Education & Pedagogy

This theme issue focuses on issues related to the education of Hispanic Americans. Articles cover educational strategies that address the linguistic and cultural differences of Hispanic Americans, issues related to migrant children and their education, the educational experiences of Hispanic American children, bilingual teacher education programs, expectations of Hispanic American parents regarding education, systemic school reform, and innovative school programs in the Northwest aimed at improving the education of Hispanic Americans. Articles include: (1) "Field of Dreams" (Lee Sherman Caudell); (2) "Two Worlds in One Classroom" (Tony Kneidek); (3) "Citizens of the World: A Rural Oregon District Helps Hispanic Families Settle into the Community" (Lee Sherman Caudell); (4) "Great Expectations" (Lee Sherman Caudell); (5) "Families First: A Willamette Valley Preschool Program Strengthens Parents' Role in Children's Education" (Melissa Steineger); (6) "Growing Teachers: A Washington College Builds a Bilingual Teaching Force" (Matthew Fleagle); and (7) "High Sights: Linking LEP Programs to Systemic Reform Helps Ensure Inclusion" (Lee Sherman Caudell). The journal also reviews publications related to Hispanic Americans, synthesizes research on bilingual education, overviews educational strategies for limited-English-proficient students, lists organizations that provide assistance in designing programs for language-minority students, and presents strategies for increasing parental involvement in education. (LP)

This document reports on an evaluation of physical education programs in grades K-12 in Des Moines (Iowa). The document is divided into seven parts. Part 1, "Introduction," reviews the mission and philosophies regarding teaching physical education. Part 2, "Context Evaluation," summarizes Iowa state policies, standards, and regulations; provides a program overview of physical education at the elementary and high school levels including specific course content; and describes the goals of physical education programs. Part 3, "Input Evaluation," discusses sources of revenue and expenditures; staff development; community resources; and student time allotments for physical education. Part 4, "Process Evaluation," looks at work-flow information; goals and objectives; physical education staff development; professional meetings attended by physical education staff; and the influence of technology on physical education. Part 5, "Product Evaluation," examines physical education's contribution to the mission statement; department strengths and deficiencies; testing in physical education; awards and honors received in physical education; facilitator objective outcomes; high school senior survey; summaries of observations; cost vs. benefits; and improvement of past needs. Part 6, "Future Planning," covers plans for the future and future needs, future goals, state imposed changes, vision 2005, and long-range vision. Part 7 includes four appendices: (1) "Physical Education Instructional Building Budgets"; (2) "Elementary Physical Education Staff Allotment"; (3) "N.C.A. Evaluations and Actions"; and (4) "Physical Education Enrollment." (ND)

A study examined vocational education in Greece. First, vocational education was placed within the context of Greece's political and administrative structures and economy. The evolution of vocational education in Greece was traced. The structure, objectives, and delivery of general education and initial and further vocational education were outlined along with the institutional and financial contexts of the Greek vocational system. Trends and future prospects in Greece were identified/discussed. The overall conclusion of the study was that, despite several important and many-sided efforts that have been made in recent years to improve vocational education, it still remains the "weak link" of Greece's total educational system. The following were among the many problems facing vocational education in Greece today: virtually without exception, in-school vocational programs have no link with practice; vocational qualification profiles are usually anachronistic; the social partners have practically no input in the design and implementation stages of policy; and vocational graduates' qualifications are incomplete and only minimally marketable; research is virtually nonexistent; and vocational education is inadequately funded by either national or European Community resources. (Contains 44 tables/figures. Appended are the following: list of acronyms/abbreviations; 79-item reference list; 50-item bibliography; and list of 12 relevant organizations.) (MN)

