite modules, underlying rationale for the module, objectives of the module, concept statements, learning activities and materials, and assessment instruments. (See related documents: SP 007 693, 007 702, 007 701, 007 704, and 007 705.) (HMD)

Suitable for self-study or classroom instruction, this small volume treats the study of occupational legislation as both a cognitive and affective process; and it provides readers with the skills necessary to interpret cultural and social events in a context which allows predictions about future legislative enactments and their outcomes. Chapters contain a self-study model; factors affecting legislation; early legislation; the foundations of occupational education (from the Morrill Act of 1862 to the Fishery Amendment, George-Borden Act of 1956); descriptions and analyses of later educational acts (including the National Defense Education Acts, 1958 and 1961; the Higher Education Facilities Act, 1963; the Elementary and Secondary Education Act, 1965; the Higher Education Act, 1965; and the Education Professions Development Act, 1967); The Vocational Education Act, 1963 and its 1968 Amendments; the Area Redevelopment Act, 1961, the Economic Opportunity Act, 1964, and the Employment and Manpower Act; and the Education Amendments of 1972, concerning community colleges and vocational education. The concluding chapter describes "how to make that educated guess" about the future trends of legislation. (NH)