Education & Pedagogy

American Indian education has an important place in U.S. education, and grantmakers can form lasting relationships with indigenous communities that will have a broad impact on not only Native education, but on education in the U.S. as a whole. These relationships can yield transformational change in Indian communities and can be rewarding for grantmakers as they see the results of their efforts and investments. American Indians have some of the lowest educational attainment rates of any ethnic group in the United States. Not coincidentally, one in four American Indians live below the poverty line, and reservation communities are among the poorest in the nation. Across all levels of education, Native people still struggle to access and succeed in education. Despite these facts, there is hope. A new era of self-determination in Indian education and growing partnerships with the philanthropic community have yielded tremendous breakthroughs in recent years. In February 2006, a Grantmakers for Education member briefing brought together grantmakers, American Indian educators, directors of innovative Native educational programs and scholars to discuss cultural and educational issues in Indian Country and appropriate strategies for grantmaking. This report is a summary of key findings from the briefing. Its purpose is to provide grantmakers with an overview of contemporary topics in Native education as well as a clear set of strategies they can employ to make policy and funding decisions in the following areas: early childhood education, K-12 education, tribal colleges and universities, post-secondary education and graduate school, language and culture, and teacher training. (Contains 13 resources.)

This document contains eight papers on adult education in Croatian society. "Basic Characteristics of Croatian Adult Education up to These Days" (Silvije Pongrac, Ilija Lavrnja) highlights key trends in the development of Croatian adult education. "Adult Education in Croatia Based on Social Changes" (Anita Klapan) discusses Croatian adult education within the context of the social changes since Croatia's independence in 1990. "Social Changes and Values as a Context in Adult Education" (Boris Banovac) examines the relationship between social changes and values in societies in transition. "Differentiation and Individualisation in Adult Education" (Ilija Lavrnja) discusses the problems of differentiation and individualization within the context of the theory and practice of andragogy. "Strongholds of Analyzing and Planning Adult Education" (Silvijc Pongrac) considers educational needs, educational conditions, and educational possibilities from the standpoint of strongholds for planning adult education. "Types of Formal Adult Education--Possibilities and Limitations" (Sofija Vrcelj) assesses the types of formal education available to individuals needing retraining, advanced training, and specialized training. "Adult Basic Education and Literacy Development, Problems and Tendencies" (Renata Cepic) discusses need for additional adult basic education, literacy education, and lifelong learning opportunities in Croatia. "Innovating Learning of Employees during Transition of the Economy in the Republic of Croatia" (Vidoje Vujic) discusses how the trend toward privatization has been reflected in business education in Croatia. Most papers include substantial bibliographies. Information about the authors is included. (MN)

This collection of essays was derived from a meeting sponsored by the Center for Civic Education (California) and conducted by the Social Studies Development Center (Indiana). The meeting's central theme was education for democratic citizenship of prospective social studies teachers. Following an introduction, essays in the collection are: (1) "Why Should Civic Learning Be at the Core of Social Studies Teacher Education in the United States?" (R. F. Butts); (2) "Content at the Core of Education for Citizenship in a Democracy" (M. S. Branson); (3) "Components of Education for Democratic Citizenship in the Preparation of Social Studies Teachers" (J. J. Patrick and T. S. Vontz); (4) "Beyond the Methods Course: Civics as the Program Core in Elementary Teacher Education" (T. C. Mason and D. Y. Silva); (5) "Teaching to Public Controversy in a Democracy" (D. Hess); (6) "Teaching Teachers To Lead Discussions: Democratic Education in Content and Method" (W. C. Parker); (7) "Civic Intelligence and Liberal Intelligence in the History Education of Social Studies Teachers and Students" (L. R. Nelson and F. D. Drake); (8) "Using 'We the People...' Programs in Social Studies Teacher Education" (N. Haas); (9) "Democratic Teacher Education through Multicultural Service Learning" (M. Boyle-Baise); (10) "Education for Citizenship in a Democracy through Teacher Education: Examples from Australia" (M. Print); (11) "Education for Citizenship in a Democracy through Teacher Education: The Case of an American-Russian Partnership" (S. L. Schechter and C. S. White); and "Conclusion: Recommendations and Reactions." Appended are: "Civic Education: A Time of Challenge and Hope" (B. E. McClellan) and "Civic Education in Untroubled Times" (D. Warren). (BT)

