Education & Pedagogy

Volume 2 covers Puerto Rican education; Alaskan education; the 12th annual report on the introduction of domestic reindeer into Alaska (ED613561); city school statistics; information and statistics on universities, colleges, technological schools, professional schools, agricultural and mechanical colleges, normal schools, secondary schools, manual and industrial training, commercial and business schools, nursing schools, education of the colored race, reform schools, and schools for the defective classes including the blind, deaf, and feeble-minded. Chapter XLVI presents a statistical report on public school students with defective sight and hearing. Chapter XLVII addresses education of the feeble-minded in the United States, with discussion of several schools and institutions for feeble-minded children, youth, and women, as well as public school courses. Subsequent chapters cover changes in college-graduation age, the National Education Association superintendence committee school statistics report, education in the Philippines, public and private kindergartens, and U.S. illiteracy. Chapter LIII's current topics include compulsory attendance and child labor laws, school consolidation and pupil transportation, teachers' pensions, foreign students in German universities, higher commercial education, certain cities' school officer and instructional supervisor salaries, corporal punishment, public school temperance instruction, education benefactions, coeducation, free textbooks, Cuban and Mexican education, Japanese school, library, book, and periodical statistics, the General Education Board, education as a factor in success, Tulane University's founder's day celebration, religious exercises in public schools, and foreign countries' elementary education statistics. [For Volume 1, see ED620498.]

This is the Report of the Commissioner of Education, part of the Annual Report of the Secretary of the Interior for the Fiscal Year Ended June 30, 1895. The Bureau of Education report is contained within volume five, which is in two parts. Part one contains: (1) The Commissioner of Education's Introduction; (2) Statistics of State Common-School Systems; (3) City School Systems; (4) Statistical Review of Secondary Schools; (5) Statistical Review of Normal Schools; (6) Statistical Review of Higher Education; (7) Statistical Review of Professional Schools; (8) The Educational Systems of England and Scotland, with Statistics for 1893-94; (9) Manitoba School Case; (10) Education in France; (11) Public Education in Belgium; (12) Education in Central Europe; (13) Education in the Netherlands; (14) Education in Italy; (15) Report of the Loyal Commission on Secondary Education; (16) Papers Accompanying the Report of the Loyal Commission on Secondary Education; (17) Higher Education in Russian, Austrian, and Prussian Poland; (18) Art education in the public schools; (19) Facilities for the University Education of Women in England; (20) Educational Status of Women in Different Countries; (21) Chautauqua: A Social and Educational Study; (22) Pensions for Teachers; (23) Coeducation--Compulsory Attendance--American Students in Foreign Universities--Continuation and Industrial Schools; and (24) Educational Directory. [For the first part of the Commissioner of Education's 1894-95 report, see "Report of the Commissioner of Education for the Year 1894-95. Volume 2. Containing Parts II and III" (ED622083).]

This report is the first in a series published by the IDEAL (Impact of Distance Education on Adult Learning) project. The IDEAL project ran from October 2013 to September 2015 with financial support from the EU Lifelong Learning Programme. The project aims to: (1) offer insights on the needs of adult learners to both policymakers and distance education providers; (2) strengthen the social dimension of higher education by better meeting the needs of adult learners; and (3) increase the participation of adult learners in higher education through distance education. The aim of this first report is to examine the distance education that European higher education institutions offer, and identify the intended target groups, in particular, adult learners. This report presents a brief overview of the emergence, spread, and current provision of distance education at the European level. For this study, the programs and course units listed on DistanceLearningPortal.com were analysed, and a survey was carried out among distance education providers. The findings go into great detail regarding: (1) providers of distance education; (2) subjects, levels, degrees, and credits; (3) organisation and delivery mode; (4) entry requirements and reported target groups; (5) costs and funding opportunities for distance education; (6) flexibility of the distance education offered; (7) support to students; and (8) drivers for distance education and future expectations. [For the second report, "Distance Education in European Higher Education--The Students," see ED560485. For the third report, "Distance Education in European Higher Education--The Potential," see ED560486.]

