Education & Pedagogy

This paper discusses changes in England's teacher education, using data from interviews, literature, and observation. The research examined how teachers and teacher educators responded to sweeping changes imposed on schools and education following the Education Reform Act of 1988. Both the United States and England experience significant criticism of teachers and teacher education from elected officials and the press. The British government has increased its control of teacher education over the past 2 decades. There are efforts to move teacher education responsibility from universities to schools. The National Curriculum dictates about 80 percent of the content in primary and secondary schools. Its increased emphasis on math, science, and design technology has schools of education struggling to catch up. The recent Labour government brought little change in education policies created by the Conservative government. However, it endorsed the Teacher Training Agency's role in setting benchmark standards to initial teacher training. U.S. educational policymakers can learn many lessons from England's experience, and they must reexamine several notions e.g., that they can improve teacher education by merely enacting prescriptive, restrictive laws; raise teacher quality by moving teacher training into schools; candidates will flock to teaching if it is easier to bypass university-based teacher education; and carrot-and-stick funding motivates true improvement in education. They must showcase successful grassroots efforts toward reform and collaboration, and they should realize that mandated change has repercussions on the educational system. (Contains 28 references.) (SM)

The Virginia Department of Correctional Education (DCE) offers programs in basic skills, academic, vocational, special education, and social skills. Postsecondary courses are also offered by community colleges and other postsecondary institutions. The DCE currently operates education programs and related services in 20 major adult education facilities, 7 youth learning centers, and 19 correctional field units. Technical assistance is also provided to jails throughout the state. Enrollment figures vary because of new admissions and releases on a daily basis; on a yearly average, the DCE served 4,563 adult and 649 youth students in fiscal year 1990-91. Adult academic programs emphasize helping students to become self-directed and responsible learners. Components include Adult Basic Education (ABE), General Education Development (GED), and Literacy Incentive Program (LIP), as well as college courses. Youth academic programs offer both alternative education and public school credit curricula as well as special education. Some correctional youth learning centers are part of tech-prep programs with community colleges. A broad range of vocational programs are offered for both incarcerated adults and youth. The correctional education programs are funded by the Virginia General Assembly, federal funds through the Carl D. Perkins Vocational and Applied Technology Education Act of 1990, and Special Revenue funds. (Four appendixes to this report include information on DCE program offerings by institution; program enrollment; vocational programs; and program completions. Contains 11 references.) (KC)

Much of the recent discussion on basic education finance in Latin America points to a decline in education funding and to problems in the political economy of the education sector. This paper presents findings of a study that reviewed the existing framework for education finance and proposed a more organic linkage between education finance and education reform. The paper suggests that increased funding for basic education will result in better and more equitable education only if the system deals first with the issue of accountability. Following the introduction, section 2 reviews the historical evidence leading to the current trends on education finance in Latin America. The section asks if the current crisis in education finance is relegated only to public finance, suggesting that the private cost of public education may be picking up the difference. Section 3 reviews the main prescriptions given by analysts and governments concerning the uses for increased education funding, and discusses the myths surrounding some of those prescriptions, as well as the links between the sustainability of each prescription within a context of accountability. The fourth section analyzes the overall links between accountability and finance, and suggests a sequence for policy reform leading to increase public spending, leading in turn to increased efficiency in resource use, increased quality, and equity. Six tables and one figure are included. Six tables and one figure are included. (Contains 53 references.) (LMI)

This book, which is intended for practitioners and researchers engaged in education, presents a comprehensive account and analysis of the major initiatives and programs developed by the Asia and Pacific Programme of Education for All (APPEAL), which was established by the United Nations Educational, Scientific, and Cultural Organization to promote literacy and basic education in the Asia Pacific region. The following topics are discussed in the book's eight chapters: APPEAL's objectives and development within the context of Asian-Pacific culture and economic and educational trends in the region; APPEAL's consultation and implementation mechanism (APPEAL's origin, mechanisms at the regional and national levels, international cooperation and financial support); APPEAL and universal primary education (early initiatives, APPEAL's priorities and efforts to achieve universal primary education); APPEAL and eradication of illiteracy (training materials, curriculum, systems approach); APPEAL and promotion of continuing education for development (types of continuing education; program development, monitoring, and evaluation; training curriculum for continuing education personnel; development of learning centers); APPEAL and women in development (expansion of skills-based literacy programs for women and girls); development and implementation of APPEAL's response to illiteracy; and APPEAL's future. Contains 58 tables/figures and 161 chapter references and endnotes. (MN)

