Education & Pedagogy

This international glossary of vocational education, its full text and index in both English and French, is intended to serve a dual purpose: (1) to establish a generally acceptable international terminology in the two major working languages of UNESCO in order to facilitate international communication in the field of technical education and (2) to promote and facilitate a more precise understanding of the UNESCO Recommendation Concerning Technical and Vocational Education (1962) and its susequent revision (1974). The 124 terms defined in the guide are grouped from the more general to the more particular under the following major headings: (1) general education (e.g., lifelong education, non-formal education, special education), (2) systems and structures in education (e.g., accreditation service, articulation, upper secondary education, work-study programs, extension services), (3) content of technical and vocational education (core curriculum, practice period), (4) the teaching and learning process, (e.g., programmed instruction, teaching aids), (5) guidance (e.g., aptitude tests), (6) teaching staff (e.g., practice teaching, technical teacher educator), (7) training (e.g., retraining, apprenticeship), and (8) employment (e.g., labor market, skilled worker). The alphabetical index is cross-referenced to paragraph numbers in the UNESCO Recommendation. (JT)

A research project was conducted to define cooperative education, to determine which two-year colleges in New York State operate cooperative education programs, and to assess the value of cooperative education. A survey of twenty-two colleges in the state identified 102 cooperative education offerings in thirty-seven interest areas. An assessment instrument to determine benefits accrued by cooperative education students was developed through on-site interviews with students, faculty, graduates, and employers, and through a literature review. The research produced the following results: (1) a working definition of cooperative education; (2) a checklist to determine if an experiential program is a cooperative education program; (3) a list ranking fifteen major issues for cooperative education coordinators at two-year colleges in New York State; (4) a display of benefits of cooperative education by source and area of student growth; and (5) investigations into the reasons for discontinuing cooperative education at two-year colleges in the state. Recommendations for future cooperative education programs are included. Appendixes contain survey instruments, interview procedures, benefits lists, meeting summaries, and an annotated bibliography. (KC/Author)

The objectives of this analysis were to determine the evolution of multicultural education programs and to ascertain a description of current multicultural education programs in teacher training institutions. Teacher education personnel at five colleges and universities were interviewed for data collection. The majority of programs studied were begun within the last four years in response to state mandates and multicultural education standards adopted by the National Council for Accreditation of Teacher Education. Programs were usually initiated by individual faculty members, although committees were soon established to provide leadership. Short range goals varied from offering a course in multicultural education to establishing multicultural education centers and/or offering graduate degrees within departments of curriculum and instruction. Long range goals included expansion of short range objectives, securing financial support, and integrating multicultural processes within the schools. Recommendations for institutions desiring to establish multicultural education programs are included. Descriptions of the multicultural programs of the five schools and the interview guide are appended. (Author/MK)

Schools of education are failing to meet the responsibility to produce teachers equipped to cope effectively with the increasingly complex world of cultural pluralism and rapidly developing technological advances. Challenges are present in the current demand for special education experts, adult education teachers, physical education and health teachers, bilingual teachers, and mathematics teachers. The greatest challenge, however, lies in the need for more individual instruction at all educational levels. Rising to meet this need is the new era of computer assisted instruction. Schools of education can be revolutionized with computer instruction. If schools of education are to profit from new technologies and meet the developing educational needs of our modern society, fundamental changes in their basic structure and orientation must occur. Education faculties should develop and market computer instructional software, thus providing experience with computers and providing a financial base for program funding. Education students should be taught to use computers effectively in teaching and to acquire the skills for developing and programing instructional modules in their own specialties for use in computer assisted instruction. (JD)

