Education & Pedagogy

Initially, Wisconsin Works (W-2) emphasized moving people from welfare to W-2 and employment. Eventually, recognition of the important role of education and training in moving families to self-sufficiency was renewed. The goal of W-2 is to connect its broad client population (only 17% of whom have a high school diploma) with appropriate work or work training as soon as possible by placing clients into the most appropriate of the following options: unsubsidized employment, trial jobs, community service jobs, and W-2 transitions. The Governor's W-2 Education and Training Committee has focused on the following issues: best practices; employers as partners; provision of flexible, entry-level education and training; the importance of retention and sustained employment; upward mobility; and continuing education and the importance of lifelong learning. The committee's action plan to promote and enhance education and training opportunities available under W-2 calls for strengthening support for continuing education and lifelong learning and emphasizing the following: available education and training opportunities, the importance of earning a high school diploma or its equivalent; and the need for W-2 agencies to forge broad-based partnerships with employers, education and training providers, and all available funding sources. (MN)

In 1995, the International Consultative Forum on Education for All commissioned case studies in developing countries as part of a mid-decade review of progress in expanding access to basic education. This paper examines the situation in Somalia, where civil war has completely destroyed the infrastructure of education. Part 1 summarizes Somalia's political history, leading to government collapse and interclan warfare in 1991; the history of traditional, Islamic, and colonial education in Somalia; and educational needs in the early 1990s. Part 2 describes efforts of United Nations agencies and nongovernmental organizations to coordinate provision of educational funding, materials, and technical assistance, and depicts the educational situation in each of Somalia's geographical zones. Part 3 critically analyzes the problems involved in the educational process, given the Somali crisis, examining efforts and needs in the areas of the Education for All initiative, the organization of education, curriculum development, teacher education, and community participation. This section also discusses the challenge of retaining girls in school after grade 3, the important role of community Koranic schools and Islamic schools, education of nomads (a large proportion of the population), emergence of voluntary women's educational associations, lack of vocational and higher education, and provision of education in refugee camps. Part 4 summarizes study findings and makes recommendations in each of the areas covered in Part 3. (SV)

This publication describes some of the key technologies of distance education in the context of teacher education at Armstrong Atlantic State University, Georgia. The technologies permit college-to-school and school-to-school links, cross-cultural communication, and other expanded forms of communication. Section 1 examines distance education technologies, explaining that Armstrong Atlantic State University is a participant in the Georgia Statewide Academic and Medical System, the largest interactive distance education network in the world. Section 2 describes college-to-school links, explaining how distance education technology allows methods instructors to bridge the gap between college learning and school teaching. Section 3 examines school-to-school links via distance education technology, noting that classrooms of the future will include students who are actually sitting in other classrooms in the school, other schools in the community, and other locations around the nation or world. Section 4 describes how distance education technology promotes cross-cultural links, allowing students to meet other students from their own and other cultures. This section also includes a list of children's books that are appropriate for enhancing cross-cultural education. Section 5 describes teaching-learning links that are strengthened by distance education technology and offers a list of essentials for distance education that are equally applicable in a single, low-tech classroom. (Contains 46 references.) (SM)

This book contains new and previously published translations of 11 essays and articles about the industrialization of teaching and learning in distance education that were originally published in German by Otto Peters between 1965 and 1993. A "Preface" (Desmond Keegan) and an introduction placing Peters' writings in their historical context begin the book. The titles of the essays/articles and their original year of publication are as follows: "Distance Education by Correspondence Schools" (1965); "University-Level Distance Education" (1968); "Models of University-Level Distance Education" (1971); "Didactic Analysis" (1972); "Distance Education and Industrial Production: A Comparative Interpretation in Outline" (1967); "Distance Education: A Historical, Sociological, and Anthropological Interpretation" (1973); "The Concept of the Fernuniversitat" (1981); "The Fernuniversitat after Ten Years" (1985); "The Iceberg Has Not Yet Melted: Further Reflections on the Concept of Industrialization and Distance Teaching" (1989); "Understanding Distance Education" (1990); and "Distance Education in a Post-Industrial Society" (1993). A "Conclusion" by Desmond Keegan is included. Many essays/articles contain substantial bibliographies. Appended is a 23-item bibliography of major works written/edited by Otto Peters. (MN)