This annotated bibliography emphasizes the pedagogical concerns of distance education with a focus on teachers, students, and administrators. Chapter 1 begins with the history of distance education and correspondence education; histories of specific institutions; and histories of television in the classroom. Chapter 2 covers the philosophy of distance education with the following topics: the definition of distance education; the difference between distance education and traditional education, and applicable learning theories; student responsibilities; and the purpose of distance education to extend educational opportunities. Administrative questions of cost; organizational structure; methods of communication with students; and evaluation procedures for both students and programs are discussed in chapter 3. Chapters 4 and 5 focus on issues of interest to teachers and to students. Highlights for teachers include preparing course materials, presenting lecture material on television, engaging off-site students actively in a class; and for students, the possibility of maximizing their learning from distance education. Chapter 6 explores distance education in non-academic settings, particularly in the military and in industry. Chapter 7 examines the efforts of many countries to provide distance education. Books are cross-referenced from one chapter to another. Two-hundred and ninety-seven sources are provided. Appendices list periodicals that cover the field of distance education and electronic sources (online journals or discussion groups) devoted to the field. (AEF)

This seventh volume of the bibliography contains 891 items. An introduction discusses previous volumes in the series, countries covered, and organization of the bibliography. Periodicals searched and the 20 categories used throughout the bibliography are listed. Selected items represent the broadest possible concept of adult education. The bibliography is organized by country, with a section on Europe and a section on Scandinavia. Materials covering two or more countries in separate chapters or sections are listed under each country covered in the source; materials concerned with and organized by one or more aspects of adult education as it occurs in several countries are listed only under Europe or Scandinavia as appropriate. Within the countries, the bibliography is subdivided into categories of the various institutions, methods and techniques, and subject matter, with every source listed in full as the main entry in the applicable major subcategory and cross-referenced by number under any other applicable subcategory. Up to four authors are listed for each multiple author entry in the author index. A subject index lists all entries by subcategories and by countries. (YLB)

The purpose of this article is to explain the process and benefits of, as well as the obstacles and keys to, the success of education management in the Cooperative and Work-Integrated Education Program (CWIE)in Thailand's higher education system. This study employs secondary data, which we analyze using content and descriptive analysis. Data analysis showed that cooperative education courses are taught in a coproduced manner between higher education institutions and business establishments (public, private, and community) so that graduates are ready to enter the real world of work immediately, develop competencies that match the needs of the labor market, and prepare for future job positions. In addition, cooperative education encourages students to gain professional, self-development, and academic skills from the knowledge they receive. Cooperative education is an activity or operational process that includes an effective planning process and cooperation from all parties, including the business establishment, as well as quality cooperative education, including educational standards, curriculum teaching, supervision standards, student's standards, and measurement and evaluation standards. However, problems arise in cooperative education; for example, students should receive job training, and advisors do not receive much support. For the development of cooperative education, academic institutions should create a digital platform specifically for the management of cooperative education.

Peace education has long been integrated into the higher education curriculum to equip students from diverse cultural backgrounds, languages, religions, regions, and lifestyles with the knowledge, skills, and values necessary to foster a culture of harmony and prevent future conflicts. This systematic research examines the peace education concept and practice in action from various universities in the world garnered from research articles published within the last 5 years between 2017 and 2021. This study uses international database in the form of articles in Scopus journals using such keywords in the Scopus database (scopus.com). The keywords we used were "peace education and higher education", "peace education and university", "peacebuilding and higher education", and "peacebuilding and university". Articles from many databases are selected using Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach. From the results of the review of 10 articles, this study explores four emerging themes on peace education concept and practice which include 1) universities collaborating to develop peace programs; 2) peace education teaching; 3) peace education curriculum; and 4) peace education hidden curriculum. The analysis result shows that peace education needs to be prioritized to create a safe, harmonious, and peaceful atmosphere among students and all academic society members. This article is helpful for universities, particularly to help develop peace values in education.

The economic value of education to individuals, families, communities, and nations continues to be one of the key justifications for investments in education globally. Yet, the total value of education should capture the value of both economic and non-economic outcomes that accrue to societies, in addition to all private returns. Unfortunately, there has been little progress to date in terms of estimating not just the social economic return from education, but the social non-economic return (i.e. externalities) that accrue from the experience of participating in education, particularly higher education, in a country such as Ethiopia. This paper aims to address these gaps by exploring whether participation in education yields immediate community benefits in Ethiopia. In particular, it addresses the question: is there evidence that young people who have recently participated in formal education are more engaged with community action in Ethiopia? Community action is an important form of education externality, as it could impact on the development of civic institutions over time in this low-income country. To set this in context, this paper considers the aims and outcomes of the Ethiopian education system with respect to the formation of young people's civic participation, the status of civics and ethical education in the curriculum, and how this relates to values and expectations within the community.

