Education & Pedagogy

Built on the premise that the primary delivery system for vocational teacher education in Indiana has been the public institutions of higher education, this model for evaluating the State's total professional development efforts is a classification scheme organized around three major mission areas of vocational teacher education and their corresponding eleven goal statements representing the expectations the State has for its vocational teacher education program: (1) Instruction Mission (Preservice, Inservice, Vocational Administrators, and Graduate Studies), (2) Research and Development Mission (Basic and Applied Research, Developmental Activities, and Evaluation Activities), and (3) Service Mission (Intra-University Activities, Local Education Association Activities, State Education Association Activities, and National Activities). Ninety-six objectives are listed under the eleven goal statements to describe what the vocational teacher education program will do in achieving a particular goal or in performing a particular function. Several hundred process and product criteria are then included under the objectives to specify the basic measurable components of each. An introductory section describes briefly the development and rationale for the model and traces the process of commitment, goal agreement, criteria assessment, data collection, interpretation and decision that must be followed by the institutions of higher education providing vocational teacher education services and the representatives of the State Board of Vocational-Technical Education in cooperation with user groups if the application of the model is to yield an effective analysis of the strengths and weaknesses of the State's total vocational teacher education effort as delivered through its institutions of higher education. (HD)

The purpose of the workshop reported here was (1) to share and exchange information from a national survey of the status of competency-based adult vocational education instruction and (2) to assist the participants in implementing or expanding competency-based programs. Contents include four groups of workshop presentations. Three are general reports on the subject: involvement of the Ohio State University Center for Vocational Education in competency-based adult vocational education; activities of the U.S. Office of Education in the same area; and an overview of the national survey part of the project. Six exemplary programs are described in the second section: an instructor initiated and operated program; a large, comprehensive program; a statewide program involving local schools, the State Department of Education, and the Vocational-Technical Education Consortium of States (V-TECS); the Adult Competency Education Project; the Adult Performance Level (APL) approach in adult vocational education; and administration, development, and operation of a school-wide competency-based adult vocational program. Adult education resources available at the Center for Vocational Education are summarized in four papers: Career Planning Programs for Women Employees; the Center's Performance Based Teacher Education Curricula Program; Adult Education Programs in ERIC; and Metric Education Instructional Materials for Vocational, Technical, and Adult Education. The final section contains twenty individual action plans developed by participants using the information obtained during the workshop. Appendixes include a sixty-item reading list. (JT)

Emphasis placed on adult education in Tanzania stems directly from the decision to bring about development through an egalitarian rural transformation. The political decision to stress socialist development with priority to those living in rural areas preceded the creation of the adult education network and shaped its structures and organization. The basic unit of the network is the community school which serves during part of the day as the primary school for children while operating in the afternoons as an adult education center. The subjects that are taught at each center vary depending on the interests of the people, the availability of teachers, and the development priorities in the district. To carry out the large tasks assigned to adult education, a network of supervisory and coordinating personnel has been established. Four types of adult education programs which operate through the network are functional literacy programs, discussions of national policies, short-term mass education programs, and local education programs. (This paper includes a discussion of institutions and organizations which have a major adult education role, such as Kivukoni College, workers' education organizations, rural training centers, cooperative education agencies, the Tanganyika Library Service, and the Institute of Adult Education. Five questions about the relationship of education and development which the author feels need fuller treatment conclude this paper.) (EM)

To enlighten the reader on the status of environmental education internationally, this paper discusses current environmental concerns, trends, and problems; reviews environmental-related communications between countries since 1965; and describes environmental education programs in selected countries. Environmental education is interpreted to include the processes of informing people about their environment and developing skills, motivation, and commitment to work toward solving current environmental problems and preventing new ones. The document is presented in five sections. Section I discusses the concept of environmental education and identifies major ecological issues, including ocean contamination, radiation fallout, loss of soil fertility, and malnutrition. Section II summarizes international perspectives on environmental education, stresses the United Nations' influence on program development, and lists educational needs. The needs include improved teacher education, improved research and evaluation, increased funding, and international cooperation. Section III lists and discusses major international conferences which have dealt with environmental education since 1965 and examines communications related to environmental matters between governmental agencies of various countries. Section IV outlines environmental education programs in Africa, Australia, New Zealand, Canada, China, the United Kingdom, the United States, Venezuela, and West Germany. The greatest environmental education need in all countries is coordination of efforts and resources. The concluding chapter suggests that environmental education may be the catalyst that will unite people in all countries in a common effort to find solutions to life threatening problems. (Author/DB)

