Education & Pedagogy

Upper secondary vocational education in Denmark is based on the apprenticeship model, which is recognised as a valuable route to employment for young people, who are not aiming for higher education. However, the apprenticeship model has a major weakness: it does not provide eligibility for higher education. The purpose of this article is to examine this problem in a historical perspective. The article builds on a combination of policy studies, statistical cohort studies and interview studies. First, the article explores why progression from apprenticeship to higher education has become a major policy problem in Denmark. Secondly, it explores political initiatives taken to "build bridges" to higher education. Thirdly, it examines the development of technical higher vocational education, which has been a main destination for the former apprentices. Lastly, it examines changes in the transition patterns from apprenticeships to higher education in recent decades and examines why the transition rate has declined. Explanations for the decline are identified at the structural, the institutional and the individual levels. It concludes by pointing at a dilemma behind the policies pursued: Trying to strengthen the links from apprenticeship to higher education involves a risk of weakening the current strong links to the labour market.

Context: The position of clinical education coordinator has been identified as a required one in athletic training education. However, the literature has yet to address the job responsibilities of clinical education coordinators and the commensurate work load/release time needed to accomplish these responsibilities in athletic training education. Objective: To determine the current practices of clinical education coordinators in athletic training program, their current load compensation, whether or not they feel their load compensation is appropriate, and what their ideal load compensation should be. Design: Mixed methods. Setting: Commission on Accreditation of Athletic Training Education--accredited education programs. Patients or Other Participants: A total of 120 clinical education coordinators. Main Outcome Measure(s): A survey was administered including both quantitative and qualitative questions. Quantitative data were analyzed statistically and qualitative data were analyzed using an inductive approach, revealing themes. Results: Statistically significant differences were found when comparing tenure with clinical track in the areas of scholarship and athletic training room coverage. Common job responsibilities for the clinical education coordinator were identified. The study also identified the current and perceived ideal load/release credit for clinical education coordinators based on their program size. Conclusions: Clinical education coordinators are incredibly valuable to all athletic training education programs. This study attempted to solidify their value through identifying job responsibilities and load credit criteria to ensure quality clinical education experiences for students.

In the fight against the 2019 coronavirus disease (COVID-19) pandemic, countries have replaced traditional face-to-face education with distance education as a defense tool. Distance education is not only education and training but also is related to individuals. In today's world, where we are faced with a new development, the conveniences provided by distance education technologies have been used in all areas of education. Therefore, technological developments cause changes in all areas of education systems. These changes affect the quality and functions of art education directly and indirectly. In this study, visual arts teachers' attitudes towards distance teaching during the COVID-19 pandemic were investigated. For this purpose, the attitudes towards distance education were examined by gender, age and school type variables. The study, which was carried out in the survey model, was carried out with 165 visual arts teachers working in public and private secondary and high schools in Konya, Aksaray, Karaman and Nigde provinces. Distance education attitude scale was used to collect the research data. Findings revealed that visual arts teachers' attitudes towards distance education were generally negative. In addition, the participating teachers' attitudes towards distance education differed based on the school type, gender and age variables.

In Indonesia, implementation of the Law on Teachers and Lecturers in 2005 increased teacher salaries and led to an oversupply of students in teacher education programs, which might be due to no specific teacher education admission criteria. Consequently, limited teaching positions upon graduation result in more teacher education graduates undertaking non-teaching careers. Then, why do students enter teacher education? The study applies the Factors Influencing Teaching Choice (FIT-Choice) theoretical framework. Over eight hundred final-year undergraduate teacher education students from four universities participated in the study. Primary education participants were more motivated by their perceived teaching ability, "intrinsic value," "job security," "time for family," opportunities to have a "second job," "job transferability," "make social contribution," "work with children/adolescents," "prior teaching" and "learning experiences," and "social influences" than all other programs of study. Early childhood and special education participants entered the program because they desire to "enhance social equity." English language education participants were the least motivated among others. Improving selection criteria for teacher education admissions, strengthening teacher induction programs, as well as refining the quality of teacher training institutions are crucial to ensure high-quality teachers in Indonesia.

