Education & Pedagogy

The role of a state education agency (SEA) in the development of a program for international community education is analyzed. The task of this paper is perceived to be linking the human condition internationally with the concept of community education. Community education, as presented here, engages the public in determining the role that schools play in solving individual and community problems. Roles and functions of the SEA are no longer limited to traditional tasks; rather, national trends point to new responsibilities and directions for the SEA. They are: (1) more comprehensive, coordinated planning; (2) increased evidences of coordination with related agencies; (3) new approaches to research, development, evaluation, and accountability; (4) general shifts in staffing patterns and agency size; and (5) involvement in conflict resolution. These plus basic principles guiding the SEA indicate its position in an international education program to be leadership. Also identified is an emerging role of staff development for training programs. The SEA is advised not to forget the pivot of its success -- people, whom education is to serve -- as it proceeds in linking community education with international education. (ND)

Information on career education activities is provided in the compilation of career education projects. Activities are categorized into six areas: (1) activities designed to effect incremental improvements in K-12 career education programs; (2) activities designed to demonstrate the most effective methods and techniques in career education for the senior high school, the community college, and institutions of higher education; (3) activities designed to demonstrate the most effective methods and techniques in career education for special segments of the population (handicapped, gifted and talented, minority, low income, and female youth); (4) activities designed to demonstrate the most effective methods and techniques for training and retraining persons for conducting career education programs; (5) activities designed to communicate career education philosophy, methods, program activities, and evaluation results to career education practitioners and to the public; and (6) activities designed to survey and assess the current status of U.S. career education programs, projects, curricula, and materials as required under subsection (e) of Section 406 of Public Law 93-380. Information for each project is arranged according to state and project number, grant number and Office of Career Education team, project director and grantee organization, title of project, and federal funding. (EC)

Designed to provide the student of outdoor education with a synthesis of current literature in the field, this collection presents 26 articles which range from administrative to practical applications of outdoor education theory and philosophy. Articles include discussions of: (1) the philosophy of outdoor education; (2) a London school and its use of the environment; (3) outdoor education methodology; (4) camping and camper attitudes; (5) nature as a classroom; (6) an educational program involving young people in public affairs; (7) Outward Bound; (8) self-awareness via outdoor education; (9) a summer camp that included mentally retarded children; (10) cooperative funding; (11) comparative environmental education in park settings; (12) the integration of outdoor education into the curriculum; (13) organizing camps; (14) a mountain classroom; (15) the outdoor education revival in New York State; (16) outdoor teaching; (17) a school ground outdoor education laboratory; (18) the concept of the "nature creep"; (19) an outdoor community for troubled adolescents; (20) being in touch with nature; (21) a snow trek for emotionally disturbed students; (22) environmental protection through outdoor education; (23) a nature trail with braille markers for the visually handicapped; (24) a program for the underachiever; (25) hunting. (JC)

Part 1 focuses on the following administrative provisions: (1) general aspects of administration, (2) fiscal control and fund accounting procedures, (3) State vocational education programs, (4) vocational education programs for the disadvantaged, (5) vocational education research and personnel training, (6) exemplary programs and projects, (7) residential vocational education schools, (8) consumer and homemaking education, (9) cooperative vocational education programs, and (10) work-study programs for vocational education students. Part 2 provides tabulated data on annual and long-range program plan provisions in the following areas: (1) analysis of manpower needs and job opportunities in Oklahoma, (2) analysis of availability of vocational education, (3) analysis of Oklahoma's population relating to vocational education needs, (4) annual and long-range planning and budgeting, (5) projection of State's enrollments, (6) fiscal year 1975 enrollments, (7) estimates of total funds needed for vocational technical education and annual allocation plan, (8) construction projects for the coming year, (9) actual and projected demand for vocational education personnel development, and (10) financial plan for personnel development based on funds available or anticipated. State educational agency agreements, regulations, directories, and forms are appended. (EC)

This book contains 17 articles, each by a different author, and addressed to those who wish to become informed about the relationship between multicultural education and competency-based teacher education (CBTE). In order to study the relationship between multicultural education and CBTE, a number of individuals actively engaged in either the study and/or implementation of multicultural education and CBTE were invited to respond to the following two questions: (1) What should be the role of the administrator, teacher, or university faculty member in assuring that competency-based teacher education includes multicultural education in its content?; and (2) From a(n) administrator's, teacher's, or university faculty member's point of view, what problems are you experiencing or do you foresee experiencing in regard to relating the concepts of multicultural education and competency-based teacher education? The first question provided the writers the opportunity to respond to the state of the art concerning the relationship of multicultural education and CBTE--especially at their local sites. The second question provided the writers the opportunity to discuss how they would envision the relationship of multicultural education and CBTE. The articles in this book are the responses to these questions. (RC)

