Education & Pedagogy

This volume is a compilation of the texts of nine Federal education laws, specifically vocational education, job training, rehabilitation, and related statutes. Part I contains one law related to vocational education--the Carl D. Perkins Vocational Education Act 1984 (originally, Vocational Education Act of 1963). Part II provides the texts of six laws concerning job training programs: Job Training Partnership Act; Wagner-Peyser Act; National Apprenticeship Act; Internal Revenue Code of 1954 (various provisions relating to work incentives and targeted job credit programs); Social Security Act, Titles IV and IX; and Food Stamp Act of 1977 (Workfare Provisions). Part III contains two laws related to rehabilitation: Rehabilitation Act of 1973 and Helen Keller National Center Act. Alphabetical listings of statutes contained in this volume and earlier volumes are included. (YLB)

Continuing professional education activities offered off-campus by satellite by the University of Victoria, British Columbia, are discussed. One- to three-day workshops and off-campus degree programs are offered throughout the province by the university. Both increased demand and economic factors have encouraged the use of distance education delivery methods. Since 1978 the university has provided live interactive satellite programming, most of which has been credit courses, along with some professional development activities and community education programs. Credit course offerings have been a major component of part-time degree programs in nursing, public administration, and education. Child care and social work programs have used other distance delivery systems. Advantages and problems associated with public access delivery systems for continuing professional education are identified, along with trends in continuing professional education. Enrollment in credit courses has continued to increase and the demand for courses is starting to exceed the satellite time available. As a result, delivery options are being enlarged. (SW)

This report of a regional hearing on education considers the Federal role in education and, specifically, how Federal budget cuts will affect both school programs and major national problems such as declining productivity, inflation, social tensions, budget deficits, and challenged world leadership. Testimony was heard from representatives of the educational community from Louisiana, Mississippi, Tennessee, Texas, Alabama, West Virginia, California, Wisconsin, and Illinois. Those testifying discussed, in detail, the impact of various budget cuts on their states' educational programs and policies. Issues of taxes, teacher education, school lunches, educational equity, vocational training, migrant education, and other concerns were considered, with reference to the impact of proposed Federal cuts in educational spending. Transcripts of testimony as well as prepared statements, letters, and other supplemental materials are included. (CG)

To assist school systems in establishing computer competencies for inservice teacher training and personnel hiring guidelines, the North Carolina State Board of Education in 1985 approved the recommendations of a state task force, and identified three levels of computer competencies for teachers (K-12), i.e., competencies needed by all educators, competencies needed for computer utilization in content areas, and competencies needed for computer specialization. This document explains the generic skills needed for each of these levels and lists, by academic subject, specific computer skills needed to incorporate the computer as an instructional and management tool in: (1) Arts Education; (2) Music; (3) Dance; (4) Theatre Arts; (5) Communication Skills; (6) Healthful Living Education; (7) Physical Education; (8) Mathematics Education; (9) Science Education; (10) Second Language Education; (11) Social Studies Education; (12) Vocational Education; and (13) Exceptional Children Education. Requirements, competencies, and program guidelines for Level III, i.e., certification for Instructional Technology Specialist--Computers, are also outlined. (JB)

Four rationales for free enterprise economics education are discussed and information sources for economics teachers are listed. About half the states in this country have mandates requiring economics instruction. Rationales for free enterprise education, for consumer or personal economics, for economics from a global perspective, and for economics as citizen education are presented. Representative statements from mandates in Florida, Illinois, and Utah illustrate the wide range of concerns and interests with regard to economics education. But whatever the content focus, the teaching of economics involves ideology and is never value-free. It is, therefore, very important for teachers to think through a rationale for teaching economics. An excellent source of information on all aspects of economics education is the Joint Council on Economic Education. The ERIC database also includes numerous documents presenting many points of view regarding economics education. Three examples of excellent ERIC documents are included. (RM)