In the concept of "inclusive education," the adjective "inclusive" stands for a universal vision for education for all students. It stands for the mobilisation of various resources in the field of education, for achieving UNESCO's "Education For All" agenda. Inclusive education aims to combat discrimination and give meaning to difference; that is to say, to the education of students with disabilities and students with special needs. It must be understood and oriented within the framework of the national education strategy. This article presents an analytical study on the system of itinerant teachers initiated in North Togo by the non-governmental organisation "Humanity & Inclusion." A practical and inclusive pedagogy project is described as an example of the implementation of inclusive education practices in Togo. Inclusive education is not an immutable concept and does not have a single method of implementation applicable to all countries and to all situations of need. This article reflects on the impact of "inclusive education" as a pedagogy, to contribute to a continued development of practices for the academic and social inclusion of children with disabilities. Specifically, different actors and interventions in the establishment of inclusive education practices in Togo are identified. Necessary and adequate means for the continued development of national inclusive education policies in Togo are proposed.

This paper investigates the perceptions of pre-service teachers and in-service teachers regarding the concept of 'values education' and the preparation of values education in professional programs in Vietnam. Furthermore, the pedagogical strategies employed by teachers in addressing values education situations in their classrooms are explored. A qualitative research design was employed, involving interviews with forty-three pre-service teachers from a university. Additionally, eighteen teachers from two different high schools were interviewed, and their teaching sessions, along with school assemblies, were observed. The findings reveal that values education is primarily understood as the instruction of living skills and moral education. There is a lack of conceptualization and knowledge regarding values education among the participants. Both preservice teachers and in-service teachers did not receive formal values education programs during their university education, and the support provided by schools in this regard was limited. Teachers tended to integrate values education into subjects randomly and subjectively, without employing advanced strategies. Inconsistencies in implementation and challenges associated with teaching values were observed. Highlighting an urgent necessity, this article emphasizes the imperative need for values education programs tailored for both pre-service and in-service teachers in Vietnam. It underscores the significance of adequately equipping teachers to effectively address values education in their classroom.

This article explores Dewey's understanding of the nature of education through three seminal works written over a 32-year period. In "Democracy and Education" (1916) Dewey developed a concept of education which can be understood through two German words for education, Erziehung and Bildung. Through considering the approach to these concepts by two Dewey scholars, Gert Biesta and Dietrich Benner, the first section of this article seeks to explore Dewey's understanding of education and its relationship to democracy. The second section of the article carries the study forward to Dewey's "Human Nature and Conduct" (1922) to show how Dewey conceived of education even more broadly and equated it with morals. The concepts of Erziehung and Bildung also are important in this section, as they are expanded to show that, for Dewey, education was a guide in how to live. The third section of the article expands the concept of education still further to view education as philosophy. This section discusses Dewey's book "Experience and Education" (1938) which he wrote in light of his metaphysical study "Experience and Nature" (1925). Dewey expanded his understanding of education beyond both Erziehung and Bildung and beyond morals to develop an understanding of education as based upon a philosophical consideration of experience. The goal of the article is to show the breadth of Dewey's understanding of education and to show how his view of education forms the basis of a broad philosophical view of life.