Inclusive education is believed to be an innovative educational approach that can promote the educational opportunities for all children with special needs including those with disabilities. It also stresses the principle of human right, social justice and quality of education for all. The institution education has an obligation to making education available and accessible particularly for children with special needs. This article will provide an overview of availability and accessibility issues concerning inclusive education program in public school Jakarta. The study formed within qualitative research and uses a case study as strategy research for the collection and analysis of data. Semi-structured interview with the government, schools, parents, and NGO have been conducted to analyse the implementation of inclusive education in Jakarta in terms of availability and accessibility at both primary and secondary level. The result of this research revealed that there is an inadequacy in the provision of facilities and personnel to adequately prepare the children with special needs in the inclusive education program and the inequality of accessibility to basic education services between institutions. It thus called for intervention in the education sector of the region, if the goal of education for all is to be realized. There is also a discussion of recommendations and conclusions that may assist in supporting inclusive education in Jakarta.

Education is one of the most affected areas in the crisis environment created by the COVID-19 pandemic. Emergency remote education has been adopted to ensure the sustainability of education, which was interrupted by the closure of educational institutions. The transition has also impacted higher education students as well as primary and secondary education students. In this regard, the study aims to examine the perceptions of distance education of higher education students continuing their education in the field of special education during the COVID-19 pandemic through metaphor analysis within the scope of the qualitative phenomenology method. The study participants consisted of 185 associate, undergraduate, master's, and doctoral students. In the data collection process, the researchers prepared an online form and asked the participants to complete the statement, "Distance education is like ... because ...". According to the results obtained by content analysis, the participants produced 137 positive and 142 negative metaphors. Among the positive metaphors, the themes of "usability," "flexibility," "student participation," and "suitability" were obtained, while the themes of "teaching process," "interaction," "usability," "student status," and "assessment and evaluation" were obtained among the negative metaphors. While students thought that the resources offered in distance education for the acquisition of new knowledge were very diverse and comprehensive, they criticized the teaching process for being artificial and non-interactive.

This research aimed to analyze the insertion of anti-corruption education in Islamic education. In the context of anti-corruption education, especially students in tertiary institutions, corrupt practices are manifested in the form of corrupt behavior, such as plagiarism, cheating, truancy, and hitchhiking in group assignments, even though they do not contribute. Anti-corruption education in Islamic education has so far used a dogmatic approach, not using an approach that has a transformative impact, especially neuroscience. In this case, Universitas Ahmad Dahlan, with lecturers who have special competence as anti-corruption trainers, has carried out anti-corruption education in various scientific fields, including Islamic education. This phenomenological type of qualitative research involved 52 students and six lecturers in the master study program of Islamic education. The results showed that anti-corruption education was carried out through insertion into all relevant subjects, especially the neuroscience of Islamic education. The lecturer investigates students' corrupt behavior in anticipation of future corruption crimes. The investigation results show that the most corrupt behavior of students is plagiarism, taking names in group assignments, and leaving absences with friends. The insertion of anti-corruption education with a neuroscience approach is applied in building integrity awareness that corrupt behavior is contrary to how the brain works and even has the potential to destroy reason.

In 1990, the Illinois Community College Board (ICCB) conducted a study to determine ways in which the community college system could increase its participation in the preparation of elementary and secondary teachers. Drawing information from ICCB course files and unit cost data, as well as a survey of the colleges, the study investigated the employment outlook for teachers; the number of community college students planning to major in teacher education; courses available in teacher education at the colleges; the number of credit hours generated in teacher education courses; methods used to promote teacher education; and articulation agreements between community colleges and four-year institutions. Study findings included the following: (1) statewide employment outlook data anticipate teacher shortages in math, science, special education, and bilingual education through the year 2000; (2) during fall 1990, the 38 districts reporting data identified 9,439 students planning to major in teacher education; (3) during fall 1990, a total of 951 teacher education courses were approved in the Illinois community colleges; (4) credit hours produced in teacher education in 1990 decreased relative to the number of credit hours produced across all baccalaureate/transfer programs; (5) frequently mentioned promotional approaches included brochures and newsletters; and (6) 22 colleges reported teacher-education articulation agreements with four-year institutions. Data tables, references, and a list of promotional methods used at selected community colleges are included. (JMC)

