Education & Pedagogy

This second study of Romanian education reports important reforms that have strengthened the educational system and, moreover, provides a picture of the system at all education levels as of the 1969-70 academic year. Since Communist acquisition of power late in 1947, three major educational reforms have reflected a progressive nationalistic educational trend. The first, in 1947, aligned Romania's Western-oriented educational system with that of the Soviet Union; the second, in 1955, called for reorganization of the schools along polytechnical lines. Revealing a bolder posture toward national independence and also reflecting political aspirations and educational objectives of the regime, the third reform in the 1960's was designed to further Romania's long-range plans for industrialization and technical development and fostered change in general education, higher education, teacher education, and the vocational system. Among the achievements of this latter reform were: 1) the revitalization and modernization of higher education, and alignment of Romania's higher education with the modernization process occurring in the west; 2) extension from 8 to 10 years of free and compulsory education; 3) a rise of enrollment at all levels; and, 4) reorganization of vocational education. (SJM)

The report examines law-related education materials and programs in the United States and evaluates roles played by various agencies and institutions in law-related education. The document consists of an introductory summary and six subsequent chapters. Chapter I defines the purpose of the Study Group on Law-Related Education as summarizing the condition of law-related education and proposing options for the United States Office of Education (OE) in the field. Chapter II characterizes law-related education as education to promote knowledge and understanding of the law, legal processes, and the legal system, and to enable people to be more informed and effective citizens. Chapter III presents an overview of law-related education as a separate course of study and as an integral part of civics, social studies, history, home economics, and business education. Chapter IV reviews federal support of law-related education. The final chapter presents recommendations for OE including that it should fund law-related education activities such as teacher preparation, educational conferences, research and evaluation, limited curriculum development, and coordination with other agencies. Appendices, which conclude the document, include summaries of national law-related education projects. (DB)

The Center for Vocational and Technical Education at the Ohio State University has made many praiseworthy contributions to developing the concept of career education by focusing its major attention on producing research leading toward improving the quality, variety, and opportunity of vocational and technical education and by making vocational education an integral and respected part of American education. The four original models for career education (one for designing and developing curriculum materials, and the experienced-based, the home-based, and the residential models) developed by the National Institute of Education (NIE) also deserve praise. In the future four broad challenges face the center: stressing the mutual dependence of career and vocational education; continuing its efforts in both basic and applied research in career guidance and counseling; emphasizing the importance of career education, teacher education, and evaluation; and broadly disseminating career education materials. NIE faces four additional challenges: emphasizing the teaching-learning process in the career education concept; emphasizing the collaborative relationship between the business-labor-industry-professional-government community and the formal educational system; involving the home and family in career education; and reducing the influence of race and sex stereotyping in occupational choice and opportunity. (Author/JR)

Proceedings of a conference on improving and universalizing education in 11 Asian countries are reported. Participating countries included Afghanistan, India, Indonesia, the Republic of Korea, Malaysia, Nepal, Pakistan, the Philippines, Singapore, Sri Lanka, and Thailand. It was found that the concept of universal education varies from country to country. Generally, however, goals include offering instruction in the national language at lower levels of education, correcting existing disparities in access to education, and creating alternative modes to education. Participants discussed structures to link formal and nonformal educational activities: area vocational centers, school equivalency programs, community secondary schools, adult education centers, correspondence courses, and skills training for students to earn while learning. Problems encountered in executing programs involve shortage of funding, training of personnel, inadequate curriculum materials, and difficulty in integrating mass media programs with school programs. Recommendations by participants for improving current practices include: developing methods for training manpower resources needed for nonformal education; establishing projects to promote the status of nonformal education; using religious institutions, their staff, parents, and the community in educating children; and establishing linkages between general and vocational education programs. A list of participants is included. (KC)

In order to acquaint Indian and non-Indian educators, legislators, and other concerned individuals with the status of Indian education in all 50 states, data has been gathered regarding policy statements that are under consideration or have already been implemented by state boards of education and state legislation, appropriations, and resolutions that have affected Indian education. California, Michigan, Montana, New York, South Dakota, and Washington have created clear guidelines for use by local education agencies (LEA's) to improve and expand educational opportunities for Indian children and employment opportunities for Indian teachers and administrators. In contrast to the limited nature of most state legislation, several states have recently enacted significant Indian education laws. These include far-reaching bills such as California's 1974 Senate Bill No. 2264 to establish Indian Education Centers; Minnesota's 1977 American Indian Language and Culture Education Act; and Wisconsin's 1979 bill to establish an American Indian Language and Culture Education Board. Seventeen States have bureaus of Indian education within the state department of education but 13 states have not passed any Indian education legislation or Indian-related statutes. Recommendations to improve Indian education are directed to state legislators and governors, state board and education agencies, LEA's, colleges and universities, and the federal government. (SB)