This manual is designed to review those topics which should be considered when initiating a school improvement effort in career education. These materials, representing a one-day workshop, consist of seven activities. Topics covered in the activities are an overview of the workshop, work flow and a work-flow diagram, needs assessment, career education student outcomes, career education program elements, and developing an element-outcome grid. Each activity contains a statement of purpose, its estimated time, an explanation of its format, and specific implementation suggestions. Eleven activity handouts are provided. These include a workshop agenda, sample work-flow diagrams, procedures for developing a work flow, career education definitions, sample maxims for needs assessment, key needs assessment questions, sample career education student outcomes from state plans, discussion of career education student outcomes, an element-outcome grid, and discussion of an operational career education program. (Five other career education teacher workshops covering career education concepts and practices, linking agents, program design, program improvement, and school improvement processes are available separately through ERIC--see note). (MN)

This document is a curriculum outline for a unit of a course about adult education in Great Britain. The objectives of the unit are the following: (1) to identify existing forms of provision for adult education and training; (2) to relate existing provision to explicit policies and to existing demand; (3) to understand the character of the relationship between provision for adult education and training and the provision of education and training at other levels; (4) to identify differences in the objectives and in the influence of the various providing bodies; and (5) to review the current policies for future development in this area. Material covered in the unit includes adult education in England, Wales, Scotland, and Northern Ireland; training programs for adults; and the interelationship of adults, education, training, and work. Activities are included for the various information areas. (KC)

A QUESTIONNAIRE WAS MAILED TO THE STATE DIRECTOR OF VOCATIONAL EDUCATION IN EVERY STATE AND TERRITORY OF THE UNITED STATES TO OBTAIN DATA CONCERNING THE NUMBER AND TYPE OF FULL-TIME HIGH SCHOOL AND POST-HIGH SCHOOL VOCATIONAL TEACHERS CURRENTLY EMPLOYED AND THE PROJECTED NUMBER OF TEACHERS THAT WOULD BE NEEDED DURING THE NEXT 3 YEARS. THEY WERE ALSO ASKED TO INDICATE SPECIFIC AREAS OF GREATEST TEACHER NEED IN THE FUTURE. ALL BUT KENTUCKY AND MASSACHUSETTS RESPONDED. ESTIMATED INCREASES IN NEED FOR HIGH SCHOOL TEACHERS FROM 1965 TO 1968 WERE--AGRICULTURE, 5.3 PERCENT, BUSINESS AND OFFICE EDUCATION, 28 PERCENT, DISTRIBUTIVE EDUCATION, 49.2 PERCENT, HOME ECONOMICS, 13.7 PERCENT, AND TRADE AND INDUSTRIAL EDUCATION, 43.1 PERCENT. ESTIMATES OF INCREASED NEED FOR POST-HIGH TEACHERS FOR THIS PERIOD WERE--AGRICULTURE, 113 PERCENT, BUSINESS AND OFFICE EDUCATION, 37 PERCENT, DISTRIBUTIVE EDUCATION, 73.5 PERCENT, HEALTH OCCUPATIONS, 40.2 PERCENT, HOME ECONOMICS, 66 PERCENT, TECHNICAL EDUCATION, 39.7 PERCENT, AND TRADE AND INDUSTRIAL EDUCATION, 23.2 PERCENT. DATA FROM QUESTIONNAIRES WERE TABULATED BY REGIONS. (PS)

