Education & Pedagogy

This occupational education plan for the mid-Hudson region of New York State (Region 3) sets forth the directions that occupational education ought to take in the next five years. Present occupational activities of the region and future occupational needs are identified. Occupational education plans consistent with the changing occupational needs in the area are outlined for each educational level. Six sections comprise the document: (I) a demographic profile of Region 3; (II) mission and goal statements of the elementary, secondary, BOCES, adult, and private post-secondary schools and community colleges constituting Region 3's educational units; (III) needs assessment and occupational education plans for each education level, including present distribution of programs in the various occupational curriculum areas and anticipated growth in manpower needs for each curriculum area by 1980, special needs of the handicapped and disadvantaged, priority objectives, and strategies to achieve the objectives; (IV) a proposed monitoring and evaluation plan for Region 3; (V) supporting documentation; and (VI) definitions of terms used throughout the report. (JDS)

Designed to provide direction for those who contemplate establishing a competency-based program for vocational teachers, this monograph contains major papers developed for the Institute on Competency-Based Teacher Education for Virginia Vocational and Technical Teacher Educators held in Blacksburg, November 23-26, 1975. Also included are two papers developed after the institute was held. Titles and authors are (1) "The Challenge of Competency-Based Teacher Education" by Ruth D. Harris and Curtis R. Finch, (2) "Competency-Based Education: Status and Research" by W. Robert Houston, (3) "Instructional Materials for Competency-Based Teacher Education" by James B. Hamilton and Glenn E. Fardig, (4) "Delivering Teaching/Learning for Competency-Based Education" by Daniel E. Vogler, (5)"Writing Competency-Based Education Modules" by Daniel E. Vogler, (6) "Concerns in the Implementation of Competency-Based Teacher Education" by Martha Lee Blankenship, and (7) "Toward a Framework for Implementing Competency-Based Teacher Education" by Curtis R. Finch and Ruth D. Harris. (WL)

These four papers address the issue of vocational education versus general education in the community college. Dale Tillery rejects the career versus general education dichotomy and builds a case for synthesis of the two, discussing as possible threats to general education the following: ethnocentrism, academicism, departmentalism, skepticism, and elitism. Louis Batemale looks at the relationship between career training and general education from three perspectives: historical, current, and future. John H. Porterfield identifies six reasons for the current low status of general education in the community colleges and makes the following recommendations: (1) abandon the idea that there is one best solution to the problem; (2) emphasize the common content of general and career education courses; (3) reexamine the assumption that general education must precede vocational and professional education; (4) emphasize teaching quality. Earl Lowell recognizes an implicit prejudice in the educational system regarding career education. To correct this he recommends a change in attitude among college administrators which might generate an alternative to the concept of the career ladder. (NHM)

The document is the fifth volume in an annual series of American Vocational Association (AVA) proceedings digests. It contains the reports of professional meetings, workshops, educational tours, speeches, and discussions, as well as the resolutions, elections, and other activities undertaken at the various meetings. The proceedings of meetings of the following groups are presented: (1) general sessions, (2) AVA awards and Educational Exhibitors Association--Ship's Citation, (3) House of Delegates, (4) AVA policy resolutions, (5) Adult Education Department, (6) Postsecondary Education Department, (7) Research and Evaluation Department, (8) Secondary Education Department, (9) Special and Related Programs Department, (10) Supervision and Administration Department, (11) Teacher Education Department, (12) Agricultural Education Division, (13) Business and Office Education Division, (14) Distributive Education Division, (15) Guidance Division, (16) Health Occupations Education Division, (17) Home Economics Education Division, (18) Industrial Arts Education Division, (19) Manpower Division, (20) New and Related Services Division, (21) Technical Education Division, (22) Trade and Industrial Education Division, and (23) related groups and organizations. A list of commercial, educational, and architectural exhibitors concludes the document. (Author/EC)

The document presents a status report and summary of State advisory councils on adult education. It is not restricted to those councils using Federal funds, but reports on all adult education advisory activities at the State level from the 50 States and other possessions and territories. Pertinent portions from the Adult Education Act concerning State advisory councils on adult education are excerpted. Based on interviews conducted during the summer of 1975, the survey report of State advisory councils presents the following information (alphabetically, by State): name of advisory body; authorization and/or appointment authority; whether it has written rules, records, and operation policy; whether the public is represented; and any additional comments. Profiles from each State are also provided. The methods of selecting State boards of education and chief State school officers are also reported alphabetically by State. Concluding the document is a report of the amount of FY 1975-76 Federal funding allocated to States for vocational education, vocational education advisory councils, adult education, and the adult education administrative allotment. (EC)

