Education & Pedagogy

Washington seems to be in a season of worrying--some might say "obsessing"--about the education system in Pakistan. The 9/11 Commission, whose final report has become a fixture on the bestseller lists, has highlighted the links between international terrorism and Pakistan's religious seminaries, or "madaris", and recommended that the United States support Pakistani efforts to improve the quality of the education it offers its young. The The American government, with the U.S. Agency for International Development as the lead agency, plans to spend tens of millions of dollars this year alone on primary education and literacy programs in Pakistan. The international donor community has been active on this front for decades, but has significantly expanded its activities in recent years. But most of all, Pakistanis themselves have raised the alarm and encouraged this newfound interest in their schools. This volume explores an issue that Pakistanis themselves have identified as vital to their national well-being. Essays include: (1) Educating the Pakistani Masses (Shahid Javed Burki); (2) Education, Employment and Economic Development in Pakistan (Ishrat Husain); (3) Challenges in the Education Sector in Pakistan (Salman Shah); (4) Reform in Higher Education in Pakistan (Grace Clark); (5) Against the Tide: Role of The Citizens Foundation in Pakistani Education (Ahsan Saleem); (6) Reasons for Rage: Reflections on the Education System of Pakistan with Special Reference to English (Tariq Rahman); (7) Education Sector Reforms in Pakistan: Demand Generation as an Alternative Recipe (Jonathan Mitchell, Salman Humayun, and Irfan Muzaffar); (8) Report for Congress on Education Reform in Pakistan; (9) Education in Pakistan and the World Bank's Program (Michelle Riboud); (10) The Punjab Education Sector Reform Program 2003-2006; (11) Pakistan's Recent Experience in Reforming Islamic Education (Christopher Candland); and (12) Pakistan: Reforming the Education Sector. An introduction by Robert M. Hathaway is included. Individual papers contain tables, charts, notes and references.

The Division of Teacher Education (DTE) at Indiana University, Bloomington, explored ways in which the university could better serve American public schools under a program funded by the United States Office of Education. This document, the final report, includes a description of activities and evaluation efforts, and recommendations for future program activities. The original proposal set forth a plan to identify and ameliorate six conditions requiring reform in institutions of higher learning in order to enhance the quality of teacher education and thereby better serve schools, students, and communities. They are: (1) the over-bureaucratization of schools of education and the low priority assigned to the education of teachers; (2) the isolation of schools of education and the low priority assigned to the education of teachers by other academic units at the university; (3) the separation of university and school level experiences for the prospective teacher; (4) the divorce of teacher education from the real world; (5) the failure to develop strategies, tactics, and materials that have a cumulative effect on the development of teacher education; and (6) the temporary nature of innovations and experiments. Pursuant activities involved Indiana University in a partnership with communities and local educational agencies in reforming teacher education and, subsequently, teacher behavior in schools; up-grading the priority assigned to teacher education programs within the institution; and providing for the development of a wider range of strategies, tactics, and materials that would have a cumulative effect on teacher education programs and lead to the development of theories about teacher education. Although evaluations were conducted at all levels throughout the program, this final report examines the effectiveness of the DTE in meeting its goals. Appendices cover: development of the DTE; preparation options in teacher education; description of evaluation activities; the mission of the school of education; and activities of the dissemination component. (MM)