The Commonwealth of Learning (COL) met with West African Commonwealth countries to furnish participants with information about the reasons for establishment of COL, its objectives, functions, and structure. Participants for the meeting came from The Gambia, Sierra Leone, and Nigeria. Opening sessions focused on COL and distance education as the main vehicle for achieving COL's purpose of creation of educational access. Concerns about inadequacy of communications and contacts between African countries were expressed in response to a discussion of COL's use of technology. Participants from Nigeria outlined experiences in distance education, including the Network of Distance Education Institutions; National Teachers Institute, a major provider of distance education; and the University of Abuja with its mandate to provide distance education components for each conventional subject. Participants from The Gambia reported on the new national policy of education, identified teacher training as the most crucial element for its success, and made a strong case for distance education as a support to the literacy campaigns. The Sierra Leone delegation identified problems with teacher education and reported no distance education programs. Conclusions were that COL should assist the countries, there was widespread need for teacher training, and an association of distance education institutions should be established. (Appendixes include minutes of a meeting with the Vice President of The Gambia and the agenda.) (YLB)

This study of the financing of special education programs for children with disabilities or giftedness/talent was mandated by the legislature of Nevada to: (1) examine the amount of federal, state, and local money expended for special education programs and the proportion of total funding for special education programs provided from each source; (2) determine the actual costs of providing special education programs; (3) analyze the feasibility of funding special education programs on the basis of class size or by pupil-teacher ratios; and (4) review methods used in other states to fund special education programs. The report's sections cover: history of special education laws, number and placement of students with disabilities; federal, state, and local funding for special education; actual special education program costs; alternative funding mechanisms for special education; and programs for gifted/talented students. Findings are presented in both text and 29 tables. Key findings include, among others: special education is generally twice as expensive as the average cost per pupil for regular education; disabled students make up 7.95 percent of Nevada's school population; 44 percent of special education students are educated in resource rooms, while 34 percent are served within their regular classrooms; and 4.6 percent of all students were enrolled in programs for gifted/talented students in fiscal year 1992-93, up from 3.6 percent in 1990-91. (Contains 29 references.) (JDD)

The Kansas State Board of Education awarded $10.25 million to local education agencies through the Carl D. Perkins Vocational and Applied Technology Education Act of 1990. A work group developed the System of Measures and Standards of Performance (SMSP). Programs for single parents, displaced homemakers, and single pregnant women were funded to provide education/training, employment readiness, and job placement. Seven gender equity facilitator projects and 17 projects to provide young women access to training and support services for technical and nontraditional occupations were funded. Funding provided programs for criminal offenders in corrections institutions and special populations students. To promote state leadership and professional development, funds for curriculum development, inservice training, and vocational student organizations were awarded. Community-based organizations provided transitional programs, outreach programs, and other services for economically and educationally disadvantaged youth. Consumer and homemaking funds were awarded in four categories: food science, pregnant and/or parenting teens, balancing work and family, and statewide leadership. Funding was awarded for integration of applied academics into vocational education and career guidance and counseling and to consortia for development of tech prep programs. (Appendixes include the SMSP, descriptions of exemplary programs, and strategic directions for Kansas Education.) (YLB)

Four student and two faculty focus groups met to discuss interdisciplinary education at the Minnesota Center for Arts Education. The focus groups perceptions about interdisciplinary education resulted in several primary conclusions: (1) interdisciplinary education is not extensive in public education systems; (2) most students feel a primary attraction to the Arts High School because of the arts emphasis but feel interdisciplinary study is essential; (3) most students like the delivery of interdisciplinary education through a separate course; (4) faculty see the need for a separate course for interdisciplinary education and for opportunities for integrating interdisciplinary learning in other settings; (5) for some students, integrating more interdisciplinary education into general studies and the arts is problematical; (6) students and some faculty express an interest in more inter-arts education; (7) teachers and students express significant concerns about assessment of interdisciplinary education; (8) team teaching is an integral part of the separate interdisciplinary studies classes; and (9) students and teachers have similar opinions about interdisciplinary education and studies at the Arts High School. A description of the school learning environment is provided. Five appendices present the mission of the Minnesota Center for Arts Education, a list of focus group participants, a list of the primary questions asked of students and teachers, a questionnaire of interdisciplinary team teaching, and a summary of the conclusions. (CK)

