Education & Pedagogy

This document contains 15 papers devoted to the theme of management of business education. "Management of Business Education: A Perspective" (Betty J. Brown) discusses business education as education about business and education for business. The following papers explore the theme of managing the curriculum: "The Basic Business and Economic Education Curriculum" (John E. Crow); "Managing the Technology-Related Curriculum in Business Education" (Michael L. McDonald, Lonnie Echternacht); "Integrating Business Education Programs with Other Disciplines" (Sandra R. Williams, Billie J. Herrin, Robyn J. Taylor); "School-to-Career Initiatives: Integrating Business Education with the Core Curriculum" (Joan Whittemore Loock, Michael James Tokheim); "Program Management in Changing Times" (Sharon Lund O'Neil); and "Managing Curriculum Change" (Linda G. McGrew). The following papers deal with managing the learning process: "Diversity Today: Challenges and Strategies" (Tena B. Crews, Alexa Bryans North, Sandra L. Thompson); "Shaping the Elementary and Middle School Business Education Curriculum" (Sharon A. Andelora); "Managing the Learning Process for Postsecondary and Collegiate Business Education Students" (Betty A. Kleen); "Student-Related Management Concerns" (Gay Davis Bryant); "Setting the Stage for Successful Learning" (Donna J. Cochrane); "Classroom Management Theory and Practice" (Cora Lytle); "Facilities Management" (Dawn E. Woodland, Linda F. Szul); and "Eye on the Future: Research Directions for Business Educators" (James E. Bartlett, II; Jim B. Mansfield). Most papers include substantial bibliographies. (MN)

Opinions and policies on the development of private education in Sub-Saharan Africa are changing. This book attempts to review existing literature, theories, and concepts related to recent trends in the development and financing of private education in Sub-Saharan countries. Eleven chapters address the following topics: (1) introduction; (2) a retrospective on private education development and financing in Sub-Saharan Africa; (3) looking into the definition of private education; (4) different types of private education in Sub-Saharan Africa; (5) share of private education in total enrollment; (6) private education as an alternative to the provision of public education; (7) private education as a competitor for private and public funds for education; (8) comparative cost-efficiency and cost-effectiveness; (9) school choice and parents' attitudes; (10) from theories to present African realities; and (11) the public policy toward private education in Africa. Implications for education-policy research in Sub-Saharan Africa are described. Eight appendices contain an index to Sub-Saharan countries mentioned in the text, selected African countries' examples on private-education development and financing, statistics on private enrollment as percentage of total enrollment, suggested typology of private schools, comparative analysis of advantages and disadvantages of private education as compared to public education, private consumption in Sub-Saharan Africa, relative price of private consumption of education in selected African countries in 1993, and factors determining the volume of tuition fees in profit-making schools. (Contains 127 references.) (RT)

The report was produced by UNESCO in partnership with CARE International in Cambodia for the "Highland Children's Education Project" (HCEP) to show how bilingual primary education has been implemented among the Tampuen and Kreung ethnic minority groups in six remote villages in the northeastern province of Ratanakiri, Cambodia. Central to HCEP is the idea of "community schools" for primary education that the community is largely responsible for governing and managing. The pilot project in Ratanakiri, with the assistance from Ministry of Education, Youth and Sports (MoEYS) and local NGOs, was established to promote bilingual education and education in the mother tongue through local teacher training and adaptation of the national curriculum. There are many barriers to providing education to ethnic minorities in Ratanakiri, including communication between the central government and the village representative due to language differences. A survey confirms that there is still a strong negative attitude to girls' education that hinders education for all in the area. However, the ethnic minority groups are becoming aware of the economic potential that education can bring and are therefore increasingly willing to participate in education related activities. The community will continue to play an important role in highland children's education. Development of education policy, teacher training, funding, networking and technology will also help to improve education for ethnic minorities in remote areas. (Contains 3 footnotes.) [This document was published by UNESCO Asia and Pacific Regional Bureau for Education. Cover title varies.]

