Education & Pedagogy

Background: This paper reports on a study that analyzed the Diploma in Secondary Education (DSE) curriculum in Tanzania to establish its competency-based education (CBE) attributes. The attributes of the curriculum and whether these reflect the basic principles of CBE are critical to successful implementation at the classroom level. Methods: A Qualitative Content Analysis method was used to analyze purposively sampled DSE curriculum documents such as the curriculum of the diploma in teacher education program, Biology and Geography academic and pedagogy syllabi for the DSE etc. to establish the program's CBE attributes. Findings: The analysis established that the DSE program is characterized by a mixture of diametrically contradictory attributes, some of which reflect traditional content-based education and others that are more aligned with the CBE model. Conclusion: We concluded that, by maintaining attributes of both traditional and competency-based education models, the DSE program could self-constrain its implementation at the classroom level.

Trans-Indigenous education encompasses spaces, practices, and programs that allow diverse histories, cultures, and experiences to be shared among diverse Indigenous students. Trans-Indigenous education attends to the interpersonal and spatial dimensions existing in higher education settings that center diverse Indigenous knowledges to build communities based on a shared consciousness. This article highlights the ways that American Indian/Alaska Native (AIAN) and Native Hawaiian/Pacific Islander (NHPI) students engaged in trans-Indigenous education across Tovaangar (what is known as the Los Angeles Basin). We offer insights from four trans-Indigenous higher education programs at UCLA and the Claremont Colleges. We conclude by providing trans-Indigenous education as an anti/decolonial framework, arguing that these spaces have the potential to foster relationalities among people and place and reinforce Indigenous knowledge systems that are transformational while providing stronger networks of support among diverse Indigenous students.

This issue of "Georgia ALERT" contains a series of articles focused on specific issues confronting schools and education today. "Education and the World Around Us: How Will Schools Cope?" (Kristin Summerlin) looks at the 1990s and what this decade will hold for children in school. A section on Acquired Immune Deficiency Syndrome (AIDS) education by Merri Sheffield contains four articles: "Students and AIDS: A Doctor's Crusade,""AIDS: What You Should Know,""Gwinnett County: A Case Study," and "One Family's Story." Other sections focus on teenage pregnancy ("Giving Teen Mothers a Second Chance at School" by Kristin Summerlin), parent education ("Helping Parents Prepare Their Children for School" by Kristin Summerlin), environmental education ("Expanding the Classroom to Encompass the World" by Wagers Chenault), drug and alcohol education ("Georgia Schools Go Beyond 'Just Say No'" by Judy Whidby Hall), homeless students ("Missing School Is Just One of Many Traumas" by Gale Samuels), and teaching tolerance ("A World of Difference" by Kristin Summerlin). (NB)

Part 1 of this annotated bibliography contains descriptive information on materials developed under the Nutrition Education and Training Program (NET). Each citation contains an abstract, format description, information on place of publication, source, and call number for further information. The materials are grouped in nine chapters by audience level (preschool and lower elementary grades, upper elementary grades, secondary education, multilevel education, special education, child care workers, food service training, professional and teacher education, and parent education). Part 2 contains citations from the literature regarding the NET Program, including planning suggestions and evaluation techniques, and evaluations of the NET programs and projects. Part 3 describes changes that have been made in the source, price, etc. of items in the 1984 edition of this bibliography. An appendix contains names and addresses of regional and state NET coordinators. Also provided are indexes to titles, audiovisual materials, languages, and states. (JD)

This catalog includes abstracts of each of the papers delivered at the Arctic Science Conference. The conference was divided into the following symposia: (1) "Biochemistry and Molecular Biology"; (2) "An Update of Alaskan Science and Discovery"; (3) "Science Education for the Public"; (4) "Hubbard Glacier, Russell Fjord and Situk River Studies"; (5) "Porcupine Caribou Herd"; (6) "Advising High School Teachers and Counselors on Engineering"; (7) "ANCSA (Alaska Natives Claims Settlement Act): Looking Ahead to 1991"; (8) "Alaska Education Using Telecommunications"; (9) "Programs and Perspectives in Alaska Native Science"; and (10) "Science Education". Technical sessions include the physical sciences; social sciences; engineering and engineering education; mathematics, statistics, computer science; and the biological sciences. Descriptions of the workshops and the poster sessions are included. (KR)