This report is a compilation of reports from ten Task Forces convened by the National Association for the Advancement of Colored People (NAACP) in May 1977. The challenge was to examine what quality education is, what it takes for the system to deliver quality education to every student, and why the system has failed with many black youths. Ways in which teacher education could be improved are discussed. Suggestions for changing curricula are made. There follows a discussion of the kind of teachers needed for quality education and of ways of assessing teacher performance. Special education for blacks is examined in light of Public Law 94-142. Guidance and counseling programs are analyzed in terms of counselor competencies and training requirements and curriculum implications at the elementary secondary level. The problem of intergroup relations and sources of ways to reduce intergroup hostility are examined. Urban education is defined, and recommendations are made for the development of programs. The types, role, and levels of administration appropriate to black education are examined. The role and responsibility of the student, parent, and community in the achievement of quality education are outlined. Finally, the implementation goals of desegregation/integration are discussed, including monitoring and the question of State responsibility. (MC)

Until recently other countries (Australia, Great Britain, the Scandinavian countries) have been well ahead of the United States in development of rural education policy, In 1969 and again in 1977 the U.S. Office of Education (USOE) produced task force reports with recommendations for rural education. The 1969 recommendations were very specific and concerned early childhood education, vocational education, institutional cooperation, funding guidelines, technical assistance for rural program planning and development, establishment of a rural unit within USOE, and creation of a rural programs research and design center. Broader in scope, the 1977 recommendations dealt with rural, migrant, Native American, and Bilingual/Bilcultural education. The report also acknowledged the effect on education of rural cultural tradition. Except for improved vocational education (largely a matter of state policy) and the ERIC program, there has been neither implementation of the recommendations nor much HEW effort regarding ongoing funding of rural education programs. The U.S. rural education policy has remained one of trying to fit all school systems into a single mold. However, cause for hope now exists in that rural education is an NIE priority for fiscal 1980; the Department of Agriculture and USOE are planning activities; and there is now some cooperation among federal agencies. (SB)

A profile of the humanities in American education and public life is presented, and means for strengthening them over the next decade are recommended. The humanities are examined in terms of education, cultural institutions, and public and private funding. Broad definitions of literacy, vocationalism, and the purposes of education at all levels are proposed. The capacities of museums and libraries for interpreting our cultural heritage are noted, and it is urged that the gap that often separates the humanities from science, technology, and the electronic media be bridged. Formal collaboration between educational and cultural institutions are recommended, as are new roles for private corporations, which have the greatest capacity to provide new support for the humanities. It is suggested that strengthening the humanities is essential to improve the quality of education in the elementary and secondary schools. Humanities at the postsecondary level are addressed in terms of undergraduate education, graduate education for the professions, graduate training in the humanities, and research and scholarship. Vocational education, adult basic education, and continuing education are also covered. Additionally, foundations, corporations, and the National Endowment for the Humanities are considered as sources of support. (SW)

The mini reviews in this collection synthesize current information regarding three timely topics in outdoor education: utilizing adventure education as a treatment mode for juvenile delinquency; providing outdoor education for the handicapped; and developing outdoor education nature centers. In "Outdoor Adventure Education and Juvenile Delinquents", adventure education is fully described, including its origin in the Outward Bound movement, its application in rehabilitation, and its structural components. The multiple values and benfits of adventure education to the juvenile delinquent are noted along with its effectiveness in rehabilitation. Several information sources are indicated. "ERIC Information Resources on Outdoor Education and the Handicapped" includes a listing of ERIC documents, bibliographies, and directories pertaining to outdoor education and to the handicapped. Four sample outdoor education programs designed for the handicapped and included in the ERIC data base are summarized and guides for program development are listed. Two packages of learning activities and teaching materials are also described. Nature centers are defined in terms of site selection, facilities, and services in "Outdoor Education Nature Centers". The centers' benefits and values are noted. The establishment of a center (planning, construction, organization of space, publicizing) is explained. Some features of existing centers are highlighted. (SB)

This study, one in a series on education in the Soviet Union, focuses on the status of higher education in the system and in the state. In an introductory section, basic legislation and decrees and the education ladder, or organizational structure, are outlined. The second section describes the organization, functions, and institutions of the U.S.S.R. Ministry of Higher and Secondary Specialized Institutions, and the Republic Ministries of Higher and Secondary Specialized Education. Basic requirements for admission to higher education and admission to specialties are outlined in section three. The fourth section focuses on higher education programs: types of institutions, undergraduate study, and graduate study. Teacher education and certification, including teacher-training institutions and curricula and certification procedures are considered in section five, and the growth of higher education in the 1970's is analyzed in the final section, where data on specialty group enrollments and enrollments of women and full- and part-time students are presented. Appended are lists of official Soviet specialties in higher education, the names of the higher education institutions especially recognized by the Soviet government for their achievements in training specialists and in research, and a list of references. (MSE)