Characteristics of education and training provided by corporations, and the role of corporations as providers of education and as collaborators, competitors, and supporters of traditional institutions are examined. In addition, the history of corporate-based education and training is traced, and internal and external factors that determine what corporations do and might do in the future are addressed. Finally, information gaps that currently exist about this sector of postsecondary education are identified, and the way that public policy may influence education in industry is considered. Corporate-based education and training serves the needs of several populations: youth and entry-level workers, dislocated and retrained workers, and employees. Most of what goes on in corporate programs is training: job-specific and company-specific. A smaller but growing sector of corporate activity overlaps the domain of postsecondary institutions and traditional higher education and adult education. The total expenditure for corporate-based education and training has been estimated at $30 billion annually. (SW)

This overview of funding available for women's equity from federal sources reflects the decreasing governmental support for equal education programs. Major attention is given to federal support of research and development activities, and suggestions are offered on general strategies for obtaining such funds related to sex equity in education. Some federal funding sources are described, including the Women's Education Equity Act Program, Title IV of the Civil Rights Act, Vocational Education Act Programs, the National Institute of Education, the Fund for the Improvement of Postsecondary Education, the National Center for Education Statistics, the Office for Civil Rights, agencies within the Department of Health and Human Services, and ACTION, to name a few. These materials provide an agency overview, its relevance to sex equity, potential applicants, and publications and agency contacts. Programs both within and outside of the U.S. Department of Education are included. Public funding information sources are also listed with addresses and publications listings. (JAC)

Seventy-four environmental education programs/projects, identified by program/project title and state, are described. The programs were selected for inclusion on the bases of geographic representation, across a spectrum of target audiences and funding sources. Although the descriptions differ in format, they include one or more of the following: (1) background/history; (2) goals/objectives; (3) instructional and/or curriculum materials produced; (4) source(s) of funding; (5) implementation procedures; (6) program activities, such as publications, in-service teacher education, operating environmental education center, and others; and (7) comments on evaluation and future endeavors. Examples of programs include: A Conceptually Organized Program for Environmental Education (Alabama), Sierra Club (California), Youth Conservation Corps (District of Columbia), Marine Social Studies (Hawaii), Conservation Education Center (Iowa), ERIC/SMEAC (Ohio), Energy and Man's Environment, Inc. (Oregon), Seminar of Water Quality (Texas), Wildlife Essay Contest (Virginia), and Studies of Environmental Action (Washington). (Author/JN)

Functions of the continuing education office of a higher education institution are discussed. Continuing education offices usually offer not-for-credit courses, including personal enrichment and specialized professional courses. Summer sessions are the major activity of the office, and conferences may also be conducted by off-campus groups and professional organizations. Once an idea for a course is introduced attention is directed to questions regarding potential clientele and enrollment, course length, credit or noncredit status, and cost options. Although growth potential still exists for continuing education through degree programs for adults, competition is intense among higher education institutions, local school districts, and proprietary schools. Institutions may engage contractors in surveying the market for continuing education, publicity, program development, site selection and arrangements, program delivery, billing, and financing. Outside contractors customarily offer previously developed and prepackaged educational programs in nontraditional modes, which may emphasize independent study, weekend programs, and forms of programmed instruction. There is still resistance to continuing education at many traditional higher education institutions. (SW)

The handbook presents a resource list of career education experts and successful career education programs with exemplary career education materials, to be used for planning career programs for deaf and hearing impaired students. It is explained that facilitators were trained as part of the National Project on Career Education (NPCE). After training, facilitators were responsible for offering training and consultation on career education in their local schools. It was found, however, that external agents of change were often needed to act as catalysts. Facilitators are identified in each state of the 10 Federal regions. Information on their position, address, education level, experience, handicap (if any) and interests or hobbies is given. Similar information is presented for the NPCE national training team. Contact persons for career education are listed by state, as are existing career education programs serving hearing impaired students. The final section presents summary data on 35 career education projects. (CL)