This is the first of eight volumes consisting of series of publications of the Center for the Study of Liberal Education for Adults (CSLEA), such as Notes and Essays, Research Reports, Occasional Papers, and Conference Reports. These materials provide both theory and practice ln the area of non-credit adult liberal education offered by colleges and universities. This volume contains numbers 1-9, 11-13, 15, 18-19, 22-26 in the series, Notes and Essays on Education for Adults, October 1952-November 1959. Titles include (1) The Pooling of Ignorance? Discussion in the College Classroom; (2) Significant Research in Adult Education; (3) Evaluating Courses, Not Students: An Evening College Experiment with Objective Devices; (4) Social Roles of the Middle-Aged Person: A Method of Identifying the Needs of Adults; (5) Television and the University; (6) A School for Optimists (3 papers); (7) The Liberation of the Adult; (8) Adult Education as a Time-Binding Process; (9) Mass Society and Liberal Education; (10) New Directions for University Adult Education: Institution-Centered (2 papers); (11) Psychological Needs of Adults; (12) Schooling for Maturity; (13) Professional Preparation of Adult Educators (symposium); (14) Liberal Education (discussion summary); (15) Especially for Adults; (16) Learning and Teaching through Discussion; (17) Pleasures in Learning (11 essays); (18) Major Trends in Higher Adult Education; (19) Liberal Education for Adults Re-examined: The Queens College Program; and (20) Higher Adult Education: Its Place and Its Function. (YLB)

AT A CONFERENCE IN SALT LAKE CITY, UTAH, OCTOBER 24-26, 1966, SPONSORED BY EIGHT ROCKY MOUNTAIN STATES, SIXTEEN PAPERS AND FOUR SUPPLEMENTARY STATEMENTS WERE GIVEN BY EDUCATIONAL AUTHORITIES TO DEFINE PROSPECTIVE CHANGES IN SOCIETY BY 1980 AND TO CONSIDER THEIR IMPLICATIONS FOR EDUCATION. FACTORS INFLUENCING EDUCATIONAL CHANGE INCLUDE POPULATION INCREASE, IMPROVED COMMUNICATIONS FACILITIES AND PROCEDURES, POPULATION MOBILITY, STEADILY RISING ECONOMIC PRODUCTION, INCREASE IN SIZE OF WORK FORCE AND KINDS OF OCCUPATIONS, AND IDEOLOGICAL CONFLICT. STRUCTURAL IMPLICATIONS REQUIRE REVISIONS OF THE LOCAL SCHOOL DISTRICT, THE NATIONAL EDUCATIONAL PROGRAM, THE FINANCIAL BASE OF EDUCATION, THE STATE DEPARTMENT OF EDUCATION, AND AN EXPANSION OF RESEARCH AND DEVELOPMENT IN EDUCATION. CURRICULUM AREAS NEEDING REVIEW ARE OUTLINED AND ORGANIZATIONAL INNOVATIONS ARE SUGGESTED. OTHER CONSIDERATIONS INCLUDE--(1) SELF-RENEWING MECHANISMS TO INSURE AN EFFECTIVE EDUCATIONAL PROGRAM FOR ACHIEVING THE GOALS OF A SINGLE SCHOOL, (2) THE SOCIAL AND PSYCHOLOGICAL CONDITIONS OF LEARNING, (3) COMPENSATORY EDUCATION, (4) VOCATIONAL EDUCATION, (5) COMMUNITY COLLEGES, (6) ADULT AND CONTINUING EDUCATION, (7) COLLEGE AND UNIVERSITY RELATIONSHIPS, (8) LEADERSHIP AND CONTROL OF THE AMERICAN SCHOOL SYSTEM, (9) PERSONNEL POLICIES AND PRACTICES, (10) LOCAL EDUCATIONAL ORGANIZATION AND ADMINISTRATION, (11) THE STATE'S RESPONSIBILITIES FOR EDUCATION, AND (12) THE DEVELOPMENT OF POLITICAL COMPETENCE THROUGH EDUCATION. COPIES OF THIS DOCUMENT ARE ALSO AVAILABLE FROM DESIGNING EDUCATION FOR THE FUTURE, 1362 LINCOLN STREET, DENVER, COLORADO 80203, UNTIL SUPPLY IS EXHAUSTED. (JK)