In 2002, National Center for Education Research (NCER) began with three research grant competitions--one focused on reading instruction, one on preschool curricula, and one on student learning from a cognitive science perspective. These competitions resulted in a total of 24 research grants. Since that auspicious beginning, the grant competitions sponsored by the NCER have experienced tremendous growth. This booklet is a compilation of the research grants and contracts and the training grants that NCER has awarded since its first year. The projects listed represent a new generation of education research--research that is rigorous, relevant, and intended to improve the quality of education in the United States. Projects are listed in the areas of: (1) Cognition and Student Learning; (2) Early Childhood Programs and Policies; (3) Education Leadership; (4) Education Policy, Finance, and Systems; (5) Education Technology; (6) Interventions for Struggling Adolescent and Adult Readers; (7) Mathematics and Science Education; (8) Middle and High School Reform; (9) National Research and Development Centers; (10) Postdoctoral Research Training Program; (11) Predoctoral Research Training Program; (12) Preschool Curriculum Evaluation Research; (13) Postsecondary Education; (14) Reading and Writing; (15) Social and Behavioral Context for Learning; (16) Social and Character Development; (17) Teacher Quality: Mathematics and Science Education; (18) Teacher Quality: Reading and Writing; and (19) Unsolicited and Other Awards.

This progress report describes the work currently underway toward improving the success of First Nations, Metis and Inuit (FNMI) students in Alberta. It provides an update on the progress made since the release of the Framework in 2002 and the 2004 Progress Report up to December 31, 2007. Since the release of the Framework, a new Ministry of Advanced Education and Technology was created. Alberta Education continues to lead the implementation of the Framework, while Advanced Education remains involved in various initiatives and as a member of the FNMI Education Advisory Committee. In this report, current action and recent progress in FNMI education are referenced against the goals and strategies recommended in the FNMI Education Policy Framework and Alberta Education's Business Plan Goals. Improving FNMI student success is a shared responsibility. It requires continued collaboration among students and parents, Aboriginal communities, various education stakeholders and government to implement strategies to enhance educational opportunities for FNMI learners in the province. The Ministry is committed to ensuring that the life-long learning aspirations and potential of FNMI individuals and communities are realized through a responsive and accountable education system. Alberta Education will continue to review the FNMI Education Policy Framework, to identify what has been achieved to date, which areas of FNMI education may need to be strengthened and to set strategic priorities for FNMI education throughout the education system in Alberta.

Alberta Education provides programming support and funding to school authorities to develop and implement special education programming for ECS children and students in grades 1 to 12. "Special Education Coding Criteria 2009/2010" outlines criteria within specific categories to help school authorities identify those children and students who require special education programming. Each category is given a code for the purpose of reporting special education data to Alberta Education. A child or student must meet the criteria in order to be assigned a special education code. The need for special education may be determined at any time. The process of identifying such need focuses on the impact of the special education condition on the child's or student's functioning in an educational environment. This is accomplished through: (1) a comprehensive, individualized assessment; (2) a specialized assessment completed every two to five years; (3) an individualized program plan (IPP) with the involvement of the parent(s) and school personnel; and (4) an annual review of functioning and programming. Some children and students do not meet the criteria for special education coding but may still benefit from special education programming. They are not assigned a code or reported to Alberta Education.

This report warns that if current trends continue, the United States will lose is preeminence in science and technology and its leadership position in innovation. In this report, the Business-Higher Education Forum (BHEF) proposes a four-part action plan in which business, higher education, and policy leaders support P-12 education leaders in achieving comprehensive, coordinated, system-level improvement from pre-kindergarten through postsecondary activity in college and into the workplace--a span referred to as "P-16." The four actions of the plan constitute a single agenda--a holistic approach to improving mathematics and science education of all students throughout the United States. For the plan to succeed, therefore, America must undertake all four actions simultaneously during the next five years. The four action plans are: (1) Establish a P-16 Education Council in Each State: (2) Simultaneously Address and Align the Five P-12 System Components; (3) Engage Business and Education in More Effective P-12 Reform Rules; and (4) Implement Coordinated National and State Public Information Systems. A companion toolkit, "Handbook for a Commitment to America's Future," is also available, in which the BHEF provides business, higher education, and policy leaders with background information and proposed procedures for structuring and guiding implementation of the proposed plan. (Contains 63 endnotes.)