Perspectives on eight regional conferences that were held to discuss implementation of the 1978 master plan for higher education in Pennsylvania are considered. The development of statewide systems of higher education and their increased reliance on statewide master planning is traced, and the history of coordination, governance, and planning in Pennsylvania is compared with national trends. The presentations and disucssion that occurred in the eight conFerences are summarized, and the 37 recommendations from the master plan are summarized and presented in full in the appendix. Chapter one of the 1978 master plan presents some projections about the environment of the 1980s that will affect higher education in Pennsylvania. Chapter two addresses the goals of higher education in Pennsylvania, and specifically, the goals of the State Board of Education, including quality education, access, and governance and coordination. Chapter three describes the system of higher education in Pennsylvania and establishes the mission of the five sectors and contains recommendations in the areas of statewide planning and governance. Chapter four considers access to higher education in terms of financial access, student assistance, geographical access, physical access, and access for women and minorities. Chapter five defines academic quality and provides a list of criteria for measuring the level of quality of an institution. It also includes a number of recommendations calling for institutional actions in the areas of general education, graduate and professional education, adult and continuing education, counseling, research, transfer of credit among institutions, and articulation with basic education. Chapter six addresses financing Pennsylvania's system of higher education. Observations on the conferences and on master planning in Pennsylvania are also presented. A bibliography is appended. (SW)

The Republic of Kazakhstan is located in Central Asia, to the south of Russia and to the north-west of China. It occupies an area equal to 2724.9 thousand sq. km. and stretches east from the Caspian Sea and Volga plains to the Altai Mountains, from the foothills of Tien Shan in the south and southeast to the Western Siberian lowland in the north. The constitution of Kazakhstan provides every citizen with a right to receive a free pre-school education. Primary and secondary education in Kazakhstan is also free and compulsory for all citizens. The primary education in Kazakhstan starts at age six and runs from years 1-5. The secondary education in Kazakhstan runs from years 6 to 8, and roughly corresponds to what is called in the USA, junior high school, or middle school. Higher education consists of two types of institutes in Kazakhstan. The universities, unlike Western universities, offer bachelor degrees with 4 years' duration. The second type of institute of higher education consists of institutes that focus mainly on professional education and prepare students for professional or scientific careers. Two types of vocational education are available in Kazakhstan, namely primary vocational education and secondary vocational education. Vocational schools and Lyceums offer primary vocational education, and it mainly focuses on vocational rather than technical skills. The secondary vocational institutions provide professional educational programmes of secondary vocational education. Colleges (previously known as "Technikums") offer secondary vocational education and concentrate more on preparing students with higher level technical and professional skills. This article discusses the following: (1) Challenges facing the education system in Kazakhstan; (2) Training and development activities in the public sector; (3) Training and development activities in the private sector; (4) Critical assessment of training and development practices; and (5) Academic collaboration in training and development. List of training organizations in Kazakhstan is also included. (Contains 7 tables, 1 figure ad 1 footnote.)

These 15 papers address the creation of second-chance routes for adults; patterns of study finance; experiences and life-studies of adult learners; and an evaluation of the reform of higher education in Sweden. Presentations include "To Put New Wine into Old Bottles: The Swedish Reform of Higher Education as a Modernized Form of University-Extension Movement" (Kenneth Abrahamsson); "The Identity of Municipal Adult Education" (Robert Hoeghielm); "The Assessment of Knowledge and Skills of Adults in Swedish Higher Education" (Ingemar Wedman, Lennart Linell); "Financial Study Assistance for Adults--Is That a Key Issue?" (Olof Lundquist); "Financial Aid and Higher Education" (Allan Svensson); "Some Figures and Comments on Study Assistance in Sweden" (Gabriella Hansson); "Swedish Educational Reforms--Women's Life Stories--What Can They Tell about a Rational Reform Era?" (Inga Elgqvist-Saltzman); "Who Cares about Adult Students in Swedish Higher Education?" (Mona Bessman); "Risk and Renewal in Academia--On the Challenge of Blue- and White-Collar Workers in Higher Education" (Mona Bessman, Jan Holmer); "Recurrent Education and the Occupational Career" (Albert Tuijnman); "Recurrent Education in Sweden--Obsolete Policy Concept or Guideline for the Future?" (Kenneth Abrahamsson, Mats Myrberg, Kjell Rubenson); "Evaluating the Reform of Higher Education in a Regional Context--The View from a Rector's Desk" (Ola Roman); "Corporate Classrooms or Free Academies?--A Look at Future Adult Higher Education in Sweden" (Kenneth Abrahamsson); "Adult and Higher Education in Transition--Some Reflections on Policies, Problems, and Practices" (Kenneth Abrahamsson); and "Some Statistics on Adult Studies and Recurrent Education Patterns in Swedish Post-Compulsory Education" (Kenneth Abrahamsson). (YLB)