Career Education, which emphasizes individual development in all life roles (personal, social, economic), holds unique promise for educating the handicapped. Almost any model of career education is adaptable for use with handicapped children, and blending career education with the academic program of a handicapped child can become a significant aid to mainstreaming. All teachers of the handicapped should then be trained to use and adapt career education techniques and materials in mainstream settings. Nystrom (1977) developed a model for use in educating teachers which delineates the design of instruction in terms of descriptions of (1) the learner; (2) general instructional objectives with specific techniques, media, and support services; (3) evaluation criteria and methods; and (4) specialized support materials and equipment. Project RETOOL at the University of Tennessee, Knoxville, provides continuing education for teacher educators through workshops whose objectives are to inform teacher educators engaged in preparation of teachers of the handicapped about career education for the handicapped, to assist them in providing career education to their students, and to promote exchange of career education information among teacher educators. A summer career education workshop provided Tennessee public school teachers, counselors, and principals with a model for integrating career education into the curriculum. (YLB)

The final report reviews achievements of a 30 month project to assist State Education Agencies (SEAs) in implementing physical education and recreation components of federal law (the Education for All Handicapped Children Act and the Rehabilitation Act of 1973). To develop comprehensive special physical education SEA plans, competencies of SEA Directors of Physical Education and SEA Directors of Special Education are listed. Legal requirements are analyzed. Fifty-six project training activities are summarized, and regional conferences on state planning in physical education for the handicapped are discussed. Results of a national needs assessment in physical education and recreation are analyzed. Among recommendations are that special incentive grants be awarded to State Education Agencies to develop inservice and preservice preparation programs in physical education for the handicapped. Three appendixes conclude the document, including questions and answers about the implementation of P.L. 94-142 and a sample needs assessment survey instrument. Not included from the original document are appendixes on the agenda and participation of the National Steering Committee meeting, the agenda and participation of the National Conference of SEA Directors, various evaluation results and forms, lists of workshop participants and sample letters received from them, and copies of Project Update. (CL)

This report describes a strategy for planning vocational education. Discussed first are areas comprising the context for planning vocational education, including the relationship between education and work, the dimensions and stages of work adjustment, and the mission and performance requirements of vocational education (with attention to desired ends, limited work roles, relevance, concern for the individual, equal educational opportunity, time, available resources, technology, planning, and efficiency). The following variables/components of a model of vocational education are examined: vocational education as a process, the individual's life and work roles and vocational education, the changing nature of the individual's role, the technology of vocational education, society's functions and vocational education, resources for vocational education, alternatives to vocational education, cultural values and vocational education, and information and vocational education. Aspects of a theoretical strategy for planning vocational education are explained, including assigning value to society's and the individual's needs, determining present and desired levels of mutual satisfaction, defining alternative changes to get from the present to the desired state of affairs, and the cost of alternative changes. Also provided are operational strategies for very long range, long range, and short term educational planning. (MN)

While much is known about the high academic but low affective achievement of Korean students on international comparative studies, little is known about science teacher education in Korea. As the quality of science teachers is an important factor determining the quality of science education, gaining an understanding of science education in Korea necessitates understanding the science teacher education system and the ways of leveraging quality science teacher preparation. Korea has a unique science teacher education system in many aspects due to its unique socio-cultural background. This study critically reviews the current state of the science teacher education system in South Korea in terms of the outcomes and institutional backgrounds, such as associated law and policy, teacher education curriculum, recruiting system and examinations. A careful review is conducted of the previous literature, official documents and statistics from the Korean government, and curricular documents from some teacher education institutions. The paper concludes with a discussion on the uprising issues in science teacher education within the socio-cultural context of Korea and offers implications to the international science education community.

The issues and concerns facing Kentucky Career and Technical Teacher Education (KY CTTE), university teacher educators and state department Career and Technical Education (CTE) leaders in providing and preparing the best CTE teachers possible are not unique to Kentucky. In an effort to better understand these issues and concerns a team of state and national CTE leaders charged with planning Kentucky's annual CTE teacher education conference decided to use the conference proceedings as an avenue to stimulate discussions and gain insights on problems new and in-service teachers may be experiencing. The February, 2009, Kentucky Career and Technical Teacher Education Conference's theme "Aligning Career and Technical Education" allowed planning for a collaborative among Kentucky universities; the Kentucky Office of Career and Technical Education; the Kentucky Department of Education, Secondary Division of Career and Technical Education; and the National Research Center for Career and Technical Education. The conference planning process, the conference problem solving driven agenda and a manifest of the issues and concerns facing Kentucky CTE as indicated by conference participants and presenters; can provide useful information for state and national CTE leaders.