This review, based on a variety of information sources, discusses vocational education under the following major headings: Forces Contributing to Curriculum Change in Vocational Education (summarizes four of the major elements which seem to be contributing to rapid change in vocational education--knowledge explosion, rise of technology, change in the structure of thinking induced by cybernetics, and rise of the concept of accountability--and describes some major research efforts in developing curricula to cope with change); The Concept of Curriculum Responds to Change (discusses the variety of meanings for the term "curriculum" and factors contributing to the alteration of curriculum theory); The Development of Performance/Competency Based Education; Performance Based Education in Alabama; Related Research Assisting Performance Based Teacher Education Development in Alabama; Performance Based Certification for Educational Personnel Research Projects in Curriculum Development in Vocational Education (describes the Vocational-Technical Education Consortium of States (V-TECS) and Developing Educational Learning through Task Analysis (DELTA), and their activities); The Development of the National Network for Curriculum Coordination in Vocational-Technical Education; Career Education and Curriculum Development; Educational Planning--The 1202 Commission (discusses the activities and duties of this Alabama commission, established as a result of Congress request that a State commission be formed to administer the various provisions of P.L. 92-318, title XII, section 1202, Education Amendments of 1972); Placement for Accountability; Accountability; Accountability--An Examination of One Plan (examines Michigan's Accountability Model); Curricula in Vocational Education--Alabama State Department of Education; and Implications of the State-of-the-Art. (SH)

APPROXIMATELY 300 TEACHER-EDUCATORS AND NATIONAL LEADERS AND EXPERTS IN EDUCATION AND RELATED DISCIPLINES FROM 46 STATES, TWO TERRITORIES, AND TWO CANADIAN PROVINCES PARTICIPATED IN A SEMINAR TO IDENTIFY ALTERNATIVE APPROACHES FOR IMPROVING PROGRAMS IN PREPARING AND UPGRADING VOCATIONAL TEACHERS. MAJOR SPEECHES INCLUDED--(1) "URGENCY OF THE DEMAND FOR VOCATIONAL-TECHNICAL TEACHERS" BY G. VENN, (2) "AREAS OF CRITICAL IMPORTANCE IN VOCATIONAL-TECHNICAL TEACHER EDUCATION" BY M.L. BARLOW, (3) "THE ECONOMICS OF LEARNING TO WORK" BY H.F. CLARK, (4) "THE ROLE AND STATUS OF VOCATIONAL-TECHNICAL EDUCATION" BY A. WIDENER, (5) "EMERGING APPROACHES IN THE PROFESSIONAL EDUCATION OF VOCATIONAL-TECHNICAL TEACHERS" BY L.D. HASKEW, (6) "CONTRIBUTIONS OF THE BEHAVIORAL SCIENCES TO TEACHER EDUCATION" BY R.W. TYLER, (7) "RECENT DEVELOPMENTS IN PROVIDING MAJOR FIELD CONTENT EDUCATION" BY G.I. SWANSON, AND (8) "AN APPROACH TO PROVIDING VOCATIONAL TEACHERS WITH EXPERIENCE IN THE OCCUPATION THEY TEACH" BY W.G. MEYER. SPEECHES AND DISCUSSION SUMMARIES ARE INCLUDED FOR THREE VOCATIONAL SERVICE AREA GROUP SESSIONS CONCERNED WITH IMPLICATIONS OF THE MAJOR TOPICS FOR AGRICULTURAL, BUSINESS AND OFFICE, DISTRIBUTIVE, HOME ECONOMICS, TECHNICAL, AND TRADE AND INDUSTRIAL EDUCATION. SPECIAL INTEREST GROUP SESSIONS EXPLORING MAJOR TOPIC IMPLICATIONS FOR EDUCATING HIGH SCHOOL, POST-HIGH SCHOOL, ADULT, SPECIAL NEEDS, AND LEADERSHIP DEVELOPMENT TEACHERS ARE REPORTED. THIS DOCUMENT IS AVAILABLE FOR $3.25 FROM THE CENTER FOR VOCATIONAL AND TECHNICAL EDUCATION, THE OHIO STATE UNIVERSITY, 980 KINNEAR ROAD, COLUMBUS, OHIO 43212. (MM)