Adult education for indigenous peoples in Russia was examined. First, information on government institutions, indigenous organizations, international agencies, and nongovernmental organizations (NGOs) engaged in adult education for Russia's indigenous peoples was compiled. Next, questionnaires and survey techniques were used to research the policy and practice of adult education for Russia's indigenous peoples. Special attention was paid to the following topics: (1) Russia's sociodemographic, socioeconomic, linguistic, and ecologic situations; (2) past and present legislation and national policies; (3) the current situation in aboriginal adult education; (4) state governmental programs and organizations; (5) NGOs and indigenous organizations; and (6) ecological problems and adult aboriginal education. The study established that Russia's existing system of education does not promote the development of national northern cultures. In 1960-1980, the emphasis in adult aboriginal education was on preparing teachers and medical staff of aboriginal origin through the study of aboriginal languages. The absence of material, technical, and financial support is a major obstacle to improving the current situation regarding adult aboriginal education. (The bibliography contains 29 references. A list of 8 Web sites concerned with adult education in Russia is appended along with information about and the addresses of 34 governmental organizations and 23 NGOs and indigenous organizations.) (MN)

This book contains 14 papers: "Indigenous Peoples and Adult Education: A Growing Challenge" (Rodolfo Stavenhagen); "Indigenous Peoples: Progress in the International Recognition of Human Rights and the Role of Education" (Julian Burger); "Adult Learning in the Context of Indigenous Societies" (Linda King); "Linguistic Rights and the Role of Indigenous Languages in Adult Education" (Utta von Gleich); "Youth and Adult Education and Literacy for Indigenous Peoples in Latin America: Guatemala, Honduras, Ecuador, Peru and Bolivia" (Teresa Valiente Catter); "The Educational Reality of the Indigenous Peoples of the Mesoamerican Region" (Vilma Duque); "Multiculturalism and Adult Education: The Case of Chile" (Francisco Vergara E.); "Anangu Teacher Education: An Integrated Adult Education Programme" (Mary Ann Bin-Sallik, Nan Smibert); "Inuit Experiences in Education and Training Projects" (Kevin Knight); "Adult Education among Indigenous Peoples in Ecuador" (Pedro Humberto Ushina S.); "Indigenous Reflections on Education: The Mixes and Triquis of Mexico: Our Experience in Popular Education" (Sofia Robles Hernandez); "A Personal Critique of Adult Education" (Fausto Sandoval Cruz); "Capacity Building: Lessons from the Literacy Campaign of the Assembly of the Guarani People of Bolivia" (Luis Enrique Lopez); "Development, Power and Identity: The Challenge of Indigenous Education" (Nicholas Faraclas); "The Saami Experience: Changing Structures for Learning" (Jan Henry Keskitalo); and "Tiaki Nga Taonga o Nga Tupuna: Valuing the Treasures. Towards a Global Framework for Indigenous People" (Nora Rameka, Michael Law). Appended are the Huaxyacac (Oaxaca) Declaration on Adult Education for Indigenous Peoples and a note on the book's contributors. (MN)

American Indian education has an important place in U.S. education, and grantmakers can form lasting relationships with indigenous communities that will have a broad impact on not only native education, but on education in the U.S. a whole. These relationships can yield transformational change in Indian communities and can be rewarding for grantmakers as they see the results of their efforts and investments. American Indians have some of the lowest educational attainment rates of any ethnic group in the united states. Not coincidentally, one in four American Indians live below the poverty line, and reservation communities are among the poorest in the nation. Across all levels of education, native people still struggle to access and succeed in education. despite these facts, there is hope. A new era of self-determination in Indian education and growing partnerships with the philanthropic community have yielded tremendous breakthroughs in recent years. In February 2006, a Grantmakers for education member briefing brought together grantmakers, American Indian educators, directors of innovative native educational programs and scholars to discuss cultural and educational issues in Indian country and appropriate strategies for grantmaking. This report is a summary of key findings from the briefing. Its purpose is to provide grantmakers with an overview of contemporary topics in native education as well as a clear set of strategies they can employ to make policy and funding decisions in the following areas: early childhood education, K-2 education, tribal colleges and universities, post-secondary education and graduate school, language and culture, and teacher training. [This report was supported by the USA Funds.]