In this work, we elaborate on the changes and transformations in the Israeli education system (including higher education) from Israel's independence in 1948 to 2019. Specifically, the study places special emphasis on developments commencing in 1976 in response to the establishment of a separate administrative division for Druze and Circassian Education in the Ministry of Education, and division's impact on the rate of youngsters who earn matriculation certificates and the number of Druze students attending higher education institutions. of the study analyzes the administrative separation of Druze education in the education system and its effect on the integration of Druze youngsters in higher education in Israel. The current study contributes to our understanding of the development of the Druze education system as a distinct unit in the Israeli Ministry of Education. The findings of this study and its conclusions will contribute to policymakers in the Ministry of Education in general, and policymakers concerning Druze education specifically, seeking to improve educational achievements and apply the insights of the current study to other minority groups to which higher education has become increasingly accessible in recent years.

In this article, we regard inclusive education as a policy phenomenon that contains a range of ideas about the purpose of education, the content of education and the organization of education. As a political ideal expressed in policy, inclusive education competes with other political ideals regarding education, for instance economic discourses that prioritize effectivity and attainment as educational goals. Thus, inclusive education has to be realized in contexts where available options for action are restricted by several and often contradictory educational policies on different levels of the education system. We argue that while research and debate about inclusive education are important, both are insufficient without analyses of the context of national educational policy. Any interpretation of inclusive education is necessarily situated in a general education policy, and measures of what ‘inclusive schools’ are dependent upon for instance, political interpretation(s) of inclusive education, resource allocation and political discourse on both local and national educational level. Here, we will provide support for this argument through presentation of both research on inclusive education, an alignment of prior analyses of Swedish national education policies and our own analyses of government statements.

The roles of public and private sectors of higher education in Asia and relationships to national systems are explored in reports from the Third International Seminar on Higher Education in Asia. The focus was China, Indonesia, Korea, the Philippines, Japan, and Thailand. Patterns by which national systems of higher education are differentiated between public and private sectors are compared, and alternative forms of provision and support for higher education are examined. Policy implications for higher education in these Asian countries are also addressed. Seminar paper titles and authors are as follows: "Key-Note Report by the Research Institute for Higher Education" (Kazuyuki Kitamura); "Patterns of Public-Private Differentiation in Higher Education: An International Comparison" (Robert Geiger); "Public and Private Sectors in Japanese Higher Education" (Motohisa Kaneko); "Public and Private Sectors in Philippine Higher Education" (Andrew Gonzalez); "Past, Present, and Future Trends in the Public and Private Sectors of Korean Higher Education" (Kwan Lee); "Public and Private Sectors in Indonesian Higher Education" (Willi Toisuta); "Public and Private Sectors in Thai Higher Education" (Paitoon Sinlarat); and "Governance of Higher Education in the People's Republic of China" (Maoyuan Pan). (SW)

This working paper is one in a series of policy statements on the relationship between liberal education and careers in business. In this presentation, the president of the University of Chicago suggests that the importance of understanding education, particularly liberal arts education, as a complex subject is critical in understanding the relationship between liberal learning and private enterprise. Education, corporations, and management have a complex relationship that must be understood in order to put liberal arts in the proper perspective for the future. All people have ideas and theories about education, but little emphasis is placed on specific and complex ways of looking at changes in institutions of higher education and their relationship to other institutions. When considering education, it is necessary to bring in other topics, since thinking about education is in many ways like thinking about the future, present, and past. Ideas about what constitutes a good education have changed over the years; a liberal arts education was championed by the Renaissance humanists, who opposed the "sterile academicians" of their time. Liberal arts must be shown to be currently relevant in ways that differ from the merely technical or professional training. A fuller, more detailed sense of context for developing and teaching liberal arts is necessary. (SM)

Intended for the use of librarians responsible for collection development in education libraries and for students and researchers in education, this document lists 947 bibliographies, separately published from 1964 to 1980, which cover a wide range of areas in the field of education, including: the history of education; comparative and international education; the philosophy of education; educational anthropology, sociology, and psychology; principles and practices of teaching; early childhood, elementary, secondary, and higher education; teacher education; school administration and organization; moral education; technical, vocational, and business education; the education of women, ethnic groups, blacks, the culturally disadvantaged, labor and laboring classes, and prisoners; bilingualism; special education; adult education; and instructional materials centers. Included are works in English published in Canada, the United States, Europe, Australia, and New Zealand, as well as bibliographies in French published in Canada. Items produced by or related to ERIC and those listing only curriculum materials are excluded. The document is arranged alphabetically by author within a subject organization based on the L schedule of the Library of Congress (LC) classification scheme. An introduction listing sources consulted, an appendix listing headings used to search the LC catalog, and an author-title index are also provided. (Author/ESR)