Education & Pedagogy

A case study of the Sri Lanka Institute of Distance Education, an Open University school, is presented. Areas of discussion include characteristics of the country, the educational system of Sri Lanka, and the university. Specific topics include: the physical setting of Sri Lanka; the population; society and culture; the economy; the political situation; communications; teacher training; technical and vocational education; higher education; nonformal and adult education; educational broadcasting; administration and financing of education; origins of the Sri Lanka Institute of Distance Education; types of students; instructional programs; higher national certificate in technology; instructional media and methods; curriculum development; student admission, registration, and records; student assessment; and organization and administration of the university. (SW)

ADULT EDUCATION IN THE UNITED STATES INCLUDES ALL EDUCATIONAL ACTIVITIES, AS DETERMINED BY THE PURPOSES OF THE SPONSORS, WHICH TAKE PLACE IN AN ORGANIZED CONTEXT. VARIETY, FLEXIBILITY, DECENTRALIZATION, AND SENSITIVITY TO THE NEEDS OF THE LARGER SOCIETY ARE AMONG ITS MOST IMPORTANT FEATURES. THE CRITERIA OF ADULTHOOD ITSELF--MARRIAGE, SELF-SUPPORT, AND TERMINATION OF FORMAL EDUCATION--ARE BEING MODIFIED BY EDUCATIONAL AND SOCIOECONOMIC TRENDS IN SUCH AREAS AS PROFESSIONAL CONTINUING EDUCATION, JUNIOR COLLEGE-SPONSORED SKILL TRAINING, AND ADULT DEGREE PROGRAMS. VOCATIONAL RETRAINING, REMEDIAL EDUCATION, VOCATIONAL AND OCCUPATIONAL EDUCATION, LIBERAL CONTINUING EDUCATION, INSTRUCTION FOR SPECIAL INTERESTS, AND THE DUPLICATION OF INSTRUCTION PROVIDED BY THE FORMAL EDUCATIONAL INSTITUTIONS CONTINUE TO BE MAJOR FUNCTIONS OF ADULT EDUCATION, BUT VOCATIONAL AND LIBERAL EDUCATION MAY TEND TO MERGE AS THE GENERAL LEVEL OF EDUCATION RISES. (THE DOCUMENT INCLUDES IMPLICATIONS FOR RESEARCH AND PLANNING, AND ENROLLMENT DATA FOR ADULT AND HIGHER EDUCATION.) (LY)

Materials are provided to help teachers effectively acquaint students with the range of career opportunities in physical education, sport, and related areas and to offer insight into the process of weaving career education concepts into programs of physical education. An overview of the goals for career education from elementary school through secondary school is presented. Teaching suggestions for curriculum activities infusing career education into existing physical education and sport programs are outlined. Ideas are offered which have a broad application to the total physical education program, and suggestions are made which represent a unit rather than a class activities approach. A process is given by which students can assess their interest in career options in physical education, and an annotated bibliography containing resources for physical educators and students is included. (JD)

The reports summarized in this paper deal with different aspects of public education. Charles S. Benson discusses the lack of sufficient financial support for all levels of public education by Federal, State and local governments. Francis S. Chase argues that signs indicating the renewal and reinvigoration of urban education are increasing. Lloyd M. Cooke analyzes the problems which contribute to the underachievement of poor and minority children in urban public schools. Faustine C. Jones examines the historic and current roles of public education and public attitudes education for minorities and the poor. The last paper, by Arthur E. Wise, deals with the loss of public confidence in public education and evaluates the effectiveness of Federal and State policies designed to provide equal educational opportunity and quality education. (Author/EB)

Developed as part of a dissertation on a career education competency-based instructional model, the eight learning packages included in this guide are a result of three terms of field-testing principles and practices of career education in a teacher education program. They are designed to enrich an already established teacher education program. Career education concepts are integrated into the following eight teacher education concept areas, each of which is covered in a separate learning package: career education, school as a social system, classroom behavior, cognitive development of children, instruction and learning, affective development of children, reading, and cultural diversity. Following prefatory material on the specific concept area covered, each learning package presents, in a five-column format, career education descriptive factors, career education competency, learning strategy, learning resources, and indicators of competency. (SH)

This document is designed to identify several types of vocational education programs and activities that are in operation in California's school districts and communities. Although the document primarily focuses on California programs, information in all sections--particularly those titled Vocational Education Advisory Committees, Scope of Community Involvement in Vocational Education Programs and Services, and Vocational Education Contracts--include information intended to be applicable to vocational education settings in other states. Titles of the remaining sections are Work Experience Education Programs, Apprenticeship Programs, Licensure Programs, Cooperative Vocational Education Programs, Community Classroom--Occupational Education Programs, Regional Occupational Centers and Programs, Financial Aid Programs, Executive Intern Programs, and Furlough Programs. The description of each of these programs includes (where applicable) such aspects as organization, legislation, type of community involvement, advantages, evaluation, and problems. (SH)

An exploration is made of the issues implicit in human services education and the responsibilities of schools of education for providing expanded opportunities for their students. Graduates of schools of education frequently go on to a wide variety of roles in addition to or instead of classroom teaching. While these graduates continue to seek and find positions within the human service sector, little exists in the way of accepted training for human service positions. The skills, attitudes, and knowledge of professional education are broadly applicable across many fields of human activity, and schools of education must broaden the perspectives of students by offering more diverse and liberal curricula. People who provide education and other human services are expected to have wide humanistic abilities and skills. Schools of education are in a unique position to provide these, particularly in their graduate study programs. (JD)