This paper provides a critical appraisal of development of education system in Kenya. Education of any country is an important tool for the developmental process of that particular nation. There are various factors that influence national systems of education. They range from social, economical, technological to political influences. In this article, a critical examination of these factors that have influenced Kenya's education system in both colonial and post-colonial period will be made. The paper however, specifically examined political influence of Kenyan education system and its implications for national development. Kenya, like any other country of the world is controlled by politics. Kenya's education system is mostly influenced by the political factor. The political factor dictates the type of an education system a particular country can have. It is important in determining administration of education. Subsequently the influence of political factor is critical for educational policy formulation, adoption and implementation. The paper further analyses education commissions constituted politically to influence the education system. Their influence on educational policies was assessed. The study adopted historical design in reviewing educational development in Kenya and the subsequent influence of political factor on education. This paper is significant to the field of comparative and International education, since it provides data on what the Kenyan government is doing in promoting the development of education. The policy planners would understand and appreciate education policies within which they are supposed to operate in providing effective leadership and management practices in the development of education. In order for education to foster development, this article recommends the need to separate educational policies from national politics, clear stipulation of educational policies and their role in national development and a sound implementation of educational reforms.

This journal issue contains a series of papers concerned with exploring the role that adult education can play in developing communities. The first paper, "Major Challenges and Prospect of Adult Education for the Year 2000" (T. M. Sakya), provides an overview of adult education in Asia and the Pacific, emphasizing the vastness of the region, the fact that 63 percent of the total world population live within it, and the rapid change that has characterized this region during the past decade. In the second paper, "The Role of Adult Education in Community Settings," W. M. K. Wijetunga points out that lifelong learning is not new to Asia and draws on his knowledge of Buddhism as an illustration of this fact. He emphasizes that adult education should always be focused on the disadvantaged members of societies with the aim of giving them the means to overcome their situation and gain equality. The remaining six papers were written by adult educators in countries of the region and outline the role that adult education is playing in each of these countries and what each hopes to achieve in the future. The papers are: "The Role of Adult Education in Community Settings--The Japanese Experience" (Makoto Yamaguchi); "Some Aspects of Nonformal Education Development in Indonesia" (Kusumadewi); "Trends in Korean Adult Education" (Korean Association of Adult Education); "Adult Education for the Year 2000, Challenges and Prospects: Thailand" (Sunthorn Sunanchai); "Adult/Continuing Education in Macau" (Lawrence Tsui); and "Chinese Adult Education" (Department of Adult Education, Beijing). A list of organizations involved in adult and nonformal education in Asia and the Pacific is included in the document. (KC)

This document, consisting of 7 chapters, 31 figures, and 360 tables, provides statistical data on most aspects of United States education, both public and private, from kindergarten through graduate school. The chapters cover the following topics: (1) all levels of education; (2) elementary and secondary education; (3) postsecondary, college, university, technical, and adult education; (4) federal programs for education and related activities; (5) outcomes of education; (6) international comparisons of education; and (7) learning resources and technology. A wide range of information is presented on subjects including the number of schools and colleges, teachers, enrollment, graduates, educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Supplemental information on population trends, attitudes on education, educational characteristics of the labor force, government finances, and economic trends is provided. Included among data not appearing in previous editions are the following: salaries for beginning teachers; data from teacher and general public opinion polls; data on handicapped students in higher education; international tests of educational achievement in mathematics and science; statistics on ages of college students by type and control of institution; profiles of persons earning doctor's degrees in education, engineering, physical sciences, and social sciences; college student participation in financial aid programs; and the percentage of bachelor's degree recipients going to graduate school. A short introduction highlights major findings, and each chapter contains a brief overview of significant trends. A guide to sources, definitions, and an index are included. (KM)

The Federal Republic of Germany has identified the conservation and the protection of the environment as a major challenge of the 1990s. Environmental education is further identified as an important part of anticipatory environmental policy. The document is separated into two parts. The first part presents the aims, content, and organizational forms of environmental education in the Federal Republic of Germany as described in the nine documents. The documents cover topics involving: the white paper on environmental education; the statement by the Ministers of Education of the Lander in the Federal Republic of Germany on the role of schools in environmental education; the incorporation of environmental matters into the educational system; the recommendation of the Central Committee of the Federal Institute of Vocational Training for Environmental Protection in Vocational Training; a resolution of the European Community Council on Environmental Education; a report by the Federal Republic of Germany on the implementation of the resolution of the Council and the Ministers of Education Meeting within the Council of the European Communities on Environmental Education; the reply by State Secretary Dr. Fritz Schaumann to the question put by Torsten Worfgramm; extracts from the final report submitted by the Study Commission on 'Future Education Policy-Education 2000'; and the statement by Federal Minister of Education and Science, Jurgen W. Mollemann on Environmental Education. The second part contains a summary of pilot schemes and research and development projects on environmental education supported with Federal government money. The projects are presented in six sections involving environmental education as it relates to young people, vocational training, academic training, further education and guidance, the new German Lander, and international organizations. Appendices contain a chronology of environmental education in Germany, and publications on environmental education supported with Federal money. (MDH)