Resumes of 321 ongoing projects in career education, vocational education, and education and work are provided. (These contract and grant awards are administered by the U. S. Office of Education's Division of Research and Demonstration and Office of Career Education.) The publication is organized into three sections. Section 1 includes descriptions of the four agencies and a list of key personnel. Section 2 contains the project resumes grouped by administering agencies (e.g., the Office of Career Education, the National Institute of Education). Projects administered by the Division of Research and Demonstration (the largest section of abstracts) are subdivided as follows: Programs of National Significance (Projects of National Significance, Personnel Development, the National Center for Research in Vocational Education, and Curriculum Coordination Centers); Bilingual Vocational Education; and Contract Program for Indian Tribes and Indian Organizations. Each resume includes bibliographic information, subject terms that describe the project, and an abstract focusing on project objectives and procedures. Section 3 is comprised of six indexes: subject, project director, organization, responsible agency, geographic location (state and U. S. Congressional District), and contract/grant number. Directions for using the report and a sample resume are provided in the introduction. (Author/LRA)

The Austrian educational system was the subject of a series of three examinations conducted by the Organisation for Economic Co-Operation and Development from 1968 to 1979. This document on the third and last of these examinations, conducted during 1977 and 1978, reports on that portion of the educational system under the jurisdiction of the Federal Ministry of Education and Art, which is responsible for all education except for higher education. The first of this document's three portions is the examiner's report, which discusses Austria's educational history, educational tracking system, vocational training, teacher education, special education, day-care centers, and adult education. The questions asked of Austrian educational authorities are included. These questions were developed from an extensive background report prepared by the Austrians in 1975 and summarized in the third portion of this document. The central portion of the document is a record of a review meeting during which the examiners and Austrian representatives met to discuss the questions asked and the responses offered. This session was not completed due to time constraints, and did not cover day care or adult education. (PGD)

Designed for use in career education workshops and other staff development activities of persons in schools and the community who are responsible for promoting, planning, implementing, and evaluating career education in a school or district, formulating school policies and procedures, and designing or revising curriculum, this guide was prepared to meet California's staff development needs regarding the techniques and strategies for implementing career education in grade levels K-12. It is intended for use as both a workshop resource and a group or individual self-study guide. The content is presented in two segments, each one consisting of behavioral objectives, content, and three group session discussion points that include time limits and discussion topics and activities: (1) Career Education Concept covers the need and rationale for career education, career development as a conceptual framework, definitions of career education, and the components, principle ideas, and goals of the career education approach to education; and (2) Career Education Process contains guidelines for planning, implementing, and evaluating career education activities, including needs assessment; preparing the implementation design; and promotion, support, staff development, instruction, and guidance activities. Arland N. Benson's nine steps for implementing career education and a list of references conclude this guide. (EM)

The threats to adult higher education are rapidly becoming significant educational and social problems. To date, the hope of adult educators to become equal participants with other university divisions in higher education has not been realized. Simultaneous expansion and dilution of adult higher education have caused adult student demands for educational equality and cost sharing. In addition to student demands, a growing threat to adult higher education is the potential of being taken over by large corporations. Corporate interest in education comes at a time when universities find that their financial support is dwindling and that their major sources of support (government and business) are attempting to "decollegize" American society. Universities have responded by making education more relevant by offering vocational education and thus competing with the vocational programs of their major benefactors (corporate giants). Besides all the disadvantages universities have in this competition, they are moving away from their marketable commodity of academic credentials toward vocational ones. It is conceivable that universities might suffer if they became subsidiaries of large corporations by emphasizing vocational education. The loss of academic emphasis could have such a negative effect on the development of people's social consciousness as to be tragic. (EM)

Fifteen papers on aspects of education and training for agriculture and rural development are contained in this journal for 1977. Several deal with the rising need for more direct participation by the farmers, landless workers, foresters, and fishermen for whom rural education and training systems are designed to supplement traditional types of instruction at institutions of higher learning in efforts to effect rural development. A theme running through contributions to the journal is the evolution of nonformal education and training, extension, distance learning, and other extramural activities, especially those which are aimed at improved prospects for the rural poor. Paper topics are: Development of Agricultural Universities in India; Simulation Practical Training for Future Extension Agents; Training Women for Development; Public Administration Training for Relief of Rural Poverty; Irrigation: Using Appropriate Technology; The Operational Seminar; Filling the Gap--Supplementary and Complementary Initiatives in Rural Development; Training for Development (pictorial review); Training Rural Craftsmen for Development; Improved Management in Agricultural Education; Radio and Television Courses for Agricultural Education and Training in Poland; Agriculture and Adult Education; Family Life Education; Communication with Farmers in Afghanistan; Training for Wildlife Management. (RS)