This pamphlet discusses the "Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex, and Handicap in Vocational Education Programs," first issued by the Office for Civil Rights in 1979, and how they relate to the civil rights of students and staff. It also outlines the responsibilities of recipients of federal assistance (schools, colleges, proprietary schools, and vocational education centers). The first section of the pamphlet discusses access to education, including public notification, nondiscrimination policies, student recruitment, student financial assistance, admissions criteria, student counseling, work study, apprenticeship training, job placement, employment of faculty and staff, and availability of programs to students with disabilities. The second section covers state education agency responsibilities, including site selection for vocational education facilities and establishment of a civil rights compliance program. The pamphlet includes a list of U.S. Department of Education regional civil rights offices. (KC)

Countries in Latin America and the Caribbean face severe financial restrictions in educational funding. Responses to these restrictions are complex and require strong experimental efforts and adaptation to distinct and changing national situations. The articles in this bulletin respond to various proposals and situations that illustrate the search for innovative alternatives to provide equal educational opportunities. The articles included are: (1) "New Strategies for the Financing of Education and Training in the Third World" (Sylvain Lourie); (2) "Teaching Mathematics at the Basic Level" (Grecia Galvez; Irene Villarroel); (3) "Essentials for Improving the Quality of Education" (Pedro Lafourcade); (4) "Textbooks in Student Development and Teaching Methodology: Jamaica" (Nancy A. George); and (5) "Support Materials for Teacher Education in Multicultural Bilingual Education" (Massimo Amadio). (NL)

Standardized course titles and core contents for seven marketing and cooperative vocational education courses in Mississippi are provided: (1) marketing education, part one; (2) marketing education, part two; (3) fashion merchandising; (4) marketing cooperative education, part one; (5) marketing cooperative education, part two; (6) diversified occupations cooperative education, part one; and (7) diversified occupations cooperative education, part two. Each unit consists of these components: objectives, with core/essential objectives indicated; suggested instructional practices; list of suggested resources; list of evaluation and suggested minimum performance standards, with core/essential objectives indicated; and performance record, with core/essential objectives indicated. A checklist for each course combining all unit performance standards into a single list is included. (NLA)

The concepts, vocabulary, current uses, and technical aspects of distance education are introduced in this bulletin, which is designed to assist administrators in making decisions regarding distance education. The first chapter defines and discusses distance education in general and provides an overview of current educational applications. Self-assessment questions and guidelines are included. Chapter 2 explains the various technologies and hardware, defines technical terms, and addresses needs assessment. A synthesis of the current uses of distance education, which is essential to know before discussing implementation, is provided in the third chapter. Chapter 4 offers examples of current uses of distance education in the United States and in other countries. The fifth chapter examines financial, logical, and implementation issues, presenting sample cost estimates for initiating distance education in a school district and offering suggestions for planning for the accompanying changes. Three tables are included. Appendices contain a glossary of distance education terms and resources on distance education learning. (71 references) (LMI)

In January 1990, the National Conference of State Legislatures surveyed the curriculum directors at each state department of education regarding efforts to improve science education. Those surveyed were asked to list and describe statewide science education programs in the public schools and the involvement of state legislatures in creating and sustaining those programs. This report highlights the actions of nine states and the District of Columbia in this curriculum area, and provides brief descriptions of activities being implemented in all responding states (31 in all). The nine states included are: (1) California; (2) Colorado; (3) Kansas; (4) Kentucky; (5) Michigan; (6) New Hampshire; (7) New York; (8) Oregon; and (9) Rhode Island. A list of respondents at each state's Department of Education is also indexed. (KR)

