Education & Pedagogy

The first part of this issue contains extracts from an English article discussing the need for environmental education and from a study (written in French) of the failures of universities to fulfill their role. The second part contains extracts from the educational press of nine European countries. Extracts in English describe policy issues arising from Austrian legislation providing for student participation in educational administration; the reorganization of secondary schools and the initiation of teacher education by the universities in Finland; the retirement of educational planners, an experimental integrated secondary school and the introduction of multi-media studies in higher education in Germany; the reform of Dutch higher education; Swedish educational research; and the major features of the English report on teacher education. Articles in French refer to disputes over training high school teachers, the award of national diplomas by the universities, the unemployment of young graduates, trends in high school education and the education of immigrant children in France; training of preschool personnel in Luxembourg; and the revision of the Swiss constitutional provisions concerning education. A separate section contains a cumulative table of contents to the 1971 issues of the newsletter. (AL)

The papers in this report were presented at a 1971 symposium on management education held under the auspices of the Industry Committee of the Organization for Economic Cooperation and Development (OECD). Under the major topic of "The Present State of Management Education in OECD Countries" are the following papers: "Gardens and Graveyards in Management Education"; "The Situation of Management Education in Japan"; and "In-Career Training in Management Education." Four papers dealing with the situation of management education in OECD European member countries, Scandinavian countries, North American countries, and Japan are included under the topic "Industry's Needs for Qualified Management." The following papers deal with the major topic "Possibilities for Action by OECD and by Member Governments": "Contacts between Management Education Centers and between These Centers and Industry"; "Coordination at National and International Level of Existing Management Education Programs"; "Quality of Management Education Imparted by Management Training Centers"; and "Improvement of Management by Firms Individually and between Firms." (CL)

Papers presented at a conference organized by the Indian University Association for Continuing Education of India and the University of Madras are reproduced in these proceedings, as are case studies relating continuing education efforts in seven countries and Hong Kong and Singapore. The papers are as follows: "The Necessity and Strategy for Continuing Education in Asian Countries" by Raj Krishna, "Continuing Education and the University in a Developing Country" by J. E. Jayasuriya, "A Note on Continuing Education" by K. N. Raj, "The Role of University in Continuing Education" by V. V. John, "Programmes of Continuing Education in Universities" by B. H. Crew and S. C. Dutta, "Problems of Organisation, Finance and Structure in Universities" by Amrik Singh, "The Financing of University Adult Education in a Developing Country" by John Lowe, "Broadcasting in Continuing Education" by Laksiri Jayasuriya, "Continuing Education: A Challenge to the University" by A. J. A. Nelson. The countries reporting in the case studies are Australia, India, New Zealand, Phillippines, Papua and New Guinea, and Thailand. (DB)

This document is an English-language abstract (approximately 1,500 words) of a Western Australian report on higher education in that state. The Committee recommended that a "Tertiary Education Commission" be established as an on-going body, to advise the Government on developments over the whole field of tertiary education and to encourage coordination between all the autnonmous institutions involved. Through its funding procedures, the Australian Federal Government has established a tripartite pattern in higher education to differentiate between university, teacher, and advanced education. The Department of Education has been the best administrator of higher education. However, teacher education should be removed from its control. The University of Western Australia should not grow beyond a maximum of 8,000 full time students, and 2,000 part time students on its present campus. Planning should begin as soon as possible for a university college to open after 1972. The trend is away from small institutions devoted to training in single technologies. The report includes statistics on enrollments, graduates, associates, and projections for future enrollment at the University. Farming and mining need expansion in Western Australian advanced education. (Author/GDB)

The implications for American education today in reforms initiated at the Federal level in finance, research, curriculum, accountability, and administration were discussed by the U. S. Commissioner of Education. The financial reforms focus on revenue sharing. In the research area, Commissioner Marland discusses the proposed National Institute of Education (NIE), and the changes being made in the Office of Education so as to provide resources for programs for the disadvantaged. The major components of the higher education bill are, as stated by Commissioner Marland, expanded student aid, institutional aid, the National Foundation for Higher Education, and the National Institute of Education. Career education as proposed by the Office of Education is seen as the means of supplying young people, especially those in inner cities and rural depressed areas, with knowledge about the world of work and with control over their own lives. Commissioner Marland states that the year that had elapsed since his taking office has been a good one, and he is optimistic about the future of education in this country. (DB)

