Education & Pedagogy

This bibliography is part of a series of bibliographies treating various topical areas in nonformal education on an international scale. Though not a comprehensive bibliography, the broad topical organization of current programs and proposals in nonformal education throughout the world provides the user with a foundation for further research. Organized by five major categories, topics deal with (1) programs in rural reconstruction, agricultural extension, and community development; (2) media, diffusion, and literacy; (3) industrial and military education programs; (4) continuing education of both youth and adults; and (5) manpower planning, development strategies, and cost benefit analysis. Within each category, references, listings of periodicals, books, and reports are arranged alphabetically by author and contain complete bibliographic information. (JR)

This summary report of the First Regional Conference brings together comments and discussions of a wide cross-section of interests in consumer education, and will be useful to teachers, curriculum developers, and school administrators alike. Contents include: (1) Consumer Education, A Step in Revitalizing the Curriculum by Gordon Van Hooft; (2) An Inside Look at the Function of the Attorney General's Office with Respect to Consumer Protection and Education by Louis J. Lefkowitz; (3) The Consumer and Congress by Richard L. Ottinger. Included are remarks by Betty Furness and David Schoenfeld. Panel members' remarks cover a wide spectrum of considerations in developing a consumer education program. The sessions of five groups are also reported: social studies, business education, home economics, health, mathematics, science, English, and continuing education. (JLB)

This document describes a project designed to (1) determine the status of teacher education in Ohio, (2) identify more desirable approaches and structures for providing such education, and (3) propose alternative means for achieving it. Ohio preservice education, continuing education, and differentiated staffing schema were surveyed, and the results were used to identify potential improvements and to suggest models for such improvement. This survey included (1) review of the research and literature; (2) review of preservice education in eight Ohio institutions; (3) analysis of responses from 298 professors, teachers, principals, and students to a teacher education instrument; (4) discussions with consultants; (5) visitations; (6) review of continuing education and differentiated staffing programs; and (7) analysis of six model elementary teacher education proposals as submitted to the USOE. A bibliography of related sources is appended. (Author/LLR)

AS PART OF ITS 1968 FILM SEARCH, THE NEW YORK ASSOCIATION FOR PUBLIC SCHOOL ADULT EDUCATION SENT A NATIONWIDE QUESTIONNAIRE TO LIBRARIES, UNIVERSITIES, STATE EDUCATION DEPARTMENTS, COLLEGE AND UNIVERSITY PROFESSORS, STATE AND NATIONAL ASSOCIATIONS, AND COMMERCIAL FILM COMPANIES IN ORDER TO LEARN WHAT ADULT EDUCATION FILMS HAVE BEEN DEVELOPED OR FOUND USEFUL IN RECENT YEARS FOR ADMINISTRATION, PUBLIC RELATIONS, AND INTERPRETATION OF ADULT EDUCATION, FOR THE INSERVICE TRAINING OF TEACHERS AND ADULTS, AND AS ADULT EDUCATION CURRICULUM AIDS. THE RESULTING SELECTIVE, ANNOTATED LIST OF 162 16 MILLIMETER FILMS COVERS THE ABOVE CATEGORIES, AND INCLUDES FILMS IN THE AREAS OF CITIZENSHIP, VOCATIONAL EDUCATION, FAMILY LIFE, PERSONAL DEVELOPMENT, AND GENERAL EDUCATION. THE SOURCES, LENGTH, AND SUBJECT MATTER OF THE FILMS ARE INDICATED. (LY)

The UNESCO (United Nations Education, Scientific, and Cultural Organization) revised recommendation setting forth general principles, goals, and guidelines concerning technical and vocational education (adopted by the General Conference at its 18th session in Paris, 19 November 1974) is presented under the following headings: (1) Technical and vocational education in relation to the educational process: objectives; (2) policy, planning, and administration; technical and vocational aspects of general education; (3) technical and vocational education as preparation for an occupational field (organization and program content); (4) technical and vocational education as continuing education; (5) guidance; (6) the teaching and learning processes: Methods and materials; (7) staff (teaching, administrative and guidance); and (8) international cooperation. (TA)

Franklin as a stateman, Rush as a physician, and Webster as a linguist and political commentator believed in a "general diffusion of knowledge" and wrote liberally on education. They sincerely believed in education as a civilizing agent, so all three helped found schools and colleges. Franklin's interests were educational philosophy; starting an academy school (vocational-technological); language; and female, black, and adult education. Rush was concerned with educational and political aims, elementary instruction, discipline, education of females and blacks, medical education, and higher education. Webster influenced educational aims, religious and moral education, female education, teaching, and the Americanization of English. Much of what they fought for is in effect today. (Author/ND)

An exploration was made of several types of adult education within the Confederate States of America during 1861-65, and of socioeconomic and cultural background factors. The following adult education activities were identified: apprenticeship training on farms and in factories; extension training of army physicians through discussion groups, lectures, and an information-reporting network; religious instruction of civilians through newspapers and special lecturers; and adult basic education for illiterates by means of tutorial and dyad relationships in the army and on the home front. Results of this study support the contention that adult education tends to develop in response to a social crisis or other urgent need. Suggested areas for further research include agricultural education, Protestant adult education, vocational training for the handicapped, and the covert adult basic education of slaves. (author/ly)