This report, part of a series on the state of recurrent education in the Organization for Economic Cooperation and Development (OECD) member countries, focuses on recurrent education in Norway. The report describes and reviews the considerable effort undertaken in Norway to design a more satisfactory relationship between education and society and to create the legal institutions to allow this relationship to develop. The Norwegian concept of recurrent education is defined as education which completes, brings up-to-date, renews, and deepens basic and/or special education, and which is normally undertaken after some time has been spent in an occupation. Section 1 contains a short introduction and then describes the basic features of the Norwegian educational system. Section 2 reviews the organization, content, and finance of recurrent education in Norway today. Section 3 describes recurrent education in the future and focuses on program organization, content, philosophy, financial benefits, and relationship to present educational programs. Section 4 details the need for continued research, while section 5 outlines guidelines for governmental financial support of voluntary study organizations. (DE)

The document examines changes affecting business and office occupations and identifies curriculum adjustments which those changes necessitate. Section 1 examines the employment outlook for business and office workers and the changing composition of the business labor force. Section 2 examines the factors affecting business and office occupations, the function of the office as an information processing system, and the changes occurring in the operation of offices. Section 3 considers business and office education: the changing role of business and office education, changing attitudes and aspirations of business education students, and the need for a viable business and office career education curriculum. Section 4 explains the Business and Office Career Education Curriculum (BO-CEC) project, explains strategies for developing curriculum guides, and describes the proposed national business and office education support center. A brief bibliography and names and addresses of members of the Committee for the Future of Business Education are also included. (Author/JR)

The evaluation identifies the 19 vocational education planning districts reviewed by Ohio's Program Review for Improvement, Development and Expansion (PRIDE) during 1973-74. Components of the review program included: (1) administrative review by the local superintendent, (2) process variable review with a lay advisory committee, (3) product review identifying the success of graduates, (4) cost analysis, (5) availability and impact review utilizing local resources to identify community needs, and (6) acceptance and congruence review examining student interests and attitudes and parent attitudes. Review committees consisted of local district representatives, State Department of Education Personnel, and a supervisor from the Manpower Training Service. Goals, objectives, and activities are given for the areas of adult education, agricultural education, business and office education, distributive education, home economics education, trade and industrial education, special needs education, and guidance and testing. Each subject area describes field activities and indicates the number of programs, schools, and individuals participating and the role or status of participants. Findings and recommendations also are listed for each area. (KH)

A supplement to 5 previous bibliographies, this bibliography provides access to some of the latest resource material, research findings, and/or developments in outdoor education. Part I contains 143 citations and abstracts which appeared in "Resources in Education" (RIE) from the January 1975 issue through the December 1975 issue. Part II includes 61 citations of journal articles which appeared in "Current Index to Journals in Education" (CIJE) from the January 1975 issue through the December 1975 issue. In addition to outdoor education, the citations cover such topics as conservation education, educational programs, emotionally disturbed, environmental education, natural resources, nature centers, learning activities, science education, and urban environment. Types of materials cited include curriculum guides, research reports, resource guides, instructional materials, program descriptions, and teaching guides. A combined RIE and CIJE subject index is provided to assist the user in locating citations pertaining to a given subject area within the realm of outdoor education. Ordering information is included. (NQ)

This digest provides statistical information covering the entire field of American education from kindergarten through the graduate school. It utilizes materials from numerous sources, including statistical surveys and estimates of USOE and other appropriate agencies, both governmental and nongovernmental. Information is presented on a wide variety of subjects, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development. The information is organized into five sections: (1) All levels of education, (2) elementary and secondary education, (3) higher education, (4) Federal programs of education, and (5) miscellaneous statistics related to American education. Improvements and additions over previous volumes in this series include a statement of the development of Federal programs, expanded coverage of library statistics, summary data on the characteristics of graduate students, information on the range of teacher salaries as distinguished from average salaries, and data on doctors degrees conferred by institutions of higher education. (DMG/TT)