THE IMPLICATIONS OF WOMEN'S LABOR FORCE PARTICIPATION FOR EDUCATORS AND LEADERS PLANNING PROGRAMS IN VOCATIONAL AND TECHNICAL EDUCATION WERE DERIVED AT A 2-DAY CONFERENCE BY 30 PEOPLE REPRESENTING THE VARIOUS SERVICES IN VOCATIONAL-TECHNICAL EDUCATION AND RELATED AREAS. IMPLICATIONS AND RECOMMENDATIONS FOR VOCATIONAL AND TECHNICAL EDUCATION CONCERNED THE NEED FOR BETTER AND FASTER COMMUNICATION, THE NEED FOR RESEARCH UPON WHICH PREDICTIONS CAN BE BASED, AND THE NEED FOR RESOURCES SUCH AS GUIDANCE WORKERS, SPECIALISTS, CURRICULUM GUIDES, AND PREPARED EDUCATIONAL MEDIA MATERIALS. IN BUSINESS AND OFFICE EDUCATION AND DISTRIBUTIVE EDUCATION, THE IMPLICATIONS WERE RELATED TO (1) CRITERIA FOR PROGRAM DEVELOPMENT TO COORDINATE EFFORTS ACROSS VOCATIONAL SERVICE LINES, (2) PREPARATION OF TEACHERS ORIENTED TOWARD FLEXIBLE PROGRAMING, SENSITIVITY TO INDIVIDUAL STUDENTS, AND A BROAD OUTLOOK OF VOCATIONAL EDUCATION, AND (3) RESEARCH ON STANDARDS FOR OCCUPATIONAL PERFORMANCE AND EMPLOYABILITY. IMPLICATIONS FOR HEALTH OCCUPATIONS CONCERNED CRITERIA FOR PROGRAM DEVELOPMENT, STANDARDS OF CERTIFICATION FOR VARIOUS OCCUPATIONAL LEVELS, AND RESEARCH IN DEVELOPING PROGRAMS, CURRICULUMS, AND INSTRUCTIONAL MATERIALS. IN HOME ECONOMICS, IMPLICATIONS WERE RELATED TO DEVELOPING APPROPRIATE MATERIALS, METHODS, SUBJECT MATTER, AND SERVICES FOR JUNIOR AND SENIOR HIGH, COLLEGE, AND ADULT LEVELS OF EDUCATION. RECRUITING WOMEN FOR TECHNICAL EDUCATION PROGRAMS AND STUDYING POSSIBLE NEW TECHNICAL OCCUPATIONS, TECHNICAL EDUCATION PROGRAMS, AND JOB REQUIREMENTS WERE IMPLIED FOR TRADE AND INDUSTRIAL AND TECHNICAL EDUCATION. IMPLICATIONS FOR COUNSELING AND GUIDANCE WERE RELATED TO DEVELOPING IN STUDENTS REALISTIC SELF CONCEPTS AND A REALISTIC VIEW OF THE WORLD OF WORK. DEMOGRAPHIC DATA ARE PRESENTED IN 52 GRAPHS. A BIBLIOGRAPHY IS INCLUDED. (FP)