At the Fifth Plenary Session of the 19th CPC Central Committee, the party put forward the 14th five year plan and the long-term goal of 2035, it put forward that we should not only give priority to the development of agriculture and rural areas and comprehensively promote rural revitalization, but also strive to build an educational power, improve farmers' scientific, technological and cultural literacy and promote the revitalization of rural talents. Human resources are the first resource for China's economic and social development, and education is the main way to develop human resources. Rural Revitalization needs talent revitalization, which is inseparable from the revitalization of rural education. However, there are still some problems to be solved in rural education. This paper combs the problems existing in the school running conditions, teachers, family education, education quality, local culture and the development status of rural vocational education, analyzes the causes of the problems, and puts forward the countermeasures for the development of rural education. Such as increasing investment in education funds, strengthening the construction of school standardization; improving the economic treatment and social status of rural teachers, strengthening the construction of rural teachers and enhancing their sense of rural belonging; strengthening the role of family education and sharing the responsibilities of vulnerable groups; improving the quality of education and creating local characteristic courses; vigorously developing rural vocational education. Through these measures, we can promote the healthy and sustainable development of rural education. At the same time, the government, society, schools and families need to work together to attach great importance to and strive to solve the problems existing in rural education. Therefore, this article combs the problems existing in rural education and seeks solutions in order to help the rapid development of rural education.

Countries have taken some urgent decisions in order not to experience an irreparable loss in the field of education due to the COVID-19 pandemic that affected the world as of the end of 2019. In this process, the distance education decision was among the measures taken for the students to get through the education period with the least damage and without loss of time. Distance education tools, which were previously used at a limited level in many areas, have become widespread and used at all levels of education processes. In Turkey, distance education tools were used in all stages of education in this process and universities had to expand this education tool that they were familiar with. Due to the COVID-19 pandemic, the 2020-2021 academic year was carried out almost entirely with distance education tools. Due to the decision taken by the Higher Education Council (CoHE) and universities during the pandemic process, there were also students who had to take their foreign language learning with distance education tools. In this study, it is aimed to reveal the situation faced by students who had to take one year preparatory education through online programs before starting the Arabic Language Education undergraduate program. In this process, open-ended questions were asked with a semi-structured interview form to the students who continued their education. The answers given by the students to the questions posed were evaluated with descriptive analysis. While there are students who find distance education positive due to situations such as listening to lessons in a comfortable environment at home, being with the family, there are those who evaluate this process negatively due to situations such as the ineffectiveness of the lessons, the internet shortage, and the inability to take the exams in a reliable environment. Students stated that they generally see this education process negatively and that they don't want to learn a foreign language with distance education tools if an option is offered.

Under the authority of Section 406A of the General Education Provisions Act (GEPA), the U.S. Department of Education (ED) collects information on how funds are distributed under federal education programs that are administered by the states. ED collected information from the 50 states and the District of Columbia for the fiscal year 1988. This report provides information on the state distribution of subgrants under the following state-administered federal education programs: Chapter 1 Formula Grants to Local Education Agencies; Chapter 1 Formula Grants to State Education Agencies for Neglected or Delinquent Children; Chapter 1 Formula Grants to State Education Agencies to Meet the Special Educational Needs of Migratory Children; Chapter 1 State Administration; Chapter 1 Aid to States for Education of Handicapped Children in State-Operated and State-Supported Schools; Education of the Handicapped Act (EHA), Handicapped Grants to States Program; Education of the Handicapped Act (EHA), Preschool Grants for Handicapped Children; Federal, State, and Local Partnership for Educational Improvement (Chapter 2); Dwight D. Eisenhower Mathematics and Science Education, State Grant Program; Carl D. Perkins Vocational Education Act, Basic Grants to States; Adult Education Act, Grants to States; Transition Program for Refugee Children, Formula Grants to State Education Agencies; The Emergency Immigrant Education Act; and Library Services and Construction Act (LSCA), Grants to State Library Agencies. The following information is provided for each program: (1) the allocation and reported amount granted by state; (2) nationally, the types of agencies receiving funds, including the percent of reported subgrants and reported subgrant funds going to each type of agency; and (3) nationally, the size of reported subgrants. Forty-six tables are included. Appendices contain subgrant amounts for each program, by agency and type, and subgrant amounts for the Library Services and Construction Act, by state. (LMI)