This paper analyzed the evolution of formal education in Africa with emphasis on the weaknesses and strengths of the system identified. Although the roots of modern education can be found in the early institutions of learning and libraries of Alexandria and Timbuktu in Africa, the continent today lags behind in all the fields of formal education. The teaching of science in most African educational institutions, at all levels, has been reduced to theoretical description of scientific facts. Several factors have contributed to the present situation of education in Africa. This paper describes some of the factors responsible for the state of science education and education in general, prevailing in most African countries. The most prominent factors affecting education in Africa include policy framework of individual countries, access into educational institutions and population pressure, quality and affordability of education, and undue emphasis on employability of graduates, among others. Reliance on the Western educational system without resources to back it up is discussed. Innovative ways of financing education and development of syllabi based on analysis of culture and environment have promise for the future. Educational institutions with appropriate syllabi and attitude could greatly enhance technological development. Enhancement of the role model of teachers and their motivation underscores the success of future education and science in Africa. (DK)

During the early 1980s there was a lack of research regarding gender issues for early childhood and elementary education. This document attempts to fill this chasm by addressing gender issues in science and technology for primary education schooling and early-years education. The following chapters are included: (1) "Science and Technology in the Early Years of Schooling: An Introduction" by Naima Browne; (2) "The Ideological Context of Science Education in the Early Years: An Historical Perspective" by Naima Browne; (3) Achieving Equality in the Science Education of Early-Years Teachers in Initial Teacher Education" by Iram Siraj-Blatchford; (4) "'Girls' Stuff, Boys' Stuff': Young Children Talking and Playing" by Naima Browne and Carol Ross; (5) "Fair Play: Children's Mathematical Experience in the Infant Classroom" by Rose Parkin; (6) "The Role of the Nursery School in Developing a Non-Sexist Approach to Science and Technology" by Eve Lyon; (7) "Design It, Build It, Use It: Girls and Construction Kits" by Kim Beat; (8) "Challenging Sexism-Cycling Yesterday and Today: An Account of a Cross-Curricular Project" by Julie Cahill and Uma Pandya; (9) "Planning and Assessment in the Early Years" by Jane Savage; (10) Inquiring Girls: An Examination of Published Science Education Materials" by Patience MacGregor and Claudette Williams; and (12) "Science INSET and Equal Opportunities in the Early Years" by Barbara Wyvill. (ZWH)

This report provides information about special education costs in Vermont and the effects of recent policy changes implemented through Vermont's Act 230 and special education reform efforts. The report begins by describing Vermont's funding formula for special education and explains how the formula is flexible, more equitable, and better able to meet the needs of all students. Chapters address the topics of: (1) special education costs in Vermont and how Vermont compares with other states; (2) factors associated with high spending in special education and what other factors may be impacting special education costs; (3) extraordinary reimbursements, why there are major differences in the amount of extraordinary reimbursements that districts receive, and why extraordinary reimbursements increased so dramatically; and (4) information that is available on outcomes for students with disabilities. The review indicates that spending levels in special education vary among school districts as dramatically as spending in general education, and that state funding and policies have a significant impact on special education spending and local attitudes toward special education. Remaining questions covering equity, need, results, and funding conclude the chapter. Appendices include a glossary, a list of 1995 per-pupil costs by local education agency (LEA), and summary charts of special education costs by LEA, costs compared to special education placements, and educational outcomes correlations. Data collection forms are appended. (CR)

This text gives an overview of distance education for students, administrators, and practitioners in distance education. Chapter 1 discusses the study of distance education. Chapter 2 analyzes forms of nonconventional education (open, nontraditional) that may have similarities to distance education but are not to be identified with it. Chapter 3 defines distance education in a way that identifies it and isolates it from other forms of education. Chapters 4-6 attempt a detailed analysis of the theoretical approaches formulated to date and classifies them into three groupings: theories of autonomy and independence, industrialization, and interaction and communication. Chapter 7 examines distance education in the light of a generally accepted theory of education to see whether it is possible or contradictory to speak of teaching at a distance or of learning at a distance. Chapter 8 discusses some existing classifications that contain elements that contribute to an understanding of the field and then suggests a new typology of distance teaching systems. Chapter 9 focuses on planning distance systems. Chapter 10 presents and then analyzes studies in order to put together certain economic indicators on the costs of distance education. Chapter 11 proposes a four-point evaluation scheme of effectiveness based on the quantity, quality, status, and relative cost of learning achieved. Five case studies are presented. Chapter 12 draws conclusions. An index is appended. (YLB)