A history of extension education in Nigeria, particularly as it relates to the University of Nigeria (Nsukka), is given with implications and reflections for other programs in Nigeria and other areas of Africa. Beginning in 1948, with the University College at Ibadan sponsored by the University of London, the history of extra-mural or extension education in Nigeria shows an increasing emphasis on serving people of the area, with the University of Nigeria, from the time of its enactment by the Nigerian Assembly in 1955, concentrating on extension services and the special needs of such varied groups as teachers of English and poultry farmers. The United States Agency for International Development provided $1,000,000 for the Continuing Education Center building, which served people from East and West Africa as well as Nigeria. Because of the civil war beginning in July 1967, the present state and the future of the University are very uncertain. (jf)

To evaluate undergraduate vocational teacher preparation programs in the state of Rhode Island, the 117 vocational educational graduates of the four institutions were surveyed to determine their opinions concerning their college experience. Responses from 66 graduates indicated that: (1) State needs are being fulfilled in vocational business teacher education, with the exception of the lack of training in distributive business education, (2) Agriculture teacher education supplies students with all necessary knowledge and skills in production agriculture; however, additional emphasis is needed in non-farm businesses, conservation, and food processing, (3) Home economics teacher education produces a sufficient number of well-trained teachers, (4) Trade and industrial teacher education has not kept pace with development of industry and technology and needs progressive change in order to compete with other states, and (5) Actual practical experience in a teacher's occupational field would help him to be a better teacher. (DM)

German adult education before 1933 stressed group experience in the family, clan, and culture rather than knowledge and the individual. Outside trends, expecially in England, Austria, Denmark, and the United States, repeatedly influenced the German movement. While lecture institutes, university extension, and other activities were important, the folk colleges were the greatest single force in German adult education. Grundtvig's emphasis on "intensive" adult education had a great impact on adult educators between the 1890's and 1933. A perennial goal was the healing of social divisions caused by regional differences, traditional class distinctions, and an elitist educational system based on classical scholarship. Major weaknesses in German adult education were poor communication between educators and participants, frequent failure to appeal to the working classes, lack of funds and respectability, lack of adequate facilities and cohesive organization, and inadequately trained personnel. Programs tended to be either "Old Direction" (formalistic), "New Direction" (broad and democratic), "neutral" (without controversial subjects), or linked with religious or political beliefs. (ly)

Striving for an innovative and exemplary approach to preservice and inservice teacher education, Chadron State College, Nebraska, has developed an Outdoor Environmental Education Program. As portrayed in this program description, it consists of: (1) an undergraduate course in outdoor education; (2) a sixth grade outdoor education experience involving students in 11 local school systems; (3) a graduate summer workshop including an extended field trip to Wyoming; (4) field experiences for earth science students studying physiographic provinces and excavating archeological areas; (5) development of state-wide curriculum guidelines; (6) utilization of the state college field laboratory, Camp Norwesca, for outdoor, recreational and science activities; and (7) sponsorship of teacher inservice workshops. Additional material outlines objectives of the program, personnel involved, budget required, evaluation procedures for each component, program impact--how it contributes to the improvement of teacher education, and future plans. Course outlines, class schedules, descriptive brochures, and evaluation reports are appended in the supporting materials section. This work was presented to the American Association of Colleges for Teacher Education for its 1972 Distinguished Achievement Awards Program. (BL)

The contents of this book are as follows: Chapter I, "Human Deprivation: Causes and Consequences," examines the following topics: eugenics versus euthenics in school; poverty; Mexican-American poverty in the United States; the American Indian; the black American; deprivation; and, subjective deprivation. Chapter II, "Infant Learning and Stimulation," includes such topics as research on psychology, the social context of infant stimulation, and parent education programs. Chapter III, "Compensatory Early Childhood Education," contains an analysis of selected examples of compensatory early childhood programs. Chapter IV, "Compensatory Public School Education," contains an analysis of compensatory elementary school programs and an analysis of selected examples of compensatory secondary school programs. Chapter V, "Teaching the Disadvantaged," examines the following topics: programs for teachers of the disadvantaged; research and development centers; auxiliaries; and, teaching the disadvantaged: now and tomorrow. The epilogue reviews the controversial evaluation research on compensatory education, including the two federal surveys and Jensen's work. (JM)