"In democracy education holds the most promising potential solution of the social and economic problems for peaceful, gradual, intelligent evolution toward the goals which we must set up for the preservation of the ideals and the happiness of our citizenship." This opening sentence of the letter of greeting sent by President Roosevelt to the National Conference on Fundamental Problems in the Education of Negroes was the fundamental assumption upon which the conference was projected. The conference was held in Washington, D.C., May 9 to 12, 1934, under the auspices of the Federal Office of Education, and was attended by 1,030 registered delegates, 500 of whom came from 28 States. The agencies represented at the conference were: (1) State, county, and city systems of public education; (2) church boards; (3) philanthropic foundations; (4) National, State, and local teachers' associations; (5) accrediting associations; (6) the press; (7) business, industry, and labor; (8) the professions; (9) fraternal organizations; (10) youth movements; and (11) governmental agencies. Although the conference addressed itself particularly to fundamental and special problems in the education of Negroes, it considered all phases of education in their relation to the special topics under discussion. The report of the conference presented in this bulletin is an abstract of the findings, conclusions, and recommendations of the committees, together with excerpts from the major addresses made during the sessions. There are three parts of the report, comprising, respectively, addresses, consideration of major life functions, and organizational and administrative machinery. Individual sections contain footnotes. [Best copy available has been provided.]

The purpose of the Biennial Survey of Education in the United States is to present to the people of this Nation a picture, as complete and accurate as possible, of the many types of education they finance, administer, and maintain. But this isolated picture is not enough. The worth, activity, and progress of any system of schools are relative matters and must be shown along with like phases of other systems to provide sane conceptions and sound bases for judgments. To afford such bases for comparisons the Office of Education has throughout its existence published in its annual reports, biennial surveys, bulletins, and pamphlets, accounts of education in other countries. This chapter of the Biennial Survey for 1934-36 is in continuation of that policy. It attempts to point out the differing directions in which education in other countries has been going in the past decade in the hope that from them we in the United States may be better able to select the educational paths that will lead in this country to the strengthening and perpetuation of good ways of living. Sections include: (1) Europe; (2) Asia; (3) Africa; (4) Australia; (5) The Western Hemisphere; and (6) International Congresses and Conferences. (Contains 23 tables and 45 footnotes.) [Best copy available has been provided.]

An inquiry into Indigenous education by an Australian Senate committee examined government reports produced in 1989-99 and conducted school site visits and public hearings. During the inquiry, it became clear that educational equity for Indigenous people had not been achieved, and Indigenous participation and achievement rates lagged behind those of the non-Indigenous population in most sectors. Much of the inquiry focused on rural and remote regions, where Indigenous people have limited access to education. Chapter 1 of this report provides an overview of Indigenous educational policies, historical context, issues of self-determination and community control of schools, and educational funding. Other chapters discuss the evolution of a national Indigenous education policy; social and community issues (poverty, kinship, cultural differences, child rearing, attitudes toward schooling and work, low school attendance, racism, alcoholism, family problems, crime and imprisonment); curriculum issues (inclusion of Aboriginal culture and language, status of Aboriginal English, "two-way" education, mainstream educational reforms, use of technology); literacy education, bilingual education, and the teaching of Aboriginal languages; teacher education (lack of Indigenous teachers and staff, community-based teacher training, rural recruitment and retention, salaries, teaching conditions, specific training for teaching Indigenous students); postsecondary education (vocational education and training, adult education, higher education); impact of health on education (inadequate health care, Indigenous health problems, otitis media, community health education, malnutrition); and cultural diversity and differences in educational needs across remote, rural, and urban areas. Recommendations are presented in each chapter. Appendices list goals of the Aboriginal Education Policy, submissions received, witnesses at public hearings, site visits, and acronyms. (SV)

