Education & Pedagogy

The concept and practice of career education in foreign language study are discussed. The federal government defines career education as a program with five levels of development: awareness, orientation, exploration, preparation, and specialization. Fifteen career clusters have been identified by the U.S. Office of Education that cover the entire field of possible occupations. Societal changes in the United States and changes in the international situation are increasing the practical value of foreign language skills. Career education has affected adult and higher education as well as the K-12 school curricula. Career education and the community school concept, which integrates the whole school system from kindergarten to adult, are discussed. The foreign language department must examine the community and assess both the needs and work placement possibilities. As foreign language teachers become involved in career education, they will help in guidance and placement of students. Some representative examples of career-oriented foreign language programs are cited. (SW)

A teacher education program at Loretto Heights College (Colorado) integrates multicultural education into an undergraduate teacher education program. Opinions on student needs were gathered from liberal arts faculty, minority representatives, elementary and secondary school staff, teacher educators, and students in teacher education. The diverse background of pupils has influenced American educational development, spurred by pressure from special interest groups, legal actions, and the concerns of educators. The program acknowledges this diversity by seeking to develop knowledge, ability, and attitudes in prospective teachers in each phase of study. The initial required courses introduce basic cognitive information regarding multicultural education. In the sophomore year, candidates officially request admission into the teacher education program, where courses are increasingly method-oriented. When the student teaching phase is approached, a further commitment and a reevaluation process is required. The final phase is one of renewal, where students reflect on the entire cycle and seek a synthesis of the knowledge gained. The entire process may be viewed as acculturating a student into a profession. (FG)

Many of the great successes in the history of American education have been in the adult learning area. Some examples include the Americanization of immigrants, the public library movement, cooperative (agricultural) extension, continuing professional education, and distance education. Despite these achievements, adult education has enjoyed little prestige and financial support. Indications of change are seen in the quickening pace of technological change with the resultant choice between continuing education and professional obsolescence, the burden of contemporary social and economic problems, and fewer younger Americans to be taught. Adult educators have improved their visibility, and adult education has received partial recognition, but this comes in a period of financial stringency. Adult educators should take this time to communicate that (1) adult education will work for the full development of individual Americans, (2) through continuing professional education they will concentrate on preparing adults to deal with current problems, and (3) they will try to understand and assist and work with the have-nots--disadvantaged, women, poor, handicapped, senior citizens, minorities, unemployed, underemployed. (YLB)

A conference was held to discuss concerns in adult education for women, in India, where only 18 percent of the women, compared to 40 percent of the men, are literate. A major theme of the conference was motivation--how does one motivate women to attend literacy education? For what reasons should they become literate? Many women see no need or have no time for education, so only an individual approach will work. The conference participants discussed four main topics: (1) recent trends in adult education and their implications for women's education and motivation; (2) the content and methodology of adult education, with special reference to women's literacy; (3) problems of follow-up and continuing education for literate women; and (4) problems of organizing adult education centers for women. Individual conference papers were given on these topics. (KC)

This guide lists approved teacher education programs in Texas institutions and is divided into three parts: (1) college approved programs; (2) approved programs for areas of specialization; and (3) approved competency-based programs. Part One of this guide alphabetically lists the Texas institutions with approved teacher education programs. Certification officers were from colleges and universities in Texas. Under each institution are listed the approved programs as of September 1, 1981. Included in this information is the funding source of the institution, the highest academic degree offered, and the accrediting agencies, as well as the name of the dean and the accrediting officer. Part Two lists institutions with approved specialized programs. This listing is organized alphabetically by the type of specialty and includes the areas of elementary education, secondary education, special education, special services, and vocational education. Part Three provides a list of colleges and universities that have competency based programs approved by the State Board of Education from June 1972 through September 1, 1981. Included in this list are the approval date and the competency based programs offered. (JD)

In many countries, Content and Language Integrated Learning (CLIL) in secondary education, whether by default or design, focuses primarily on high-achieving students. This paper presents a study of CLIL programs for a different population: junior vocational students in the lower streams of secondary education in the Netherlands. On the basis of a context description of the highly streamed Dutch secondary education system and a literature review related to bilingual education for lower achievers and vocational CLIL, the paper examines the implementation of bilingual education programs at school and task level. More specifically, it describes the perceptions and motivation of junior vocational students and their teachers with respect to the organization and practice of vocational CLIL. As a result, the paper reports the successful linguistic, curricular, and pedagogical characteristics of bilingual education programs for this type of learner and summarizes the challenges and opportunities for CLIL in junior vocational education. (Contains 1 table and 2 notes.)

This article provides evidence about differences in the recent tertiary education expansion in Austria, Germany, the Czech Republic, Poland and Slovakia. Focusing on these differences, we have examined private returns to tertiary education acquired before and after the tertiary education expansion. We compare these returns as follows: Austria with Germany and then the Czech Republic with Poland and Slovakia. Estimating private returns to education by applying the Mincerian (Mincer, 1974) approach on European Union Survey on Income and Living Conditions micro data (EU-SILC, n.d.), we show the differences that arise concerning the evaluation of tertiary education in the labour markets of these countries. While in Austria and Germany a more recent tertiary education is related to higher private returns, this is not the case in the Czech Republic, Poland and Slovakia where a declining trend towards private returns in more recent tertiary education is observable.