This book presents a comprehensive and critical assessment of contemporary character education theory and practice from a variety of perspectives: historical, cultural, philosophical, psychological, empirical, political, and ethical. The essays in this book are divided into five sections intended to help develop a well-grounded understanding of the complex nature of character education in the United States. Section 1, "The Philosophical/Educational/Research Context," offers chapters: (1) "Character Education and Community" (Nel Noddings); (2) "Character Education from Four Perspectives on Curriculum" (William H. Schubert); and (3) "Research and Practice in Character Education: A Historical Perspective" (James S. Leming). Section 2, "Traditionalist Character and Character Education," include: (4) "Educating for Character: A Comprehensive Approach" (Thomas Lickona); (5) "For-Character Education" (Edward A. Wynne); and (6) "Schools, Character Development, and Citizenship" (Jacques A. Benninga). Section 3, "Expansive Views of Character and Character Education," (7) "Connections between Character Education and Multicultural Education" (Geneva Gay); (8) "Chemistry or Character?" (Hugh Sockett); (9) "What Inner-City Children Say about Character" (Beverly Cross); and (10) "School as a Caring Community: A Key to Character Education" (Eric Schaps, Victor Battistich, Daniel Solomon). Section 4, "Critics of Character Education," contains: (11) "The Politics of Character Education" (David Purpel); (12) "The Trouble with Character Education" (Alfie Kohn); and (13)"Commercial Culture and the Assault on Children's Character" (Alex Molnar). Section 5, "Character Education: Searching for a Definition," concludes with the essay "What is Character Education?" (Alan L. Lockwood). (EH)

The 11 chapters in this book are intended to raise awareness of the wealth of expertise the prison education sector has to offer other adult educators. "Policy Development and Cultural Issues in Australian Prison Education" (Bob Semmens) details the current situation, with a major focus on recent developments in Victoria. "Policy, Praxis, and Rehabilitation: Prison Education in Canada 1945-1995" (Stephen Duguid) examines prison education in the essential context of the "politics of crime and corrections.""The Foundations of Prison Education in the People's Republic of China" (Guo Xiang, Xu Zhangrun) offers an introduction to Chinese prison education. "The Prison Service and Education in England and Wales" (W. Forster) discusses history, aims, curriculum, and the prison education officer as adult educator. "The French Prison Education System: A Regional Structure" (J. Duprey-Kennedy) addresses these topics: historical context and current issues; aims; structure and management; current perspectives and problems; and staff. "Education Policy and Its Translation into Action in Penal Institutions in the Federal Republic of Germany" (Klaus-D. Vogel) gives an overview of the educational possibilities. "Filling the Gap: Education in Latvian Prisons" (Maris Mednis) covers these subjects: aims and purposes; current structures and management; curriculum; current issues and problems; and staffing and staff development. "Prison Education in the Netherlands: Some Issues" (Robert Suvaal) examines the origins of positive and negative influences. "The Education of Convicted Prisoners in the Polish Penal System" (Waldemar Strzalkowski) discusses government guidelines, statistics, vocational training, range of facilities, and achievements of the prison administration. "Developments in Prison Education in Sweden" (Svenolov Svensson, Lis Somander) addresses inmates, educational objectives, organization, programs, and educational development. "Then and Now: Approaches to Correctional Education in the United States" (Thom Gehring, Marilyn McShane, Carolyn Eggleston) addresses major attributes of corrections, summarizes its history, introduces problems and concerns of correctional education professionalization, and reviews connections between education of confined learners and local schools. (YLB)

