Education & Pedagogy

Sub-Saharan Africa exhibits higher fertility and lower education than other world regions. Economic and demographic theory posit that these phenomena are linked, with slow fertility decline connected to slow education growth among both adults and children. Using microdata from 33 African countries, this paper documents the co-evolution of adult education, fertility, and child education in female birth cohorts surrounding the onset of the region's fertility transition. Fertility change displays a robust negative relationship with the educational outcomes of adult women but a more nuanced relationship with the educational outcomes of children. As fertility declines, children's grade attainment rises, but their school enrollment does not. The divergence is partly explained by a split in how women's education relates to fertility and child education. Rising women's education predicts declining fertility and rising children's grade attainment, but it is less systematically linked to enrollment change.

This is Volume 2 of the Report of the Commissioner of Education for the Year 1892-93, containing Parts III and IV. Part III contains the chapters: (1) Documents Illustrative of American Educational History; (2) Report of the Committee of Ten on Secondary School Studies, with Papers Relating Thereto; (3) The National Educational Association; (4) The Education of the Negro--Its Character and Facilities; (5) Pecuniary Aid for Students in Universities and Colleges; (6) University Extension; (7) Medical Education; (8) Education in the Various States; (9) Report on Educational Affairs in Alaska; and (10) Educational Necrology. Part IV covers Statistical Tables. [For "Report of the Commissioner of Education for the Year 1892-93. Volume 1. Containing Parts I and II," see ED622069.]

Strong relationships between parents and education professionals benefit all, especially children with disabilities. Parents of children with disabilities were integral to the development of special education, are their children's best advocate, and are the members of the Individual Education Plan team who know the child the best. As education professionals we must strive to develop and maintain a strong relationship with parents and involve them in all aspects of their children's education. This chapter provides an overview of parental rights and the Individuals with Disabilities Education Act (IDEA). The theoretical foundations of parental engagement is discussed and explored. Finally, recommendations are provided for developing and maintaining strong relationships with parents of children with disabilities. [For the complete volume, "Interdisciplinary Connections to Special Education: Important Aspects to Consider. Advances in Special Education. Volume 30, Part A," see ED607403.]

This two-part volume addresses the specific area of interdisciplinary connections within special education research. Special education has transformed as a result of legislation, new trends and current research investigations. Currently, there is no comprehensive resource that effectively covers these advances. Continuing the approach of Part A, Part B allows readers to follow interdisciplinary connections within special education as it relates to the roles of audiologists, surgeons, vision specialists and school nurses. [Individual chapters are indexed in ERIC. For "Interdisciplinary Connections to Special Education: Important Aspects to Consider. Advances in Special Education. Volume 30, Part A," see ED607403.]

This resource provides a national comparison of state policies and activities related to secondary career and technical education (CTE). Across states, a variety of parties are responsible for the establishment or approval of secondary CTE programs. Establishment and approval authorities include state boards of education, state superintendents or commissioners of education, local education agencies and CTE-specific boards. "Does the State Have Policy for CTE Program Establishment or Approval? 50-State Comparison: Secondary Career and Technical Education" collected information from state statutes and regulations to find at least 37 states have policy that addresses CTE program establishment or approval. This resource does not include CTE information at the postsecondary level. [View the full "50-State Comparison: Secondary Career and Technical Education" here: https://www.ecs.org/50-state-comparison-secondary-career-and-technical-education/.]

The federal government provides child development, elementary and secondary education, and educational assistance to Indian children, in a federal school system and in public school-systems that predominantly receive state and local funding. The Bureau of Indian Education (BIE) in the U.S. Department of the Interior (DOI) oversees the federally funded BIE system of elementary and secondary schools. This report provides a brief history of federal Indian education programs, a discussion of students served by these programs, an overview of programs and their funding, and brief discussions of selected issues in Indian education.

Governor Gavin Newsom campaigned on a "cradle to career" education strategy that identified childcare and early education as key priorities. The Governor's 2019 Budget Proposal follows through with the inclusion of several initiatives aimed at increasing support for children five and younger. Despite strong evidence that high-quality early education programs can have a powerful impact on children's future success in school, college, and the workforce, California voters rank new investments in prenatal and early childhood services below other educational priorities, including improving the quality of K-12 education and making college affordable. Building public support for aggressive investment to expand access to and improve quality of early education programs is likely to require more active engagement on this issue by the Governor and his allies.