Purpose: The purpose of this paper is to study and identify the effective components of higher education marketing and providing a marketing model for Iranian higher education private sector institutions. Design/methodology/approach: This study is a qualitative research. For identifying the effective components of higher education marketing and providing a marketing model the thematic analysis was used. First all the themes related to higher education marketing from the research references were collected and was analyzed by template analysis and thematic network methods. Findings: The results of thematic analysis revealed that there are 2 dominant themes, 13 global themes, 40 organizing themes and 503 basic themes related to higher education marketing. The relationships between these themes are provided as a marketing model for Iranian private sector higher educational institutions. Originality/value: There are few studies of higher education marketing in the Iranian higher education market. This study provides useful information about effective components of higher education marketing and marketing models.

In this essay, Cathy Sandeen states that the new postsecondary landscape requires looking at higher education as a system that provides multiple pathways in and through the various parts of the system, all with the goal of helping students complete a postsecondary degree, credential, or certificate. Sandeen observes two strengths in professional and continuing education units that will be particularly important in the new era of postsecondary education: (1) serving more nontraditional students; and (2) being willing to innovate. Sandeen points out specific areas where professional and continuing education leaders can contribute to their own and to broader campus attainment initiativesing: defining the unique needs of nontraditional students; applying expertise in online and technology-based pedagogy; leveraging current relationships with employers and the workforce system; developing and promoting more certificate programs (especially stackable certificates); fostering acceptance of prior learning assessment vehicles; and creating pathways for the application of prior learning.

The Korean STEAM education pursues a convergent human resources education, but there are shortcomings associated with it due to the fact that it excludes the Humanities in its curriculum. This study embodies the accomplishments from the design and field application of the STEAM education model that has added Humanities fields (history, geography, and bibliography) to the five areas of STEAM (science, technology, engineering, art, and mathematics). The core principle of STEAM education is to utilize the traditional sciences as a medium that connects STEAM and the Humanities. It is designed to incorporate the eight core subjects as discipline studies of eight subjects and be implemented through the wheel model, developing into a multidisciplinary system. The STEAM education model was applied at two high schools over a two-year period as pilot programs. Both cases have undergone verification by the academia and have been reported in the news by the Korean Broadcasting System (KBS).

This study aims to investigate the views and implementations of preschool teachers in "giving character education through picture storybooks." Descriptive review method was used in the research and supported with focus group interviews. For this reason data were took from two study groups (for the descriptive study group n = 245, for the focus group n = 24 teachers). Study results show that character education is the important for the teachers, teachers use picture storybooks that support character education, however they find themselves partly competent in giving character education with picture storybooks, and think story books useful and effective in terms of character education, believe that teachers should be a role model in character education, and methods like drama, play, question-answer, and brainstorming are much preferred for an effective character education. Upon these results, enhancement of books that support character education in children's literature and courses aimed at character education in preschool teaching departments can be suggested.

This article considers initiatives to reform religious education after violent identity-based conflicts in Lebanon, Northern Ireland and Macedonia. The Taif Agreement, the Belfast Agreement and the Ohrid Agreement mapped extensive education reforms and established consociational power-sharing in the three jurisdictions, altering state identity and inter-communal hierarchies. The existing literature generates two hypotheses on the political function of religious education after violent conflicts: (1) religious education tends to entrench existing ethnic, national and political cleavages or (2) religious education helps further mutual knowledge, integration and social cohesion after violent conflicts. This comparative research employs original interviews and documents to evaluate initiatives to reform religious education (as a curricular subject) in post-conflict Lebanon, Northern Ireland and Macedonia. It suggests that the first hypothesis reflects more accurately the political function of education: religious education helps entrench existing cleavages in these deeply divided societies, but this does not necessarily hamper short-term peace and political stability.

After the Enderun College which successively provided gifted education during the Ottoman period, special education for the gifted in Turkey was interrupted. The discussion of talent education started after 1993 and an education model convenient to the conditions in Turkey was developed following the steps of how it is done in other parts of the world In order to apply this education model, institutions called "the Center of Science and Art" were opened. During the early educational stages of those institutions, the aim was to give "Discipline Based Art Education" while at the later stage, it provided art education for the production of art works. This qualitative study is a response to the insufficient publications of visual arts in the education of the gifted students in Turkey; in the form of "Action Research". In the study, the education of gifted students in visual arts in Turkey was analyzed and an art education at the level of conformity was presented through observation.

In North-Rhine Westphalia, the most populated state in Germany, Computer Science (CS) has been taught in secondary schools since the early 1970s. This article provides an overview of the past and current situation of CS education in North-Rhine Westphalia, including lessons learned through efforts to introduce and to maintain CS in secondary education. In particular, we focus on the differential school system and the educational landscape of CS education, the different facets of CS teacher education, and CS education research programs and directions that are directly connected with these aspects. In addition, this report offers a rationale for including CS education in general education, which includes the educational value of CS for students in today's information and knowledge society. Through this article, we ultimately provide an overview of the significant elements that are crucial for the successful integration of CS as a compulsory subject within secondary schools.

Since 1989, when it became legally possible for private higher education to operate in New Zealand, the sector has grown to become a significant part of the country's higher education system. This paper explores the private penetration, traces the changes that have occurred in private higher education, and evaluate the sector's position in New Zealand today. The private sector has had to find a niche for itself in a higher education sector dominated by a mature, well developed public sector. In so doing, New Zealand's private higher education exhibits differences and similarities with private higher education sector internationally. The New Zealand case is one of private entry into a mature higher education system in an economically advanced country. Emphasis is also placed on the dissimilarities between the private sector and the more predominant public tertiary education institutions in New Zealand. It is clear from this study that the private sector has characteristics that clearly distinguish it from the public higher education sector in New Zealand.