This report presents current expenditures for public elementary and secondary education for school year 2003-04 (or fiscal year 2004). This data is from the National Center for Education Statistics (NCES) Common Core of Data (CCD), National Public Education Financial Survey (NPEFS) and School District Finance Survey (F-33). The data for these collections were reported to NCES by state education agencies and represent current expenditures for public education, grades prekindergarten, kindergarten, 1 through 12, and ungraded classes. The fiscal year began on July 1, 2003 and ended on June 30, 2004 for most states. The fiscal year for Alabama ran from October 1, 2003 through September 30, 2004, and the fiscal year for Nebraska and Texas ran from September 1, 2003 through August 31, 2004. These data are not adjusted to conform to a uniform fiscal year. This report presents a different breakout of current expenditures than that in previous E.D. TAB reports by NCES. This report is also the first time that data from the state-level NPEFS and district-level F-33 surveys appear in the same NCES report. The NPEFS data include public education expenditures for regular education, special education, and vocational education programs, as well as all charter schools (if they reported data to the state education agency). The following are appended: (1) Technical Notes; and (2) Definitions. (Contains 4 tables and 3 footnotes.)

Across OECD (Organisation for Economic Cooperation and Development) countries, governments are having to work with shrinking public budgets while designing policies to make education more effective and responsive to growing demand. The 2011 edition of "Education at a Glance: OECD Indicators" enables countries to see themselves in the light of other countries' performance. It provides a broad array of comparable indicators on education systems and represents the consensus of professional thinking on how to measure the current state of education internationally. The indicators show who participates in education, how much is spent on it, and how education systems operate. They also illustrate a wide range of educational outcomes, comparing, for example, student performance in key subjects and the impact of education on earnings and on adults' chances of employment. The Excel[TM] spreadsheets used to create the tables and charts in this publication are available via the StatLinks printed in this publication. Individual sections contain references. (Contains 132 tables.) [For "Education at a Glance 2010: OECD Indicators," see ED518232. For "Education at a Glance 2011: Highlights," see ED524204.]

Social education in Japan is discussed as to: (1) the problems in social education for each life stage as a result of social change; (2) the present situation and direction future efforts should take with respect to the content, methods, organizations, facilities, and leaders of social education; and (3) the role and major problems of social education administration. As a result of the study, it was found that social education is confronted with various new problems due to such social changes as progress in industrialization, the increase in middle- and old-aged population, the concentration of the population in urban areas, the growing tendency toward the nuclearization of the family, the increase in the educational standard, etc. Roles and problems that social education should deal with in the future are said to be the following: (1) broadening the concept of Social Education; (2) systematization of Social Education from the viewpoint of life-long education; (3) improvement of educational content and methods for meeting the variety of demands; (4) promotion of organized activities and voluntary activities; and (5) increased emphasis on Social Education administration. Annex I, Statistical Data, provides, in tables, data concerning social changes; content of learning, learning activities, etc.; social education facilities; personnel (including professional staff) in social education; and social education expenditures. Annex II lists social education facilities and personnel. (For related document, see AC 014 002.) (DB)

For Tanzanians, education to be meaningful implies human development through education. Tanzania's commitment to build a socialist state, based on traditional African socialism, is also a commitment to socialist education, the necessary tool for social development. Since work is a lifelong duty for any socialist, work-oriented education is also a lifelong duty. Tanzania is replacing the elitist colonial education system with universal education aimed at implementing socialism and promoting self-reliance. Part of this is a national campaign for adult education in order to combat the poverty and backwardness resulting from ignorance and to explain the meaning of the new social order and its values. Adult education is an integral part of the employee's work program. A major goal is to wipe out illiteracy by 1975. Specific objectives of adult education are: (1) to mobilize the rural and urban masses into a better understanding of socialism and self-reliance; (2) to provide leadership training at all levels; (3) to eradicate illiteracy; (4) to spread knowledge and skills in agriculture and rural construction, health, and home economics to improve the productivity and standard of living of the people; (5) to provide followup education for primary and secondary school leavers; and (6) to provide continued education in the form of seminars, evening classes, inservice training, correspondence courses, and vocational training. Literacy centers and other adult education centers are beginning this work. In addition, all educated Tanzanians are socially bound to conduct adult education classes. (KM)