Extracts from the European education press of October to December 1971 describe educational developments in the member countries of the Council of Europe. Some general comments on the Illich controversy (disestablishment of schools) and on the need for individualization of teaching precede summaries of developments in individual countries. Extracts in English describe the progress of Austrian school reform; priorities for educational policy and planning, and the extension of compulsory education in Denmark; the lack of implementation of reform plans, and the education of foreign children in Germany; long term Dutch educational policy; the appointment of a director for the Secretariat for Nordic Cultural Co-operation; comments on the Swedish report "education in the year 2000;" raising of the school leaving age to 16, the reorganization of local education authorities, and the pass rates of the Open University in Britain; and comments on plans for common standards for European universities. The reports on Belgian cultural autonomy, French projects for the reform of secondary education, the teaching of French and continuing education, and Italian projections for the development of public education are printed in French. (AL)

The report contains 16 papers and additional summaries of workshops held at the 1976 Annual Conference of the International Schools Association in Somerset, New Jersey. The conference theme, Education: Conformity--Liberation, linked the experience of the American Revolution to international education and reviewed the growth of multicultural and multiethnic developments in the world of education. Participants were elementary and secondary educators from countries including Germany, Ghana, Japan, France, Switzerland, Tanzania, United Kingdom, Nigeria, United States, Israel, Italy, and Kenya. Major topics of papers were International Education in the Contemporary World, Non-Western Education and Nigeria, Educational Thought in Modern India, The American Revolution Period and Black Education, The Multicultural Approach in Education, Development of Education in Latin America, and Creating the Future through School Curriculum. Speakers from the World Order Institute, the United Nations, and Educational Testing Service also participated. One special session explored aspects of drama in Soviet Russia, China, Israel, and the Philippines. (AV)

The report reviews educational development in Indonesia. The Ministry of Education and Culture is continuing systematic attempts at educational reform in accordance with national objectives and reports that it has made significant improvement since the beginning of formal educational planning in 1969. Reasons given by the government for this progress include efficiency, frequent assessment of educational needs and programs, and pedagogical cooperation with other nations. In order to combat problems of widespread illiteracy, rapid population growth, and financial limitations, the Ministry is developing educational strategies. In an attempt to provide the most rational direction for education on all levels from primary through university, and including vocational, adult, and non-formal programs, the government has encouraged primary school building construction, teacher education, curriculum development, scholarships, mass media educational activities, and community education projects. Relevance of education to individual students, and compatability of educational objectives with Indonesian national culture and technological development are major problems to be solved before an educational infrastructure can be finalized. (Author/DB)

Twenty papers presented at the Oregon state conference on "Inservice Physical Education and Public Law 94-142" are included in the volume. The first section focuses on the inservice challenge and includes papers on subjects such as the accountability of inservice training for implementation of Public Law 94-142, the practical implications of research in physical education, and needs assessment methodologies for inservice. The second section presents inservice models such as a field based model of physical education for the handicapped, a model staff development program for physical educators, a field delivery system for inservice in a rural area, and a motor development inservice training project. The final section considers inservice for special groups. Among topics covered are a psychosocial approach to inservice physical education, administrative inservice considerations, and an inservice model for university facilities. (PHR)

The purpose of these guidelines is to suggest to school districts what should be done to implement a competency based vocational business education program for adults. It also provides guidelines for those districts wanting to organize and administer such a program in their own localities. Ten guidelines are presented in the following areas: (1) adult business education--state of the art, (2) implementing competency based business education, (3) providing adult basic education in a competency based adult vocational business education program, (4) providing competency based measurement, (5) assessing entry level jobs, (6) designing competency based instructional materials, (7) implementing competency based business education programs for adults in an evening school, and (8) implementing competency based business education programs for adults in day schools. In addition, a model competency based adult business education program in an evening school and a model program in a day school are provided. The final section, on teaching adults, provides an example set of guidelines for teaching an adult typewriting program. (LRA)