This journal consists of eight articles dealing with self-help and community education. Included in the volume are the following articles: "An Uphill Struggle--Self-Help in Bangladesh," by S. Harrison and Judy Saul; "How Not to Help a Local Community: A Case from South India," by Nora Sammut and Maria Theresa; "The High Cost of Manipulating Nongovernmental Organizations," a CENDHRRA Development Memo; "Policies for Adult Education in China," by the International Council for Adult Education Team III; "Trade Unions and Community Service," by Dr. S. C. Dutta; "Adult Education and Development," edited by Dr. Geoff Caldwell; "Allama Iqbal Open University," by Dr. Ahmed Mohuiddin; and "Conceptual Basis of Nonformal Education," by Felicita G. Bernardino and Marcos S. Ramos. (MN)

The objectives of this workshop were to: (1) familiarize participants with the development of environmental education (EE) and its need and place in industrial education (IE); (2) orient participants with guidelines for the incorporation of EE into school curricula and teacher training for industrial schools; (3) enhance exchange of information and experience through the preparation and presentation of country reports on the development of EE in the context of IE in the participating member states; (4) suggest strategies for the incorporation of EE into the curricula and teacher training programs for industrial schools by the participants for their countries; and (5) build prototype units in industrial education using EE components. This document presents the proceedings of the course, teaching strategies, two example EE units, speeches, lists of participants and resources, six presented papers, and reports for two educational field trips. (CW)

A study reviewed the curriculum and program development for vocational-technical education in Massachusetts. Data for analysis were gathered by the Division of Occupational Education, Massachusetts Department of Education, from division research, third-party evaluations of vocational-technical education, and reports from other state agencies, as well as from several recent national research reports. Programs were evaluated in the curriculum areas for 76 occupations, as well as postsecondary programs, with enrollment statistics provided for each. The research also reviewed curriculum development and improvement efforts, such as the Massachusetts Vocational Resource Center, applied learning programs, competency-based vocational education, technical committees, and program and general advisory committees. Recommendations were made for further development of programs to serve a wide variety of populations and needs. (Extensive appendixes, making up more than half of the report, include Chapter 74 enrollments for 1987, V-TECS products, competency-based vocational education products, and excerpts from the state plan for vocational education.) (KC)

This annotated bibliography was compiled as a guide for educators, administrators, counselors, parents, and everyone concerned about the opponents of sexuality education in schools, their arguments, and their tactics. Entries were chosen to represent a variety of materials in terms of both format and content. This bibliography is divided into three sections. Part I, Anti-Sexuality Education Materials, lists eight books, nine articles, and eight miscellaneous brochures and pamphlets about anti-sexuality education materials. Part II, Pro-Sexuality Education Materials, lists 9 books, 18 articles, and 7 miscellaneous brochures and pamphlets that provide supportive arguments and evidence for sex education in schools. Part III, For Further Information, lists resources of both opposing and supporting materials for keeping up to date with both sides of the sexuality education debate. Some of the best-known and most widely circulated organizations and publications dealing with sexuality education are listed. Names and addresses are provided for 10 sexuality education opponents and 10 sexuality education supporters. (Author/NB)

Parental rights in schooling, which protect parents' entitlement to provide for the education of their children, are discussed in this chapter. The courts and legislatures are being forced to deal with these rights. Further, churches, schools, and parents are pressed to define and better protect parental rights, because of the following situations: (1) the widespread denial of intellectual, moral, and religious liberty in public education--and concurrent establishment of the religion of secularism; (2) the growing efforts of state education bureaucracies to supervise all education; and (3) the growth of the home education movement. A continued defense of parental rights in education in the courts and legislatures and a restructuring of the school tax to allow tax relief for parents who choose private education will allow for philosophical pluralism in American education, the healthful existence of genuine parental choice for schooling, and the consequent reduction of the danger of a totalitarian society. (DCS)