This paper examines the progressive education movement and its effect on American Indian education. Progressive education became popular during the late 19th century during the period when American Indian children were being enrolled in Bureau of Indian Affairs (BIA) schools. John Dewey, who is considered the father of progressive education, stressed the importance of learning from experience as an alternative to traditional education that was academic in orientation and irrelevant to students. In 1928, the Meriam Report determined that American Indian education was failing according to the principles of progressive education. In 1929, Charles Rhodes, the new Commissioner of Indian Affairs, echoed the Meriam Report, and recommended that local materials and daily experiences be used to teach American Indian students. He also asked that elementary teachers encourage their students to write about their customs, legends, and economic and social activities. This focus on active learning marked the beginning of a new philosophy that would influence American Indian education during the next several decades. Others areas that were strongly influenced by the progressive education movement included the implementation of methods for teaching English and reading that were relevant to Indian students' life experiences, development of bilingual and English as a Second Language programs, use of thematic units, and replacement of boarding schools with community schools. By the 1950s, progressive education was in decline in BIA schools due to criticisms of its methods, decentralization of governance, and budget cuts. This paper suggests that the educational practices implemented during the progressive education movement have merit, and that contemporary educators should examine past educational trends to learn what works in American Indian education and avoid repeating past mistakes. Contains 32 references. (LP)

This handbook is part of an ongoing process to share models of Total Catholic Education boards, religious education boards, and Catholic school boards. The purpose of the book is two-fold: (1) to provide a rationale for having a group within the parish that sets the direction for the religious education of children, youth, and adults; and (2) to provide models for the formation and operation of this leadership body. Chapters cover a broad range of topics: group-formation models; roles, relationships, and responsibilities; training; spirituality; adaptations to various cultures; and the rationale for having a religious education board/commission. Following the preface and introduction, the articles include: (1) "The Call To Be a Watercarrier: The Religious Education Board" (Matthew J. Hayes); (2) "A People, a Mission, a Structure!" (John S. Balaguer and Maria Thornton McClain); (3) "The Spirituality of Decision Making" (Mary Benet McKinney, OSB); (4) "Forming a Religious Education Commission--A Team Effort" (Elaine Ouellette); (5) "The Why and How of Forming a Religious Education Board" (Eileen Loughran); (6) "Parish Religious Education Committees--Why Bother with Them?" (James J. DeBoy, Jr.); (7) "What Do Parish Religious Education Boards Do?" (Maureen Kennedy, OP); (8) "A Rainbow of Adaptations" (Maria Thornton McClain); (9) "Professional Growth Day for Parish Catechetical Leaders, re: Religious Education Boards" (Joanne Spizzo Sanders and James P. Studdert); and (10) "An Effective Way for a Pastor and DRE to Support the Board of Education" (Mary Jo Thomas-Day). Appendices contain a sample constitution for a Religious Education Board, a Total Catholic Education Board/Commission, and a Parish Board of Education; a model yearly calendar for meetings; a report form; a list of additional resources; and a sample vision of a parish religious education program. (LMI)

The original essays in this book examine reform-related issues in teacher education in Great Britain, Canada, Japan, Ukraine, the United States, and Western Europe. They also review the social context of the teacher, the economics and value of teaching, the pace of change, government policy and teacher control of the profession, and the evolving role of the teacher and education system in the face of political and social upheaval. Following an introduction titled "Teacher Education as a Global Issue" (Nobuo K. Shimahara), the eight original essays in the volume are organized by chapter as follows: (1) "Toward a Social Geography of Teacher Education" (Andy Hargreaves); (2) "The Lowly Status of Teacher Education in the United States: The Impact of Markets and the Implications for Reform" (David F. Labaree); (3) "Work in Teacher Education: A Current Assessment of U.S. Teacher Education" (Daniel P. Liston); (4) "A Nation at Rest: The Contexts for Change in Teacher Education in Canada" (Ivor F. Goodson); (5) "Teacher Education Reform in Japan: Ideological and Control Issues" (Nobuo K. Shimahara); (6) "Ukraine's Reconstructive Process in Education: School Reform, Teacher Education, and School Psychology" (Ivan Z. Holowinsky); (7) "Teacher Education and Education Policy in England" (Meg Maguire and Stephen J. Ball); and (8) "Teacher Education and Reform in Western Europe: Sociopolitical Contexts and Actual Reforms" (J. H. C. Vonk). Appended are tables providing information, by country, on course length of training for primary, junior secondary, and senior secondary general education teachers; and on teacher training for primary and junior secondary education--type of program, and percentage of time spent on subject studies and professional preparation. (LL)