Project Porvenir was a federally-funded program serving 392 native Spanish-speaking, limited-English-proficient students in four Bronx (New York) elementary schools in 1992-93, its fifth and final year of operation. Participating students were general education students in grades 3-6 and special education students. Students received instruction in career education in their English-as-a-Second-Language (ESL) and native language arts (NLA) classes. Staff development, parent involvement in school-related activities, and curriculum development were also important program components. The program met its objectives for English language development, career-education, non-academic mainstreaming, attendance of general education students, staff development, curriculum development, and parental involvement. It did not meet its objectives for NLA, academic mainstreaming of special education students, and attendance of special education students. (Author/MSE)

This paper describes a higher education assessment process of the general education program at Longwood College, Virginia. A list of the attributes of a good general education program is presented. This is followed by a description of Longwood College's assessment methodology starting with the development of a list of goals that were considered as defining general education. Finally, an explanation of the curriculum-embedded assessment program used in developing a new General Education Course Survey is briefly reviewed ending with a description of how the process has benefitted the school and faculty in reaching its general education goals. The appendix, comprising nearly the entire paper, contains: (1) lists of the general education goals and general education criteria at Longwood College, (2) a copy of the school's Course Criteria Survey, (3) various charts and graphs resulting from the assessment process, and (4) a list of the assessment-driven changes related to general education at Longwood. (GLR)

These proceedings include the agenda of the conference, a list of its cosponsors, and the texts of the following six papers presented at the conference: "Hepatitis Vaccine: Are Health Occupations Education Students Protected?" (Cynthia Chappelka); "Integrated Academics: An HOE Model" (Karen E. Gable, Beverly Ransdell); "The Ability of Work Related Rewards to Predict the Organizational Commitment of Marketing Education and Health Occupations Education Teachers" (Beverly Richards, Terrance O'Brien, Duane Akroyd); "Bridging the Gap between Training, Testing, and Employment" (Fred W. Reneau, Jacquelyn King); "Assessment of Computer Use by Health Occupations Teachers in Florida" (Janice R. Sandiford); and "Effectiveness of Satellite Programs for Technical Updating of Vocational Education Teachers" (Larry Hudson et al.). Several papers include substantial bibliographies. (MN)

This selected bibliography, designed to back up a working document of the International Bureau of Education (IBE), has been prepared for the 43rd session of the International Conference on Education (September 14-19, 1992). The document has been put together with the help of the Documentation Center of the IBE and the UNESCO database. It consists only of works in English and French, written or published during recent years. The bibliography is made up of the following sections: (1) "The New Concept of Development"; (2) "Culture and Development"; (3) "Education, Culture, and Development"; (4) "Cultural Identity"; (5) "Introduction to the Cultural Heritage"; (6) "Traditional Culture and Popular Culture"; (7) "Intercultural Education"; (8) "Language and Instruction"; (9) "Aesthetic and Artistic Education"; (10) "Moral Education"; (11) "Science Education (New Paradigms)"; (12) "Environmental Education"; (13) "School, Cultural Institutions, and Community"; (14) "School and Media"; (15) "Teacher Education"; (16) "Encouragement of Research"; and (17) "Cultural and Educational Policies." (Author/SG)

This chronology outlines 189 key events in the history of business education in the United States from 1635 to 1989, inclusively. Among the types of business education-related developments chronicled are the following: the first time specific types of business courses were offered at specific instructional levels and at specific types of institutions; the establishment of major business education schools, programs, and awards; the invention of various types of office machines; the passage of federal legislation pertaining to business education and financial support for such education; the founding of various business-related publications; the development of key instructional methods used in business education; the writing of important business-related textbooks; and the founding and activities of important business education-related professional associations and related committees. Also included in the chronology are 119 selected references, a glossary of abbreviations, and an appendix listing the recipients of 18 different business education-related awards. (MN)