This volume provides a one-page abstract for each of the vocational exemplary and innovative projects in the state of North Carolina that were funded in 1987-88 and 1988-89 as authorized by the 1984 Carl D. Perkins Act. Each abstract provides the following information: title of project; local education authority; project coordinator; address; telephone number; project period; number of students benefiting from grant; number of teachers involved; organizations or companies involved with project; expenditures from grant funds; local expenditures; total expenditures; brief description of project; objectives; procedures; products; general evaluation; and comments. The 1987-88 projects are as follows: Expanded Computer Applications in Agricultural Education; Using Telecommunications in Various Business Courses; Incorporating Advanced Business Computer/Management Training in Office Occupations I; Using Desktop Publishing in Graphics and Office Occupations or Advanced Typewriting; Using Computerized/Interactive Video Health Care Software; Child Care Services Program for Infants and Toddlers; Entrepreneurship in Occupational Home Economics; Software for Home Economics Courses; Job Opportunities Convention for Seniors; Youth and Careers--A Seminar for Parents; Tourism Marketing Curriculum Refinement; Marketing Education Classroom in Shopping Centers; Innovative Technology Education Certified Programs; Principles of Technology; Using Computer-Assisted Manufacturing Software in Metals Manufacturing Technology, Trade and Industrial Education Program; Applying Basic Skills in Vocational Education; and Entrepreneurship Challenges. The 1988-89 projects are the following: Strengthening Basic Skills through an Integrated Middle Grades Curriculum; Tourism Marketing Curriculum; Innovative Technology Education Certified Programs--Contemporary Technology; Innovative Technology Education Certified Programs--Transportation Technology; Laser Technology in Electronics; Integrative Approach to Assessment and Support Services; and Electronic Mail Network. (YLB)

The papers in these proceedings focus on the critical elements of values and ethics, critical inquiry, and reflection. The following papers are included: (1) "The Moral Imperative of Ethnic Studies in Urban Teacher Education Programs" (C. Ellwood); (2) "Teachers, Values, and the Culture of Education" (M. Kurimay, S.J.); (3) Teaching as Moral Reflection: Thoughts on the Liberal Education of Teachers" (L. Valli); (4) Teaching, Critical Reflection, and Liberal Learning" (L. Beyer); (5) "Making Uncommon Sense: Critical Revisioning Professional Knowledge about Diverse Cultural Perspectives in Teacher Education" (P. Murrell); (6) "Educational and Social Commitments in Reflective Teacher Education Programs" (K. Zeichner); (7) "Developing a Knowledge Base for Teacher Education" (M. Guy); (8) "Reflection in Teacher Preparation: A Qualitative Perspective" (M. Wohlfeil); (9) "Reflection in Teacher Preparation: A Case Study in Program Design" (K. Rasch); (10) "Bicultural Education among American Indians" (B. Santo); (11) "Serving the Urban School System: A Liberal Arts College Develops an Urban Professional Practice School" (S. Morse, M. E. Finch, K. Rasch); (12) "Extension of an Integrated General Education Program to Teacher Education" (G. Busch); (13) "The Eckerd College Teacher Education Program: A Model for the Education of Teachers in a Liberal Arts college" (M. Ransbury, D. R. Bailey, T. Ginnaty, K. Watson); (14) "Education as Discipline: A Reconceptualization of Teacher Education" (K. Schuler); (15) "The Paideia Seminar in Teacher Education" (V. Olson, M. McNeff, M. Endorf); (16) "Liberal Studies and the National Teachers Examination: Can They Be Compared?" (N. Hansel); and (17) "Portfolio/Interview Assessment at Alverno College" (S. Ewens). (SM)