This catalog lists the materials contained in one of the special collections maintained by Syracuse University (Syracuse, New York), namely, the Syracuse University Publications in Continuing Education (SUPCE). The materials are listed in alphabetical order by code. The first section, a guide to finding SUPCE materials, describes the organization of the SUPCE Collection into three distinct units, or sets of boxes, with keys to the contents of each box. The second section is an introduction to SUPCE and its origins. Notes on the various series are included. The publications are then listed and categorized by these series: American Foundation for Continuing Education; Syracuse University Centennial Series; Clearinghouse of Resources for Educators of Adults; Distributing Agent; ERIC Clearinghouse on Adult Education; Fund for Adult Education Series; Library of Continuing Education at Syracuse University; Landmark and New Horizons Series; MSS Series; Notes and Essay Series in Continuing Education for Adults; Occasional Paper Series; Single Publications; Papers on Adult Education, University College Publications; Reports and Conference Series in Continuing Education; Reprints; Syracuse University Related Publications; William Pearson Tolley Medal Series; Syracuse University Kellogg Project Publications; and New Horizons--Electronic Journal. Each series has been assigned a three-letter code and each individual piece a number. Lists of publications in alphabetical order by title and by author follow. (YLB)

In 1981-82 the Legislative Assembly's Special Committee on Education held 43 public hearings throughout the Northwest Territories to gather information on all aspects of public concern about education. Written in English and Inupiaq, this document outlines problems related to: (1) preparation for a traditional Native life versus preparation for the wage economy; (2) choosing among bilingual, Native language, and English-as-a-Second-Language programs; (3) the need for culturally appropriate curriculum and instructional materials; (4) poor attendance and high dropout rates; (5) discipline problems; (6) lack of Native teachers; (7) inadequacy of preservice and inservice teacher education in preparing southern teachers for northern schools; (8) the need for parent education and parent-school liaisons; (9) the need for adult and continuing education; (10) limited funding; and (11) large differences between educational policies and classroom practices. The Special Committee made several major restructuring recommendations, including the creation of: 10 divisional boards of education to govern schools with the advice of local educational authorities; a Secretariat of Learning to respond to demands for learning from the private and public sectors; two centers responsible for curriculum development and teacher education; and an Arctic College. In addition, 49 specific recommendations address issues of administrative structure, school programs and curriculum, language of instruction, teacher education and recruitment, special education, adult education, and policy implementation. This document contains a bibliography of approximately 270 items. (SV)

The current status of education for 1993 is presented in the form of education "indicators"--key data that measure the health of education, monitor important developments, and show trends in major aspects of education. The 60 indicators have been divided into 6 areas: (1) access, participation, and progress; (2) achievement, attainment, and curriculum; (3) economic and other outcomes of education; (4) size, growth and output of educational institutions; (5) climate, classrooms, and diversity in educational institutions; and (6) human and financial resources of educational institutions. The report includes the text, tables, and charts for each indicator plus the technical supporting data, supplemental information, and data sources. Indicators on issues in elementary and secondary education are integrated with those on issues in postsecondary education to reflect the continuity of educational experiences. New indicators include the following: (1) age of first graders; (2) participation in adult education; (3) educational attainment of Hispanics, by recency of migration; (4) course taking in college for recent graduates and for recently graduated full-time teachers; (5) education and labor-market outcomes of high school diploma and GED graduates; (6) health characteristics of adults, by years of schooling; (7) participation in school decision making; (8) time in the classroom; and (9) international comparisons of reading literacy. (MFL)