Education reformers have spent decades doggedly working to improve student outcomes in K-12 education by championing policies spanning federal, state, and local jurisdictions. Higher education is a much different story. Policy ideas at the federal level are plentiful; however, state- or institution-level policies are examined and implemented far less frequently. Higher education reformers should align their efforts with the lessons they have learned in the K-12 space--namely, promoting meaningful competition and market-based accountability, aligning educational pathways with other parts of the education and training equation, and ensuring students are empowered to make informed choices among diverse, high-quality providers. Together, these lessons can bolster improved higher education policymaking where it is most lacking: the states.

This brochure focuses on a selection of indicators from "Education at a Glance," selected for their particular relevance in the current context. Their analysis enables the understanding of countries' response and potential impact from the COVID-19 containment measures. The following topics are discussed: (1) the impact of the crisis on education, including public financing of education in OECD countries and international student mobility; and (2) COVID-19 and educational institutions, including the loss of instructional time delivered in a school setting, measures to continue students' learning during school closure, teachers' preparedness to support digital learning, when and how to reopen schools, class size, a critical parameter for the reopening of schools, and vocational education during the COVID-19 lockdown.

This study identifies, analyses and categorises educational and training (ET) initiatives implemented by local and regional authorities (LRAs) across the European Union (EU). LRAs' responsibility in education and training varies importantly among Member States, but the evidence gathered through this study tells a story of active contribution of the subnational level to the achievement of a European Education Area (EEA). [This report was commissioned by the European Committee of the Regions, SEDEC (Commission for Social Policy, Education, Employment, Research and Culture). Additional corporate authors include Fondazione FORMIT and Progress Consulting S.r.l.]

On July 31, 2018, President Trump signed the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) into law. The law reauthorizes and updates the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) to ensure career and technical education (CTE) programs meet the demands of the twenty-first-century economy. The new law includes several changes and additions relevant for educators, postsecondary institutions, employers, workforce development boards, community-based organizations, and others who serve historically underserved students in both secondary and postsecondary education. Perkins V includes several modifications that align specific provisions, reporting requirements, and definitions of the law with the Workforce Innovation and Opportunity Act and, where appropriate, the Every Student Succeeds Act and the Higher Education Act. This fact sheet presents specific changes from Perkins IV that have direct implications on state accountability systems and CTE delivery models.

"Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) House Committee Passes Education Reform Legislation: On Party-Line Votes, Committee Passes Accountability and Teacher Effectiveness Bills as Part of Work Rewriting NCLB; (2) Alliance President to Serve on National Commission on Educator Preparation; (3) Marked Improvement: New York City's Small High Schools of Choice Boost Graduation Rates by 8.6 Percentage Points, MDRC Analysis Finds; and (4) State of the States: Governors Stress Education-Economy Link, NCLB Waivers, High School Graduation Rates, and Common Core State Standards.

For the first time, the nation's most important federal education law, the Every Student Succeeds Act (ESSA), prominently features early childhood education. State and local leaders now have ample flexibility and opportunity to focus on early education as a foundational element of ESSA while advancing their state's vision and goals for early learning. In "Opportunities in ESSA for Improving Early Education," early learning expert Harriet Dichter goes title by title to explain how ESSA addresses access, quality workforce development, and support for the successful transition into elementary school. Contains a list of additional resources.

This edited book seeks to evolve a global community of practice to share case studies, engage in critical discussion and spearhead thought leadership, to address the paradigm shift in next generation educational practice. This book showcases novel research studies in various forms and engenders interdisciplinary conversation and exchange concerning innovation, technology, and the role of applied education in workforce futures. It also equips readers with global perspectives on the latest developments in applied degree education and thinking on new education futures.

Historically Catholic college preparatory and career vocational-technical schools have had contrasting approaches to secondary school education. Catholic schools have provided classical liberal-arts education, including religious instruction, with emphasis on the spiritual and intellectual potential of every student and an eye towards higher education. However, student enrollment at Archdiocese of Boston's high schools have been declining. At the same time, vocational-technical education has surged in Massachusetts. Catholic education leaders in Boston and elsewhere have noticed the rise in career vocational technical education (CVTE) popularity that the Archdiocese commissioned to examine the issue. This paper will explore the merits of medical vocational technical education, often called "health services," as a possibility for Catholic high schools.