The study described here was undertaken to develop a comprehensive description of corrections education programs in the Department of Health, Education, and Welfare (HEW) and to make recommendations regarding their purposes and operations including their relation to other Federal corrections programs. Presentation is in five sections: An overview of corrections education, Federal coordinating efforts, Federal corrections education programs, and findings and recommendations. A historical review indicates the changing perception of the criminal from sinner to socially disadvantaged. A literature review is summarized which revealed that the tendency to declare that no rehabilitation programs work is inaccurate. Key legislation under which Federally funded corrections education programs are implemented is described, and Federal program coordinating efforts through agencies in the Departments of Labor, Justice, and HEW are outlined. Data are presented for the types and number of inmates involved in corrections education programs in adult basic education, adult secondary education, vocational/occupational education, social education, and postsecondary education. A discussion of the need for corrections education policy and coordination including the role of HEW comprise the last section. The recommendations presented focus on the need for the Federal role being defined according to both national educational objectives and national criminal justice objectives. The establishment of a representative of corrections education within the Office of the Secretary, HEW, to represent the interests of the corrections clientele, is suggested. (MF)

This report contains the preliminary findings and recommendations of a study of the New York City Board of Education adult education programs, which was initiated in order to find ways of continuing to provide educational programs for adults in the face of budget cuts. Key objectives in a restructuring of adult education programs are identified and steps by which programs and sites might be consolidated are proposed. Lower Manhattan adult education programs are analyzed to present an example of how programs could be streamlined to reduce custodial and supervisory costs. Four major sections are included: (1) Present Status of Adult Education (a discussion of the city's four types of adult education programs including program description, programmatic and site analysis, and problems of the present adult education structure, (2) Restructuring Adult Education (discusses objectives that should be attained (and subsequent steps that should be taken) in the revision of the structure and relationships of adult education programs, (3) Continuing Education Program (discusses this program's operation of centers of adult education programs and what steps should be taken to make these centers self-sustaining following the withdrawal of tax-levy support, and (4) Conclusion (gives an overall framework for what is needed to restructure adult education programs. Numerous charts, city maps, and tables supplement the text. The two appendixes include the names and addresses of district supervisors of continuing education in the New York City area, and a formula for custodial subsidy. (SH)

The Career Competency Program was funded to design and implement a total career education model, both educationally and financially practical for implementation by South Dakota communities. The program's underlying goals included mastery of skills at a level commensurate with each student's ability, interests, and career goals. Activities carried out to meet the program's ten objectives included the following: (1) career education inservice was provided to South Dakota school districts for levels K-12; (2) school districts were assisted to write career education plans in accordance with the state plan; (3) needs assessments were updated; (4) career education materials were disseminated statewide on a check-out basis; (5) career competency material was updated; (6) existing career education training programs at colleges were located; (7) colleges were surveyed to determine what is presently being done in career education; (8) assistance was provided in forming a career education committee at South Dakota colleges; (9) colleges were assisted to develop a plan for infusion of career education in education programs; and (10) career competency program materials were made available to the colleges on a check-out basis. Appended materials include a career education workshop agenda; elementary career competency inservice evaluation; statewide survey of needs for career education; inservice handouts; surveys of career education emphasis in college education programs and survey results; South Dakota State Plan for Career Education; a plan for the training of elementary and secondary teachers in career education at Black Hills State College; and a newsletter. (KC)

The literature on adult education for police is reviewed and criticized. Among the publications that have been influential in debating the need for police education are Charles B. Saunder's "The Challenge of Crime in a Free Society" (1976), which endorses the Presidential Commission on Law Enforcement's recommendations regarding the vital necessity of police education. The author suggested that role definition, needs assessment, and public awareness have been obstacles to police education. In "The Quality of Police Education," Lawrence W. Sherman elaborated on the findings and recommendations of the National Advisory Commission on Higher Education for Police Officers, which undertook a national survey of police higher education programs, an appraisal of police personnel needs and resources, and review of the literature. One of the Commission's recommendations was that the majority of federal funds for police higher education should go to programs with broad curricula and well-educated faculty rather than to narrowly technical programs. Sherman considers the liberal arts apporach preferable to the two-year, vocational/applied approach or the four-year college criminal justice program approach. In "Redefining the Discipline of Adult Education," Robert Boyd and Jerold Apps propose a new model for viewing adult education. The first dimension concerns the nature of the learner's situation; the second dimension concerns who will primarily benefit from the educational activity; and the third dimension concerns the system (personal, social, and cultural). It is suggested that "Redefining the Discipline of Adult Education" should be read in conjunction with "The Quality of Police Education" or any other reading in police education. (SW)