The United States has a challenge to pay for its schools and meet its objectives to senior citizens. This book examines two related questions: Is the United States spending too much on education? and What do citizens want from education? Following the introduction, chapter 2 considers the aging of America and the implications for the economy and education system. Chapter 3 looks more closely at the role of education in the American economy. Changes in public expectations about the contributions of education to the economy are explored in chapter 4. The fifth chapter looks at the financial structures supporting education and argues that property taxes are no longer appropriate for supporting education. Who should pay for education and who should run the schools are the topics of chapters 6 and 7. The eighth chapter examines the issue of school choice. The book concludes that: (1) It is necessary to increase the income-generating capabilities of the work force and the profitabilities of business; (2) this is a national concern; (3) federal financing, standards, and perhaps governance of education programs should be considered; (4) education systems need to address the undereducated workers of the nation; and (5) federal financing of American education systems can be directed through a commission or agency based on representation from the state education agencies. Chapter endnotes and 27 figures are included. (LMI)

The international area has grown as a field of graduate research in the past 20 years. Graduate students in adult education need to become more involved in international research both to stay viable as scholars and to be able to effect positive change in the lives of people in developing countries. The four main priorities in research in adult education are as follows: women's education; peace and human rights; environmental education; and literacy. These priorities often overlap and many collaborative research possibilities exist. In searching for grants for adult education research, however, graduate students should be aware that the term "adult education" is rarely used. For example, the World Bank does not use "adult education," but it promotes adult education in many ways--literacy, teacher education, training of all kinds, nonformal education, vocational education, and human resource development. Agencies that fund research are increasingly interested in collaboration among institutions in carrying out the studies. They are also interested in funding projects that result in empowerment of people in developing countries to carry on their own adult education after the projects end. Graduate students can conduct outstanding research projects without funding and without traveling to foreign countries. There is a need to document the international projects that are being carried on; such a study could be done with resources available by telephone and online in this country. Attached is a list of international research opportunities. (KC)

This book presents 10 chapters covering issues in the reconstruction of special education in inclusive schools. The book's three parts focus on deconstructing and reconstructing the professions, optional metatheories of special education and disability, and optional theories of special education and disability. Five of the chapters are by Thomas M. Skritic: "Theory/Practice and Objectivism: The Modern View of the Professions"; "Power/Knowledge and Pragmatism: A Postmodern View of the Professions"; "The Functionalist View of Special Education and Disability: Deconstructing the Conventional Knowledge Tradition"; "Special Education and Student Disability as Organizational Pathologies: Toward a Metatheory of School Organization and Change"; and "Deconstructing/Reconstructing Public Education: Social Reconstruction in the Postmodern Era." The other five chapters are: "The Interpretivist View of Special Education and Disability: The Value of Telling Stories" (Philip M. Ferguson and Dianne L. Ferguson); "The Radical Structuralist View of Special Education and Disability: Unpopular Perspectives on Their Origins and Development" (Sally Tomlinson); "The Radical Humanist View of Special Education and Disability: Consciousness, Freedom, and Ideology" (Dwight C. Kiel); "Radical Structuralist Perspectives on the Creation and Use of Learning Disabilities" (Christine E. Sleeter); and "Holism and Special Education: There Is No Substitute for Real Life Purposes and Processes" (Lous Heshusius). (Individual papers contain references.) (DB)