Summaries are included here for all vocational research projects in Florida from 1965 to 1976 as well as a few 1977 projects which have been completed. The format for the entries is informative data (title, organization, project director, expenditures, project duration, and project number), problem to be addressed, objectives to be met, procedures employed in meeting the objectives together with resultant data, information on potential utilization, and/or products with information as to where products may be procured. Many summaries encompass a number of individual grants over a period of several years; others are single projects conducted for one year or less. Projects are divided into sections by these subject areas: administration, agriculture, business education, career education, cooperative education, counseling, disadvantaged and handicapped, distributive education, employability skills, health-related occupations, home economics, individualized instruction, industrial arts, industrial education, placement and followup, research and evaluation, student personnel services, teacher education, work experience, and other. (YLB)

Organized in question and answer format, this guide is designed to orient both preservice and inservice vocational teachers to performance-based teacher education (PBTE) materials developed by the Ohio State University Center for Vocational Education. The materials are described as a series of 100 modularized learning packages focusing upon the specific professional competencies needed by vocational teachers in all vocational service areas and occupational specialties. Part 1 defines performance-based teacher education in general. Part 2 briefly outlines the rationale and development of the 100-module PBTE series and its research base. Part 3 describes the modules, each of which contains background knowledge, application and/or practice activities, and an opportunity to demonstrate the competency involved in a classroom setting. Suggestions are provided for use of the modules on either an individual or a group basis under the direction of one or more resource persons (instructors). A glossary of PBTE terms and a list of the 100 modules are included. (Each of the modules is available separately.) (JT)

There are two sectors of higher education in the Netherlands: the universities covered by the University Education Act and the vocationally-oriented colleges covered by the Further Education Act. Following a summary of the main elements of secondary education, higher or tertiary education is defined. Thirteen universities and non-university institutions are described. Non-university institutions are defined as mostly small, private (denominational), single-purpose institutions. Courses offered by the university and non-university are discussed along with admission policies, guidance of prospective students, financial aid, costs, enrollment and transfer rates. The cost of research, source of finance, and research requirements of university faculties is explained. A review of problems of higher education centers on efficiency, the changing role of university education, building a system of mass tertiary education, and tertiary education and the labor market. Reform measures that have been taken in the area of university governance, university courses, long-term higher education, and the Open University are outlined. (SPG)

The pictorial publication briefly discusses Indian education in Canada. Discussed are: nursery schools and kindergartens; elementary and secondary schools; teaching staff--preschool instructors, teacher aides, classroom assistants, teachers, and principals; guidance staff--guidance and social counsellors, and home and school coordinators; support services--daily and seasonal transportation, noon lunches, student residences, boarding homes, and group homes; professional services--school committees, curriculum resource centres, curriculum advisory committees, community libraries, scholarships, and supervision; professional training--intercultural education, Native teacher training, orientation courses, inservice training workshops and conferences, and training of teacher aides, social counsellors and child-care workers; vocational and post-school training; employment and relocation; adult education; cultural grants; fine arts; linguistics; and literature. Appended are: a summary of federal and provincial school enrollments of Indian students in grades K-13 during 1971-72; scholarship awards for 1965-73; 1972-73 award winners; research projects continuing or recently completed; a summary of post-school enrollments--adult education, vocational training, and employment relocation; and a listing of the regional education offices. (NQ)

The purpose of this booklet is to place in perspective the role of the Michigan State Board of Education, the Superintendent of Public Instruction, and the Michigan Department of Education in collective bargaining in education. Part 1 discusses the role of the State Board of Education in developing policy with respect to teacher-school board negotiations. Part 2 examines the informational role of the Department of Education in teacher-school board negotiations. Part 3 discusses the regulatory role of the State Board of Education and the Department of Education in teacher-school board negotiations. Part 4 presents some conclusions and recommendations related to teacher-school board negotiations, based on the observations of the Superintendent of Public Instruction from 1967 to 1976. The appendix presents data from Department of Education surveys of teacher-school board negotiations in Michigan, as well as sample letters from the Department of Education summarizing the legal responsibilities of Michigan school districts in event of a teacher strike. (Author/JG)