This paper revisits and expands upon the findings of the 'Multi-country Partnership to Enhance the Education of Refugee and Asylum-seeking Youth in Europe (PERAE)' initiative, which was launched by the SIRIUS Network in 2016 to address the challenges of integrating refugee youth into European education systems. Amid the significant influx of refugees since 2015, PERAE conducted empirical assessments in seven European countries to examine the systemic and ad-hoc responses to the educational needs of refugee students. The project generated critical insights into the barriers to education for refugees and provided policy and practice recommendations aimed at improving access to quality education. In light of the continued rise in asylum applications and the persistent challenges faced by refugee students, this paper shifts from a national focus to a broader analysis, identifying overarching patterns in refugee education across Europe. It incorporates more recent findings to assess the current state of educational integration for refugees, highlighting ongoing issues such as limited resources, language barriers, and the need for coordinated efforts among stakeholders. The paper underscores the importance of understanding these patterns to inform future policies and practices that promote inclusive and equitable education for refugee youth in Europe.

Nine concerns about postsecondary education voiced by educators, business, and other citizens in Georgia are addressed, as part of a needs assessment conducted by the Governor's Committee on Postsecondary Education. The following nine concerns are discussed and designated as true or false: Georgians are aware of postsecondary educational opportunities available to them (largely false); Georgia's postsecondary education institutions provide citizens throughout the state with a broad set of educational and training opportunities (largely true); the future existence of Georgia's private institutions is secure (somewhat true); Georgia's postsecondary education institutions provide students with education and training to meet their career needs (largely true); Georgia's postsecondary education institutions adequately identify and respond to changing needs (somewhat false); Georgia's postsecondary education institutions communicate and cooperate with each other (largely true); Georgia's postsecondary education institutions provide adequate educational and career counseling services to students (somewhat false); Georgia's postsecondary education institutions provide adequate educational opportunities for the changing compositions of their student bodies (largely false); and lack of money is a serious problem for many Georgia postsecondary education students (largely true). It is recommended that a postsecondary education commission be established in statute to provide advisory functions, to collect and analyze information on postsecondary education, and to make annual reports and other reports as needed to maintain or improve achievement of statewide goals. (SW)

Nearly 590,000 persons are employed in education in Australia, two-thirds of whom are women. One-third of education jobs are part time, and 40% of the work force is over age 45, suggesting that labor shortages may emerge in the next decade. As would be expected, this sector employs more persons with bachelor's and higher degrees than any other industry. In the vocational education and training (VET) sector, demand has been driven by the changing nature of the labor market and increases in government funding. Education placed in the top three industries in terms of employer satisfaction with VET graduates. Employers identified three areas for improvement: content relevance, work ethic, and flexibility in course delivery. Graduates in education felt that their qualification was less well regarded by employers than did other graduates. They were also very unsatisfied with the provision of information on careers and jobs. (An appendix contains seven tables of statistics: national shifts in employment in various industries in Australia; numbers of persons employed by occupations in the education field, 1987-96; higher education students and growth rates by state; age profiles of higher education students, 1980-95; overseas higher education students by field of study and sex; higher education students by field of study; and educational attainment of persons in occupations within the industry.) (KC)

This paper examines the discourse on Aboriginal higher education in Australia from the 1960s through the 1990s through an analysis of educational reports and government policy documents on tertiary education. Early in this period, the focus was on education as "welfare," but the emphasis shifted towards equity in higher education policy during the late 1980s and early 1990s. During this latter period, Aboriginal people were considered educationally disadvantaged, and education was seen as a means of providing equal opportunity for all and diminishing indicators of social inequalities. Another competing viewpoint represents Aboriginal and Torres Strait Islander Australians as an Indigenous population with Indigenous rights to self-determination and control of its own education. The way in which Indigenous Australians are represented shapes the discussion and funding of Indigenous education. For example, when Indigenous Australians were represented as disadvantaged, improvement in tertiary education was evaluated in terms of the number of Aboriginal students enrolled and the number of "successful" graduates. There was an increase in Aboriginal participation in tertiary education between 1985 and 1996, but assimilationist and ethnocentric institutional structures did not change to increase Aboriginal participation in curriculum development, research, and teaching. Since 1998, a renewed emphasis on a welfare approach to Aboriginal education has been accompanied by a reallocation of resources away from tertiary education and greater emphasis on basic literacy. The recognition and inclusion of Indigenous rights in educational policy depends upon a new phase of politics. (Contains 60 references.) (TD)