This summary report addresses the fundamental objectives of higher education in the Netherlands and proposes structural reforms to help make higher education more effective. Part 1 outlines the focus of the report, while Part 2 reviews the tasks and functions of higher education in the Netherlands from a historical perspective. Part 3 examines the changing nature of higher education, focusing on the move from an elite to a mass system of higher education since the 1950s. Part 4 postulates that, due to this "massification" of higher education, fundamental structural reforms need to be implemented. Part 5 presents five principles for the reform of the higher education system, including institutional differentiation and the phased realization of objectives, academic and professional training, convergent curriculum development, intensification of education, and separation of accountabilities. Part 6 outlines plans for higher education reorganization. This scenario would provide for a clear separation between the initial stage of academic education and a second stage of professional or academic vocational education on the one hand and scientific research training on the other. A six-page summary in French in provided. An appendix contains a chart of the existing Dutch education system. Contains additional publications by the Netherlands Scientific Council for Government Policy: a 47-item list of Reports to the Government and a 110-item list of preliminary and background studies (a few available in English, most in Dutch). (MDM)

In a set of 10 papers this volume explores nationally pressing issues in higher education, particularly financial and access issues, by examining those issues in the New York State's higher education system. The papers are: "Factors that Have Shaped Higher Education in New York State: A Historical and Current Perspective" (William C. Barba and others); "Economic Pressures and Trends: The Challenge for Higher Education" (Patrick J. Bulgaro); "Learning Productivity: A New Imperative for American Higher Education" (D. Bruce Johnstone); "Community Colleges of the 1990s: Living on the Fiscal Edge" (Stuart Steiner); "From Land Grant to TQM: The Cornell Experience" (Frank H.T. Rhodes); "Current Status and Future Prospects of Independent Higher Education in the State of New York" (Patti McGill Peterson); "Public Higher Education in New York: Turmoil, Tuition, and Technology" (Richard F. Rothbard); "A Legislative Perspective on Higher Education and the New York State Budget" (John B. Sheffer, II); "The State Education Department and Higher Education in New York: What Role Lies Ahead?" (Donald J. Nolan); "Old Arguments, New Questions: Can American Higher Education be Reshaped?" (William C. Barba). An index and information on the contributors are included. (Most papers contain references.) (JB)

This paper describes some aspects of the transition taking place in Czech educational efforts since the "Velvet Revolution" of 1989, particularly changes in the teaching of civic education in the schools. The paper takes the position that governments find it important to mold new generations in areas of civic responsibility, whatever the nature of those governments, however controlling or free they may be. The paper is based on exploratory interviews with students, faculty, and administrators at the University of South Bohemia and at the Ministry of Education in 1992-94, as well as a limited review of the literature. A section on education under Communism describes the 40 year effort to remold Czechoslovak education in the image and likeness of the Soviet Union's education system and following the principles of international communism. The next several sections describe the transitions to a post-communist educational system in basic education, secondary education, higher education and civic education. A section devoted to the transition period following the revolution goes into greater detail on the content of a new civic education which is seen as having the goal of providing students with the skills for individual responsibility and social participation, with ethical values, and with the ability to think critically. A final section offers recommendations for planning civic education curricula. (Contains 15 references.) (JB)

This newsletter theme issue on distance education serving individuals with disabilities considers historical developments, technology, staff training strategies, and staff training materials. It is noted that improving access to training for staff members can improve the quality of services for individuals with disabilities. The following articles are presented: "Distance Education: Training Service Providers in the Information Age" (Teri Wallace and Dick Weatherman); "Distance Education Technology: Past, Present, and Future" (Marvin Fifield); "Enhancing Quality and Access to Training through Distance Learning Technologies" (Larry D. Coyle); "Meeting Direct Service Training Challenges with ITV" (Amy Hewitt, et. al.); "Reaching across the Wilderness: Distance Education in Alaska" (Susan Ryan-Vincek); "New Pathways to a Degree at the College of St. Catherine" (Julie Bass Haugen and Mary Beth King); "Computer Assisted Training: What's Next on the Rehab Education Horizon?" (Karen Flippo); "Closing the Distance Gap" (Amy J. Armstrong); and "Multi-University Training: The 'Media Exchange Program'" (George J. Vesprani). In addition, descriptions are provided of the Paraprofessional Training Project which offers distance education via interactive television throughout Minnesota, University of San Francisco's Executive Master's degree program in Rehabilitation Administration, and a human services agency's computer-based in-house training vehicle called SCOUT. Also described are six training materials for use in distance education and 10 books and journal citations on distance education. Most articles contain references. (SW)