AN ANNOTATED, SELECTIVE BIBLIOGRAPHY IN THE FIELD OF EVENING COLLEGE EDUCATION HAS BEEN COMPILED JOINTLY BY THE ERIC CLEARINGHOUSE ON ADULT EDUCATION AND THE ASSOCIATION OF UNIVERSITY EVENING COLLEGES (AUEC). SPECIAL NOTE IS MADE OF THE CONTRIBUTIONS OF THE CENTER FOR THE STUDY OF LIBERAL EDUCATION FOR ADULTS (CSLEA), WHICH OPERATES AN INFORMATION CLEARINGHOUSE RELATED TO EXPERIMENTAL PROGRAMS OF LIBERAL EDUCATION. THE FIVE SECTIONS AND THEIR CONTENTS INCLUDE SUCH ITEMS AS--(1) OVERVIEWS, INTRODUCTIONS, AND GENERAL SURVEYS OF THE FIELD, INCLUDING FACULTY ORGANIZATION, POLICY MAKING, JUNIOR COLLEGES, AND ADULT EDUCATION IN COLLEGES AND UNIVERSITIES, (2) PERIODICALS AND INDEXES, IN THE FORM OF NEWSLETTERS, CSLEA PUBLICATIONS, PROCEEDINGS, RESEARCH, BIBLIOGRAPHIES, AND DIRECTORIES, (3) RESEARCH AND ENROLLMENT DATA SOURCES, (4) ADMINISTRATION AND PERSONNEL, INCLUDING SALARIES, DECISION-MAKING PROCESSES, PART-TIME TEACHERS, AND STUDENT SERVICES, AND (5) PROGRAM REVIEWS AND OTHER STUDIES OF DEGREE PROGRAMS, URBAN EXTENSION, MANAGEMENT, INDUSTRIAL, AND MILITARY EDUCATION, AND COMMUNITY SERVICES. PUBLICATIONS LISTED SHOULD BE OBTAINED FROM THEIR ORIGINAL SOURCES. (PT)

THE NATIONAL LEADERSHIP CONFERENCE ON CONSUMER EDUCATION AND FINANCIAL PLANNING WAS A PILOT PROJECT TO BRING TOGETHER STATE DEPARTMENT OF EDUCATION CURRICULUM OFFICIALS FOR AN EXCHANGE OF IDEAS. THE 19 PARTICIPANTS, REPRESENTING 16 STATES, FORMED FOUR INTEREST GROUPS--CONSUMER EDUCATION RELATED TO BUSINESS EDUCATION, ADULT EDUCATION, HOME ECONOMICS, AND TOTAL SCHOOL (K-12) PROGRAMS. RECOMMENDED PLANS FOR THE INITIATION OF PROGRAMS IN CONSUMER EDUCATION INCLUDED SURVEYING PRESENT PROGRAMS, IDENTIFYING SPECIFIC NEEDS FOR PARTICULARIZED CONSUMER EDUCATION, DEVELOPING PUBLIC RELATIONS ACTIVITIES TO STIMULATE INTEREST, ESTABLISHING STATE POSITIONS OF CONSUMER EDUCATION COORDINATOR, DEVELOPING IN SERVICE MEETINGS FOR TEACHERS, PRINCIPALS, AND SUPERVISORS IN CONSUMER EDUCATION CONTENT AND METHODS, SELECTING MASTER TEACHERS AND EDUCATION SPECIALISTS TO DEFINE CONSUMER ECONOMIC CONCEPTS AND BEHAVIORAL GOALS, AND ORGANIZING THE PRINTED MATERIALS, AUDIO VISUAL AIDS, AND COMMUNITY RESOURCE PEOPLE IN A CLASSIFIED LIST FOR LOCAL SCHOOL USE. DOCUMENT INCLUDES SUMMARY OF GROUP REPORTS, LIST OF PARTICIPANTS, AND TEXTS OF THE LECTURES PRESENTED. (AJ)

United States Senate hearings on S. 1839, a bill to extend the Higher Education Act of 1965, and for other purposes, are presented. Testimony concerning the proposed Higher Education Amendments of 1979 is presented by college administrators, financial aid officers, students, teachers, researchers, and representatives of the federal and state governments. The bill includes the following parts: Communlty Services and Continuing Education Programs, college library assistance in library training and research, strengthening developing institutions, student assistance, Teacher Corps and teacher training programs, financial assistance for the improvement of undergraduate instruction, reconstruction/renovation of academic facilities, cooperative education, graduate programs, community college establishment and expansion, statewide planning authorization, Fund for the Improvement of Postsecondary Education, National Institute of Education, and the Allen J. Ellender Fellowship Program. (SW)