A two-volume report of a survey to identify current school activities and interests in 16 program areas related to citizenship education in Pennsylvania is presented. These program areas include environmental studies, community members in the schools, citizen-related social and cognitive skills, law-related education, family life education (for students and parents), moral/ethical/values education, student involvement in school governance, student activities in the community, measures of social development, global education, analysis of the mass media, and inservice training on students' social development. Separate sections of the report discuss the purpose of the survey, questionnaire development, data collection, and results. The sample consisted of 327 elementary, junior, and senior high school principals who responded to a questionnaire. Results indicate that the single item of interest in all schools was involvement of community members in citizenship education programs. A majority of principals, however, reported that their schools are already conducting such activities. The need for conducting inservice workshops for staff on students' social development was also expressed at all levels. Other items of high interest included envlronmental education, moral/ethical/values education, and family life education on the high school level. Low interest items included global education, student activities in the community, and workshops on family life for parents of junior high school students. Volume II of the report contains statistical tables to which the text of Volume I refers. (KC)

Changes between 1920 and 1950 in the American idea of going to college, from an aspiration into a right, are described. The interplay among educational leaders during this period illuminates many of their uncertainties and concerns. One element in the debate is the centrality of liberal education as a normative concept to explain and prescribe for steady growth. Debaters are consistently divided on the appropriate boundaries to ascribe to liberal education. The liberal education defended in the 1920's was education for leadership in a stratified society. The apparent inability of institutions to fulfill this mission, especially with rising enrollment, and an apparent revolution in student morals and manners were criticized. The depression era marked a silent shift away from elite higher education toward a general education model oriented to citizens and masses. It specifically called for education for following as well as leading. The world crisis leading to the second world war stimulated a revival of the humanities in the curriculum. Events and constituencies outside education influenced the growth of mass education in the 1940's, especially the GI Bill. Work at Harvard (the Harvard Redbook) promoted a significant revival of the liberal arts ideal, and the report of a presidential commission during the Truman administration was also a milestone. When mass higher education triumphed by the mid 1950's, some educators abandoned their earlier enthusiasm. During these decades the educational system enlarged and transformed itself in directions far different from the enduring liberal education goals. Although the goals were retained, the content and even purpose of liberal education remained vague. (MSE)

The three papers compiled here provide educators and others involved in career education with some information regarding the relationship of career education and organized labor. The first paper, a conference speech by Peter A. Bommarito, President of the United Rubber Workers, presents an official policy statement on career education from the rubber, cork, linoleum and plastic workers. The second paper, by Dr. Mark Schulman of Antioch College, comprises one-half of this monograph and covers the problems organized labor faces with respect to career education. The content of this paper is in three parts. The first part discusses the issues regarding the relationship between career education and labor and includes theoretical, conceptual, and operational considerations; the second part explores the short- and long-range implications of strategies to consolidate or modify labor participation in career education; and the last part offers tentative conclusions and summarizes the paper's content. The third paper, by Kenneth Hoyt, Director of the Office of Career Education, presents the views expressed by members of organized labor at a seminar dealing with the role and function of organized labor in the career education effort. His paper focuses on seven topics, some of which are the following: the kinds of career education activities in which organized labor should participate; how the K-12 school system should obtain resource persons from organized labor; organized labor representation on community career education action councils; and involving organized labor on career education field trips. (EM)

This publication contains the text of the main presentations and the highlights of discussion groups from the Ninth Annual Pennsylvania Conference on Postsecondary Occupational Education. The conference theme was "Programming Postsecondary Occupational Education." Ewald Nyquist, the first speaker, delineated the problems faced by postsecondary education--money shortages, declining enrollments, and competition between institutions--and suggested that a partial solution lay in regional cooperation. In her report on current educational research, Eileen Kuhns summarized projects investigating job crisis, vocational vs. liberal education, affective preparation for work, accountability, education's new consumers and new producers, and programming coordination. The executive vice-president of the Pennsylvania AFL-CIO, Robert Mahoney, stressed that educators, workers, and employers all have a stake in program planning and must begin to cooperate. Carl Herr related plans for postsecondary occupational education to the state plan for vocational education. In Edwin Herr's talk on counselling postsecondary vocational students, the diversity of students in vocational education and areas of counselling needs were recognized, methods for career education were suggested, and policy implications were outlined for these approaches. Lee Frederick addressed the topic of cooperative education and emphasized that cooperative education is a legitimate form of academic education, not merely a learning experience. An overview of the conference was provided by James Murphy. (ELG)