The Salamanca Statement is held as a "high-water mark" in the history of the global development of inclusive education. It represented agreements bringing together representatives from 92 governments and 25 international organisations to advocate for a more inclusive education for students with disabilities. Since 1994 the Salamanca Statement has been referred to by international education organisations, national education jurisdictions, and disability advocacy organisations as a foundation for progressing inclusive education. In this respect the Salamanca Statement has been important for the inclusive education and "Education for All" [UNESCO 1998. "From Special Needs Education to Education for All: Discussion Paper for the International Consultative Forum on Education for All." Paris: UNESCO] movements. However, international agreements and conventions are fragile in the face of local contingencies and become difficult to apply. We examine the case of inclusive education in Greece to reflect on this complex relationship between international aspirations and the real politic of individual nation states. Greece, like other nations, has embraced the discourse of inclusive education and its successive governments can demonstrate policy activity and public expenditure on the education of disabled students. This is remarkable in a climate of 'crisis' and 'austerity' where the only investment in the teaching workforce is in the area of inclusive education. However, is Greek education more inclusive in practice as well as rhetoric?

The purpose of the project reported here was to provide personnel development in vocational education for special needs learners. Considerable progress was made with infusing instruction on special needs learners in vocational education programs in the Joint Oregon State University-Western Oregon State College School of Education. Five courses were also designed and offered to prepare special education teachers to enable mildly handicapped and learning disabled students acquire and benefit from vocational education. The major delivery methods for field-based inservice education activities were individualized consultative assistance and workshops for specific schools and agencies on a "demand" basis. Project staff members helped schools and agencies organize available resources into vocational curricula for handicapped and disadvantaged vocational students. A study was also conducted of the extent to which special needs students were participating in approved vocational programs. (Appendixes, amounting to over one-half of the report, include a sample curriculum for handicapped learners. It contains five units detailing suggested grade level; unit goals; tasks for student, vocational education teacher, and/or special education teacher; and related activities. Among other appendixes are a list of suggested career-vocational tests for handicapped student assessment, a parent/guardian inventory, several skills worksheets, a sample individual vocational education plan, a training agreement, an employee evaluation sheet, and a description of the technical on-site assistance provided to high schools to develop curriculum for handicapped vocational students.) (YLB)

There are more than 70 different organizations in Jamaica engaged in some form of adult education, from university extension and professional career and skills training to social education and basic literacy. Programming for adults is currently available in the following forms: training for out-of-school youth, basic adult education and literacy training, the arts and culture, instruction delivered via the mass media, church-provided instruction, management and administrative training, and continuing education for professional personnel. As in other developing nations, adult education in Jamaica is viewed primarily as a tool for development that constitutes the main agency for social change. Compared with many other Third World countries, Jamaica lags behind in adult education at the university level. Extensive coordination efforts are necessary to remedy the currently fragmented nature of adult education services. Improvements are especially needed in the areas of lifelong learning, teacher education for adult educators, development of a mass education movement, and adequate training in the area of management development. Perhaps the most important task facing adult education in Jamaica is to convince Jamaicans that matters of science and technology are not beyond the grasp of Third World nations and that Jamaica's subsistence-level working population can indeed become a part of a modern industrializing state. (MN)