This anthology is a compilation of 46 articles on the foundations of experiential education, previously published in the "Journal of Experiential Education." Section I covers philosophical foundations of experiential education, definitions, objectives, influences of John Dewey and Kurt Hahn, and the role of spirituality in the wilderness adventure experience. Section II examines historical foundations, including a history of the Association for Experiential Education, a profile of Kurt Hahn, change and continuity as exemplified by a case study of Outward Bound, and cultural considerations in experientially-based educational reform. Section III addresses psychological perspectives and issues, including the appropriate mix of experiential learning and information assimilation, the transfer of learning in adventure education, internalization of learning, a Piagetian rationale for experiential education, the spiritual core of experiential education, and teaching for psychological maturity and adult effectiveness. Section IV, on social foundations, discusses racism; the contribution of cultural diversity to positive group experiences; a Native American perspective on "borrowing" activities from another culture; use of gender-free language; a male perspective on feminist theory; sharing lesbian, gay, and bisexual life experiences; and service learning in Native communities. Section V, on theory and practice, examines the essence of experiential education, the student-directed college classroom as a model for teaching experiential education theory, the design of intellectual experience, empowerment through education, a group development model for adventure education, and a stage theory approach to linking theory and practice for college student interns. Section VI discusses ethical issues related to justifying the risk of adventure activities to others, connecting ethics and group leadership, ethics and experiential education as professional practice, moral development, and environmental values. Section VII reviews research on experiential education, adventure education, and outdoor leadership training. Section VIII includes nine speeches and opinion pieces. A combined bibliography contains over 200 references. Includes author profiles and an index of original publication dates. (SV)

In the last 5 to 10 years, various organizations and federal agencies have identified and given recognition to projects using exemplary educational practices with Indian student populations. This document describes 15 innovative, often grassroots, projects previously validated by the Bureau of Indian Affairs, the Office of Indian Education, or other organizations. Each entry outlines program goals; identifies 1 of the 10 National Education Goals for American Indians and Alaska Natives addressed by the program; discusses demographics, program components, Native American context, and evaluation and validation procedures; and lists indicators of project success. Programs include such features as: (1) culturally based literacy education, computer instruction, GED preparation, occupational awareness education, or parenting education in programs designed for the specific needs of Indian adults; (2) instruction in radio journalism and broadcasting for reservation K-12 students; (3) a master's in education program with emphasis on Indian gifted education; (4) dropout prevention through Native-language and cultural education; (5) an after-school program aimed at substance abuse prevention; (6) home-based instruction for children aged 0-5 and their families; (7) use of computers and other technology in a bilingual bicultural program; (8) language and cultural education drawing on both human resources (elders) and technology; (9) teacher professional development in holistic approaches to language arts and guidance; (10) a buddy program linking kindergarten students with mentors in grades 6-8; (11) extensive instructional and support services for limited-English-proficient students in an ethnically diverse middle school; and (12) restructured curriculum to respond to cultural diversity, communication problems, dysfunctional families, and transient students. The National Education Goals for American Indians and Alaska Natives, the Indian America: Goals 2000, and National Education Goals are listed and describe agency recognition programs. Appendixes contain information on the Lab Network and Agencies/Recognition programs, and a list of abbreviations/acronyms. (SV)