This monograph shares experiences of participants in a series of fifteen "miniconferences" for local K-12 career education coordinators held January-July 1979 regarding community involvement in the delivery of career education. Six sections describe specific examples of how particular communities have, to date, responded to a call for involvement of both the home/family structure and of the business/labor/industry/professional/government community. These responses include (1) informing community members about career education and selling the career education concept to the broader community; (2) organizing for effective community involvement in career education; (3) organizing community career education advisory boards; (4) other examples of community involvement in career education, including use of community persons as classroom resources, career education experiences provided by business/industry organizations, and "one on one" contacts between students and persons from the business/labor/industry community; and (5) involvement of community organizations in collaborative career education efforts. (YLB)

The guide, a support document to the Oklahoma State Plan for Special Education, presents a policies and procedures manual for special education in Oklahoma in accordance with the Education for All Handicapped Children Act (P.L. 94-142). The manual is intended to establish the minimum standards for special education program approval, to establish the minimum standards for the determination of pupil eligibility, and to establish considerations which will lead to appropriate programing within the least restrictive environment. Aspects covered include responsibility of state and local education agencies, organization of programs, surrogate parents, identification, parent involvement, teacher certification, confidentiality, ancillary services, individualized education programs, special services, recommendations for transportation for handicapped children, gifted and talented programs, early childhood handicapped programs, Project ECHO (Enriching Children's Hearing Opportunities--a preschool deaf/hard of hearing program), regional education service centers, state and federal funding, complaints, due process hearing and appeal procedures, program monitoring, and personnel inservice training. Also provided are various special education forms, and Oklahoma state laws for special education. (DLS)

Within the context of occupational education planning, this report proposes a region-wide coordinated system that is responsive to the needs of all segments of the city's population, as well as to the specific needs of each individual. Occupational education, it is indicated, will be successful in the city's high schools only if it emcompasses career education, that is, the blending of work experience with regular school courses and programs. Supportive and training services are proposed for out-of-school youth and adults, especially for minority youth who suffer disproportionately higher unemployment rates and need greater opportunities in skills development. Goals, objectives, and activities for occupational and career education are provided, and factors such as staffing, curriculum, facilities, community relations, and counseling are discussed. Tables provide data on occupational programs on the secondary level, occupational training for adults and college students, enrollment by sex in occupational education, and student enrollment. (WP)

This report submitted to the Congress from the Committee on Human Resources contains the Career Education Incentive Act, a bill which provides federal financial incentives to states to develop, implement, and strengthen career education programs. A summary of the bill follows a chronological review of the legislation's consideration in Congress. Also presented are the committee's views, including the following information: definition of career education; need for career education; history of career education; accomplishments of career education; and need for more extensive federal support. The provisions of the bill are explained under the following categories: purpose, authorizations, allotments, within-state distribution, applications, state plan, use of funds, model programs, career education information, evaluation, postsecondary education demonstration projects, payments, administration, and definitions. Cost estimates are given, and regulatory impact evaluation is explained. The votes the bill received in the committee are designated, and a section-by-section analysis of the bill's sixteen sections is presented. Finally, changes in the existing law (Education Amendments of 1974, Title IV, Section 406) are described. (BM)

Consumer education course objectives, content analysis, supporting objectives, and content generalizations are presented in this teacher's guide for Consumer Education 1 and 2 for the San Diego Unified School District. Course objectives are aimed at several areas of consumer and family studies: consumer education, cultural awareness, human potential (including sex stereotyping), and career education. A grid is included to summarize and show quickly how each course objective relates to these four emphases. A course rationale, description, objectives, and goals are given for Consumer Education 1 and 2. Areas studied under content analysis include: life styles; decision making--consumer behavior; consumer in the economy; rights and responsibilities; money management; savings; borrowing; buying (food marketplace, clothing, transportation, housing and home furnishings); environment; and employment and employability. Suggested time sequences are also listed. These same areas are then considered from the standpoint of objectives and accompanying content generalizations. (CT)