THE FIRST OF FOUR STEPS IN A STUDY TO DETERMINE THE LEARNING EXPERIENCES THAT SHOULD BE INCLUDED IN A DISTRIBUTIVE TEACHER EDUCATION PROGRAM WAS TO CONSTRUCT A PHILOSOPHY OF DISTRIBUTIVE EDUCATION CONSISTENT WITH THE PHILOSOPHY OF VOCATIONAL EDUCATION, THE GOALS OF SECONDARY EDUCATION, AND THE IDEALS OF AMERICAN DEMOCRACY. STATEMENTS OF BASIC BELIEFS REFLECTING THE DEFINITIONS, PRINCIPLES, AND OBJECTIVES OF THE DISTRIBUTIVE EDUCATION PROGRAM, DERIVED FROM LITERATURE, RESEARCH, SPEECHES, AND CONSULTATION WITH SELECTED LEADERS, WERE EVALUATED, TESTED FOR CONSISTENCY AGAINST A PURPOSES OF VOCATIONAL EDUCATION CARD SORT, REVISED, AND MADE INTO A 96-ITEM BASIC BELIEF CARD SORT. OF THE 172 DISTRIBUTIVE EDUCATION STATE SUPERVISORY AND TEACHER EDUCATION PERSONNEL, 153 RESPONDED TO THE STATEMENTS OF BASIC BELIEFS. THE MAJOR FINDINGS WERE--(1) THERE WERE FEW STATISTICALLY SIGNIFICANT DIFFERENCES OF OPINION AMONG THE RESPONDING GROUPS, AND (2) THE RESPONDENTS HAD A VERY HIGH DEGREE OF AGREEMENT ON 83 OF THE 96 STATEMENTS. THE AGREEMENT OF THE VAST MAJORITY OF THE LEADERSHIP IN DISTRIBUTIVE EDUCATION UPON THE STATEMENTS OF BELIEF INDICATED THAT THE PHILOSOPHY OF DISTRIBUTIVE EDUCATION EXPRESSED IN THE FINDINGS CAN SERVE AS A THEORETICAL STRUCTURE ON WHICH FUTURE RESEARCH CAN BE BASED. A BIBLIOGRAPHY, STATISTICAL DATA, THE PROFILE INQUIRY FORM, AND LISTS OF THE AGREED-UPON BELIEFS ARE INCLUDED. (SL)

The study presents descriptive data pertaining to the status of population education within the curricula of Florida's secondary schools. A four-page questionnaire, designed to obtain data from classroom teachers on a broad range of topics and areas pertaining to the status of population education within their respective schools, was mailed to 300 randomly selected Florida middle, junior high, and senior high schools. Responses received from 45.3 percent of the public and private school teachers indicated the following findings: (1) population education is included in schools regardless of the size of the school's enrollment; (2) classroom teachers are consciously incorporating population education content in a variety of elective and required courses; (3) there is a wide range of length of time spent by teachers on population education; (4) the majority of population education teachers are social studies teachers; (5) population education priority rankings suggest that population is primarily studied as an integral part of the examination of broader environmental problems and processes; (6) classroom teachers of population primarily teach units whose objectives are developed and written by the teachers themselves; (7) the majority of teachers indicated that they would attend a preschool or inservice population workshop if such were offered; and (8) the majority of teachers may not have received any college course preparation in the population education area. From these findings it appears that population education is included in school curricula. (Author/DDB)

This paper explores one problem area that hampers the introduction and acceptance of sex education in schools. Specifically, the paper reviews problems related to the human sexuality component of population education programs in the Philippines. Research on the experiences of the Population Education Program (PEP) is discussed, as well as research from other population education programs in the Philippines and other countries. Topics discussed include appropriate content of human sexuality curricula, vocabulary, teacher competence, teaching aids, and parental involvement. Research has shown that there is little agreement about how early sex education should be introduced into the curriculum, but that most programs have similar content at each grade level. PEP and other programs cover family relationships in primary grades; human anatomy and reproduction in intermediate grades; and sexual relations, pregnancy, contraception, and parenthood in high school. Research indicates a dilemma over the use of scientific, popular, or euphemistic vocabulary in sex education classes. Teacher competence should be developed through high personal qualification standards, teacher training, and team or peer teaching. Audiovisual aids, particularly those about controversial topics, should be improved. Parental involvement should be encouraged through adult education classes, printed materials, and participation in their children's class activities. Abstracts of 16 resources conclude the report. (AV)