This yearbook contains conference papers, commissioned papers, reprints of earlier works, and research-in-progress. They offer a retrospective view as well as address the mission and perspective of correctional education, its international dimension, correctional education in action, and current research. Papers include "Correctional Education and a Tradition of Excellence" (Thom Gehring); "Education in the Prisons of Tomorrow" (Austin MacCormick); "How to Stimulate Inmate Interest and Motivation in Education Programs" (Garrett Heyns); "Stone Walls Do Not a Prison Make: Institutional Challenge to Education and Social Work" (Norman Jepson); "Correctional Education and At-Risk Programs" (Ted Hofferth); "Culture in the Bureaucracy: The University in Prison" (Wayne Knights); "Prison Education: The Need for a Declaration of Basic Principles for the Treatment of Prisoners" (Lucien Morin, J. W. Cosman); "Policy and Practice: International and Comparative Approaches to Education in Prison Regimes" (Kenneth Neale); "Mandatory Literacy for Prisons" (Sylvia McCollum); "Teaching Women's Studies to Convicted Sex Offenders" (Holly Devor);"Eastern Fathers' Group: Educational and Support Group for Incarcerated Fathers" (C. S. Lanier, Jr., Glenn Fisher); "History of California's Arts-in-Corrections Program: A Case Study of Successful Prison Programming" (William Cleveland); "Advancing Adult Basic Education in Prisons: Recruitment, Selection, and Training of Inmate Tutors" (Michael Collins, John Niemi); "A Transitional Education Program for Adult Female Offenders" (T. A. Ryan);"Impact of Television on Prison Order" (Mark Hamm et al.); "Evaluating the Effects of Vocational Education on Inmates: A Research Model and Preliminary Results" (Elizabeth Downes et al.); "Educational Requirements for Correctional Officers: Standards for Entry Level and Promotion" (Darrell Ross); and "Problem-Solving Training and Parole Adjustment in High-Risk Young Offenders" (Katherine Larson). (YLB)

Sweden had, according to data gathered between 1986 and 1988, 8.4 million inhabitants, with a labor force of 4.4 million people. Its unemployment level was less than 2 percent. The level of educational investment was 7.5 percent of the gross national product (GNP), with 10.5 percent of the investment in adult education. Adult education in Sweden consists of study circles, folk high schools or residential colleges for adults, adult basic education, municipal adult education, Swedish for immigrants, labor market education, trade union education, inservice training, distance education, and special provisions for disabled adults. Some 50 percent of Swedes participate in adult education, with half of the participation in inservice training and staff development programs. The volume of employer-sponsored programs increased 5.7 percent between 1986 and 1987 when measured by days of education and 3 percent when measured by number of participants. Swedes with more formal education participate more in adult education. (The report includes a discussion of policy alternatives, 58 references, a reprint of a government report on the education and training of the labor force in 1986 and 1987, and a reprint of a working draft of a paper from the Swedish National Board of Education, "Assessing Invisible Colleges: Comments on the Evaluation of Human Resource Development Investments.") (CML)

These proceedings contain the following 12 papers on comparative adult education: "Adult Education as Concept and Structure: An Agenda for Research" (Colin Titmus); "Report on the Context and State of Comparative Adult Education and on Four Publications" (Alexander N. Charters); "Comparative Adult Education Research: Methods and Materials" (Dilnawaz A. Siddiqui); "Adult Education and Social Change: A Comparison of Canada and Sweden" (Kjell Rubenson); "Comparative Study of Adult Education Institutions and Organizations between the United States and Japan by the Use of Characteristics Mirroring Analyses" (Alexander N. Charters and Seiichiro Miura); "Andragogy and China: Cross-Cultural Considerations" (Daniel D. Pratt); "Participatory Research: Are Adult Education Graduate Programs Ready for It?" (Beverly Benner Cassara); "A Comparative Analysis of Recent North American Research on Women and Minorities" (Jovita Martin Ross); "Agricultural Extension Worldwide: Socio-Political, Organizational and Programmatic Characteristics" (William M. Rivera); "A Comparative Study of Andragogy (Adult Education) as a Field of Academic Study in the World" (Claude Touchette); "The Adult Education Center in Germany as a Case of Social Change and Cross-Cultural Comparison" (Klaus Harney); and "Adult Education World-Wide--Revisited" (Jost Reischmann). (KC)