The purposes of this yearbook were to present a critical analysis of the past and present, and to provide a projection into the future of business education. This yearbook includes contributions by 31 business educators and provides a chapter on the projections for the future for each of these areas: (1) Secondary School Vocational Education for Stenographers and Secretaries, (2) Secondary School Vocational Education for Bookkeepers and Related Workers, (3) Secondary School Vocational Education for Clerical Workers, (4) Economic Literacy, (6) Secondary School Cooperative Part-Time Programs, (7) Secondary School General Education of Business Students, (8) Area Vocational and Technical Schools, (9) Community (Junior) Colleges, and (10) Business Teacher Education. The introduction provides an analytical look at business education. (MM)

The Elementary and Secondary Education Act Amendments of 1967 legislate financial a sistance for the education of children from low-income families, appropriations for school library resources and other instructional materials, and funds for supplementary educational centers and services. Also covered are grants for cooperative educational research activities and grants to strengthen state departments of education. Other amendments regulate grants for adult education and for the education of bilingual children, handicapped children, potential dropouts, and American Indian children. Additional amendments refer to state advisory councils and state plans, to assistance for school construction in cases of certain disasters, and to education in Federally-affected areas. (LB)

An attempt was made in this investigation (1) to survey the status of existing outdoor education programs for adults and (2) to work with a jury of experts to report elements of an effective outdoor education program for adults in the future. Participants included (1) the directors of 76 adult education centers in cities of 25,000 to 100,000 and (2) a group of 12 nationally known authorities in outdoor education. Questionnaires were used for obtaining data. Concluded were that (1) there is a growing interest in outdoor education for adults, (2) the purposes, objectives, and outcomes selected by all respondents provide an adequate and desirable guide for establishing an outdoor education program for adults, and (3) adult education directors appear to be sincerely interested in improving and extending the educational opportunities available in their communities through providing outdoor education courses. (DS)

Written as a guide to be used in the admission and placement of Venezuelan students in U.S. institutions of higher education, this study discusses the education system of Venezuela. The role of education in modern Venezuela and the educational structure are summarized. Information is provided on preschool and primary education, intermediate education, higher education, and graduate study. Special considerations for admissions officers, such as educational documents and document verification and recordkeeping, are examined, followed by placement recommendations. Venezuelan institutions of higher education and non-university institutions or agencies offering graduate study are listed in the appendices. (SPG)

Standards and guidelines for the approval of institutions and programs for teacher education in the state of North Carolina are presented. The document contains six sections presenting state competency based program regulations on: (1) standards for the approval of institutions for teacher education at the undergraduate and graduate levels (overall policies, student personnel programs and services, faculty curricula, professional laboratory experiences, facilities, equipment, and materials); (2) guidelines for teacher education programs at the basic and advanced levels (including elementary education, secondary education, special and occupational education, and special service personnel); (3) standards and guidelines for institution-based innovations and experimental programs; (4) standards and guidelines for organizing and implementing consortium-based teacher education; (5) administration of the competency based teacher education program; and (6) certification patterns. (MJB)

This bulletin is devoted to a synopsis of the Ninth Session of the Standing Conference of European Ministers of Education. The Conference passed resolutions dealing with recurrent education, education of migrants, and international educational cooperation. Copies of these resolutions are included in the Bulletin, together with two reports addressing the topic of permanent education. The brief speech by the Secretary General of the Council of Europe concerns the interaction of political, economic, and educational issues. A lengthy report entitled "Permanent Education, a Frame-Work for Recurrent Education: Theory and Practice" was presented to the conference by the Secretariat of the Council. This report reviews the history of the concept of permanent education, and discusses experimental projects related to permanent education. Basic options, costs, needs, and teaching methods are also discussed. (SD)

This handbook contains an overview of programs along with a five-year fiscal summary of federal support for federally funded educational programs administered by the Ohio Department of Education. Programs include adult basic education, the Comprehensive Employment and Training Act, Elementary and Secondary Education Act, federal surplus property, federally affected areas, major disaster area assistance, National Defense Education Act, school food services, special education, veterans' educational assistance, and vocational education. Each program is described in terms of authority, purposes, participating Ohio agencies, application procedures, state-level responsibilities, local-level responsibilities, matching requirements, federal support for fiscal 1975, grant award for fiscal 1976, notes, legislative changes, contact names, and local implications. (AM)

The social and institutional arrangements in higher education that are likely to favor the development of lifelong education are examined in this book. The focus is the role of higher education in lifelong education, which presupposes a certain basic level of educational attainment from participants. The educational system should become part of an integrated network including libraries, the mass media, and work-related activities. The progress and projects of various countries in adapting higher education to lifelong education are described. Other topics of discussion are counseling, content, and credentials for lifelong education; the psychology of adult learning; methods of teaching; staff development; finance and the sources of funds; and planning and organization. An annotated bibliography and list of interested organizations are appended. (SW)