This annotated bibliography lists materials written in English which examine education in China. The purpose of the bibliography is to make readily available to all those interested in Chinese education a useful guide to selected reference materials on the subject published from 1971 to 1976. The bulk of the entries is based on first hand observations by a variety of foreign visitors to China (primarily American). The bibliography lists 198 titles arranged alphabetically by author under two headings, one including material in books, pamphlets and separately published reports, and the other material in periodicals. Many facets of education are dealt with including educational administration and philosophy, values education, vocational education, language and linguistics, medical education, continuing education, and educational practices at all levels. A subject index concludes the publication. (Author/RM)

This document--an annotated bibliography on adult learning--is one in a series of four developed to provide a comprehensive overview of the scope of training practices relating to adult learning. It presents brief reviews of approximately eighty selected books and other published materials that relate to adult learning, adult education, and inservice training. For each item the following information is provided: author(s) or editor(s), title, place of publication, publisher, date of publication, and annotation. Any special features of the book, such as essays or reviews of some aspect of adult learning, are pointed out in the annotations. Topics of materials include lifelong learning, recurrent education, adult learning theory, learning styles, adult learner needs, creativity, adult education approaches and practices, volunteerism, community education, nontraditional education, curriculum development, inservice education trends, teacher education, higher education involvement, and faculty renewal. (YLB)

This sourcebook for pre- and in-service teachers suggests global perspectives as an ongoing theme for education. Two underlying assumptions are that people need a global perspective because the survival and collective well-being of all depends upon it, and that professional educators are responsible for integrating global perspectives into the curriculum in ways which help students organize their comprehension of ideas, things, and people and to see holistic relationships. Three major areas are addressed to broaden educator's understandings of global education and its applications: (1) definitions for global perspectives and the need for them in general and global education curricula; (2) global education from humanistic, historical, geographical, political, economical, anthropological, and scientific and technological perspectives; and (3) an overview of instructional methods and materials for global education. (DC)

AI is rapidly transforming the landscape of transnational education, redefining how knowledge is delivered and experienced across borders. As institutions increasingly adopt AI tools, education is no longer confined by geography or traditional models of instruction. This evolution presents both unprecedented opportunities and complex challenges, including issues of equity, data privacy and the role of human educators in a tech-mediated environment. Exploring these digital frontiers offers critical insight into how AI is reshaping global education systems. "Digital Frontiers of AI in Transnational Education" explores the intersection of AI and transnational higher education. This book examines the ethical, operational, and pedagogical implications of AI in cross-border education. Covering topics such as AI, higher education, and digital technology, this book is an excellent resource for higher education leaders, education policymakers, academicians, tech developers, strategic planners, transnational education providers, administrators, researchers, and more.

Hong Kong has tried to develop itself as a regional education hub for a decade. However, the policy is being criticized because Hong Kong has neither diversified its student population ethnically and culturally nor expanded its share in the global higher education market. This paper explores this context to examine the significance of the education hub concept in the development of higher education in Hong Kong. Based on an analysis of the concept of education hub the paper argues that the purposes of building an education hub need to be defined. It also argues that an instrumentalist interpretation of internationalization of higher education is not enough to understand the importance of the education hub notion to the higher education development in the city. An idealistic and educational approach in this respect is a relevant idea for the prospect of Hong Kong as an education hub.

Higher education in the market economy is inevitable affected by the higher education market. The tuition of higher education in china had become the personal price performance of higher education in certain degrees and exerts some certain functions of price mechanism. Because the higher education market distortion that tuition pricing cannot completely become market behaviour. Tuition pricing had been affected by some factors such as the externality of higher education, the monopoly of higher education resources, the demand of higher education had lack elasticity, the information among the market main part are asymmetric and the price regulation of government. Therefore it is a practical choose for the tuition pricing at present stage that government should effectively intervene the higher education market and supervise the tuition of higher education.

Any reform in education leverages reform in teacher education. The National Accreditation Council for Teacher Education developed Standards for Accreditation of Teacher Education Programs including specific standards relating to Education for Sustainable Development (ESD). Data from 103 teacher education programs (TEPs) accredited during the first 2 years evidenced that TEPs in the earlier phases remained low on ESD while those accredited later were found to be better. Data and feedback also reveal that TEPs are working to meet the prerequisite ESD indicators--nonaccredited ones before submission for accreditation and the accredited ones for improved ratings. Thus, accreditation is effective in overall quality enhancement of TEPs and is helping them to adopt ESD concepts and practices.

Assessing the impact of widely distributed learning opportunities now accessible through distance education must take into account the re-imposition of values and motives long associated with traditional education. The expectations of new higher education consumers should be tempered by institutional acknowledgement of pre-existing value structures and economics, constituting possible limitations on the utility of credentials thereby earned. Nevertheless, a reaffirmed confidence in higher education as a beneficial public good can reverse current trends of diminished state support which will, in turn, further participation and social equality. Continuing education leaders must search for ways to participate in their institution's distance education initiatives, including massive open online courses (MOOCs), even if they are not the prime movers, since these will expand opportunities for many new part-time learners.