Recommendations presented to the Southern Regional Education Board by its Task Force on Higher Education and the Schools, as a comprehensive program to improve the quality of teaching and learning at all education levels, are reviewed. Priorities fall into three major areas: improving the quality of teachers and other school personnel, improving the curriculum at the secondary and postsecondary levels, and coordination between the sectors of education. Recommendations about teachers and other school personnel deal with their selection, certification, preparation, and continuing education. Recommendations regarding curriculum call for higher academic standards in high schools and colleges, as well as improving the preparation of youth for work. Recommendations for joint action by the agencies and institutions that govern and deliver education in the region are made, since their cooperation is essential if the recommendations are to be implemented. Financial implications of the recommendations are also considered. Among the specific recommendations are the following: states should apply selection procedures throughout the entire process of preparing teachers (rather than at the end point only), starting with tighter admission standards and ending with performance evaluation of all beginning teachers; in each state, the ongoing evaluation of teacher education programs should be a joint activity of the state higher education board and of the state board of education; and the states should modify their certification regulations and remove rigid and unnecessary requirements. (SW)

One of the major problems facing vocational education today is the lack of qualified and competent teachers to fill vacancies created by expansion in the vocational education programs. This pilot project conducted at Emporia State University (Kansas) was constructed to develop a comprehensive model to recruit, counsel, and place vocational business occupations teachers, industrial education teachers, home economics teachers and coordinators in the schools of Kansas. In the project, the guidance and career services (of several state agencies) currently being used in public education were to be adapted to the university level. The project designed a model for long-term cooperative arrangement between the information, recruitment, counseling, and placement services in vocational teacher education. The procedure used was visitations to vocational and teacher education programs at other institutions which had been identified as integrating the guidance services into teacher education activities. Secondarily was the development of the demonstration model for providing an integrated system for teacher career information, recruitment, counseling, and placement services for potential teachers. Plans for installation and initiation of the service system in the university were completed. This involved input from staff, advisory committee, and resource personnel. The system was to be installed at Emporia State University and initiated for a year-long trial period during the 1980-81 school year. (KC)

Public Law 94-142 and other federal legislation mandate that all handicapped children receive a free and appropriate public education, including vocational education. In order to implement these provisions, personnel development of vocational and special education personnel is needed; therefore, each state that applies for federal funds must submit a three-year state plan that includes a Comprehensive System for Personnel Development (CSPD). A study of all state plans and several territory plans was undertaken to determine the extent to which vocational educators participate, and the extent to which vocational and career education content is present in the planning. The areas of CSPD concern included participatory input and implementation, needs assessment, preservice training, inservice training, incentives for inservice trainee participation, funding, inservice training participants, and vocational education manpower needs relative to educating handicapped learners. The findings and conclusions of the study suggest that vocational educators and vocational and career education content are not reflected extensively in comprehensive personnel planning in the states relative to the education of handicapped children and youth. The analysis also suggests that special education and vocational education continue not to coordinate their personnel preparation efforts to any significant extent. Recommendations include that vocational educators take a more active role in CSPD planning, that they be included in the special education inservice training, and that the needs assessment be used to revise personnel development programs. (KC)

Of enduring interest to philosophers of education is the intimate connection Dewey draws between "Democracy and Education" in this now century-old seminal work. At first glance the connection may appear quite simple, with the two terms commonly combined today as "democratic education". But there is significantly more to Dewey's connection between democracy and education than "democratic education" suggests. Evidence for this greater depth can be seen in Dewey's choice of subtitle for his text: "an introduction to the philosophy of education". In this article I illuminate some of the further riches Dewey offered to understanding democracy and education, central to which is his theorization of "occupations" as this aligns with his attempts to articulate a "coherent theory of experience". As with democracy and education, the educational import of occupations cannot be captured with a mere combination of terms as in "vocational education". In both cases we are simply appending an adjective to education, which Dewey found problematic. What we need, he argued, is a sense of education "pure and simple" with "no qualifying adjectives prefixed". An existential consideration of occupations enables just that, wherein occupations define the functional unities of life, the character of social groupings, the ways in which growth is arranged. As such they provide us with new ways of conceptualizing the structure of schools and the nature of learning. Here, democracy and education come together in a much more fundamental sense as expressions of life.