In this paper, we argue for the moral and not merely the legal right to education for refugee children. National education in many countries is challenged by refugee flows and influx of displaced people. However, there is a tendency to think of refugee flows as isolated events rather than parts of the dynamics of a world society that national education systems needs to respond responsibly to and build capacity for. Consequently, there is a gap between the legal right to education for refugee children and its practical realization, and granting refugee children access to national education systems is becoming part of the problem and not only a solution to the de-territorializing and cosmopolitan challenges of refugee flows and displaced people. We argue that education for children of refugees' need to meet with a cosmopolitan design of education in order to respond responsibly to the right to education for refugee children. In the first part, we discuss the legal right to education for refugee children, and moral challenges with regard to its practical realization in nation-centred school systems and schools. In the second part, we discuss de-territorializing effects of refugees in education by reviewing research on refugee education, refugee children's experiences of education and by discussing refugee education in Sweden as a case. In the final part, we discuss ideas for a cosmopolitan design of education. We argue for a moral commitment to the education of refugee children in order for us to respond responsibly to their legal and moral rights and situation, but also to the legal and moral rights, and situations of those affected in host countries. We also argue for the importance of critical cosmopolitan imagination in education that does not restrict education to norms of national loyalty and national integration, or to economic norms of competitiveness and effectiveness.

This report examines issues regarding needed alignment of services and collaboration among agencies and institutions of higher education (IHEs) to achieve the goal of supporting youth with intellectual disability (ID) to obtain increased academic learning, independent living, and competitive integrated employment through participation in postsecondary education. The report identifies and recommends addressing barriers to student participation in higher education programs for students with intellectual disability that are the result of a lack of alignment in the implementation of the Higher Education Opportunity Act of 2008 (HEOA), the Individuals with Disabilities Education Act (IDEA), and the Workforce Innovation Opportunity Act (WIOA). These statutes were expressly designed by Congress to improve education, postsecondary education, transition and employment outcomes for students with disabilities. Despite language in the preamble of the IDEA 2004 regulations clarifying that IDEA funds may be used to support such students, and language in the WIOA regulatory preamble clarifying that vocational rehabilitation (VR) funds may be used to support students in these programs, subsequent guidance or interpretations of guidance are leading to the denial of special education and VR services for many students in postsecondary education programs. Denying these students the funding and supports intended by Congress is doing real harm to their opportunities to receive an education, become employed, and become as independent as possible. These are implementation issues that need to be addressed through guidance. Regulatory and statutory changes are not needed. In fact, the Inclusive Higher Education Committee (IHEC) opposes recent efforts to open up the WIOA regulations for reconsideration. IHEC recommends that the U.S. Department of Education (the Department) issue new guidance clarifying that IDEA and VR funds may be used to support students with intellectual disability in postsecondary education.

Even though the Korean experience with special education in the public education system is limited, inclusive education for special education needs (SEN) students has been at the center of attention at the national policy level since the mid-1990s. Since then, Korean educators and administrators have put an emphasis on the revision and regulation of special education policies, guaranteeing the rights of SEN students to learn, and fostering the quality of teachers to strengthen inclusive education. These efforts have led to progress supporting inclusive education. However, there is still much to be achieved. The author examined the current practices and policies of inclusive education and the challenges to implementing successful inclusive education in Korea and found that what is needed is to transform the existing climate of the schools from being competition-driven to being more cooperative and human-centered. We need strong leadership from principals and administrators. The Korean process also needs to implement disability awareness programs at the national level in order to improve social perceptions. There is a need for closer collaboration and a stronger partnerships between regular and special education teachers. Teachers need to adopt a positive attitude and perception toward SEN students, and to achieve this, there is a need to provide preservice and in-service education to promote among teachers the notions inherent to inclusive education. The challenges are long standing complicated issues with respect to the practice of inclusion in Korea. Many of these challenges at times appear almost impossible to resolve. However, every year, more SEN students want to participate in inclusive education and both regular and special education teachers, together with administrators and parents, believe inclusive education is a worthwhile ideal for the education of SEN students.