This book contains 19 papers on 20th century thinkers in adult and continuing education. The book is arranged in four parts as follows: early 20th century English thinkers; early 20th century American thinkers; theorists of adult and continuing education; and theorists of adult education and social change. The following papers are included: "Introduction: Adult Education--An Ideal for Modernity?" (Peter Jarvis); "Albert Mansbridge" (David Alfred); "Basil Yeaxlee and the Origins of Lifelong Education" (Angela Cross-Durrant); "R. H. Tawney--Patron Saint of Adult Education" (Barry Elsey); "John Dewey and Lifelong Education" (Angela Cross-Durrant); "E. L. Thorndike" (W. A. Smith); "Eduard Lindeman" (Stephen Brookfield); "Robert Peers" (Stella Parker); "Cyril O. Houle" (William S. Griffith [updated by Peter Jarvis]); "Malcolm S. Knowles" (Peter Jarvis); "Roby Kidd--Intellectual Voyager" (Alan M. Thomas); "K. Patricia Cross" (Carol E. Kasworm); "Chris Argyris--The Reluctant Adult Educator" (Karen E. Watkins and Jacqueline A. Wilson); "Donald Schon" (Ron Cervero); "Moses Coady and Antigonish" (John M. Crane); "Horton of Highlander" (John M. Peters and Brenda Bell); "Paulo Freire" (Peter Jarvis); "Ettore Gelpi" (Colin Griffin); "Women in Adult Education--Second Rate or Second Class?" (Mal Leicester); and "Conclusion: Adult Education at the End of the Twentieth-Century" (Peter Jarvis). (All papers include substantial bibliographies.) (MN)

Purpose: The purpose of this paper is to study the influence of remote education on the consumer value of university education by the example of modern Russia. Design/methodology/approach: The authors determine the consumer value of university education in modern Russia in the conditions of the availability of predominantly traditional education; determine socio-economic problems that are caused by the low consumer value of university education in modern Russia; determine the potential of remote education in the increase of the consumer value of university education; and develop recommendations for the increase of the consumer value of university education in modern Russia through the development of remote education. Findings: It is concluded that traditional university education is dominating in Russia. It is standardized and does not allow for the full consideration of individual capabilities and needs of each separate student, which causes the low consumer value of university education. The limitation of traditional and remote education, caused by the fact that educational services in each form are provided by completely different universities, hinders the development of the potential of remote education in stimulating the increase of the consumer value of university education. Originality/value: In order to solve this problem, it is recommended to unify traditional and remote education within the diversification of the forms of the provision of educational services by modern Russian universities. For that, a conceptual model for increasing the consumer value of university education in modern Russia through the development of remote education is presented. This model focuses on applicant and students with their individual capabilities and needs and universities with their material and technical, intellectual, marketing and other resources. At that, the educational form goes to the background, being not a self-goal but a method of its achievement -- the provision of the high consumer value of university education.

The present study is a literature review of 37 empirical studies from Greece and internationally of the last decade and aims at investigating the contribution of learner self-assessment to: a. enhancement of learning motivation, b. improvement of academic performance/learning, c. development of self-regulating learning and d. raise of self-esteem. According to the findings, enhancement of learning motivation as an outcome of learner self-assessment process has been identified in Greek Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally has been identified in Secondary education in English and Physical education. In Greece, improvement of academic performance/learning as an outcome of learner self-assessment has been found in Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally at all levels of education, in almost all subjects of Secondary education and in Primary education in Language Arts, English and Mathematics. Development of self-regulating learning has been identified in Higher education in Greece and internationally, whereas in Secondary education in Geography and Geometry only internationally. Furthermore, raise of student's self-esteem as an outcome of self-assessment has been found internationally, in Secondary education in Religious education and in Greek Primary education in English language learning. Moreover, self-assessment process has also been examined internationally in non-formal education where English is taught as a second language with positive outcomes in performance/learning. Finally, self-assessment is implemented through various practices and tools such as rubrics, checklist, scripts, think boards, reflective journals, mind maps and in combination with learning or teaching models.

The political and economic changes that followed the adoption of the "Strategy for the Development of Education in Serbia 2020" essentially betrayed the basic ideas and intentions of the strategy, creating a systematic threat to education and its role in the development of Serbia. This created an almost experimental situation for analysing the impact of political and social factors on changes in education. In the sphere of politics, new trends have emerged (centralisation of power; marginalisation of democratic institutions; encouraging foreign investment in companies with a low technological level, etc.) that strongly influenced changes ('reforms') in education (great centralisation in education, the strong influence of politics on education, imposing of some lower-level forms of education, reducing professional autonomy, etc.). The basic mechanism of transferring the general policy to education is changing the role of the most important national institutions in defining and implementing education policy: the National Education Council, the National Council for Vocational and Adult Education, the National Council for Higher Education, and the National Accreditation Body. The adoption of new education laws (2017) radically changed their status and competencies, resulting in a reduction of their independence and professionalism and strengthening the role of the ministry, through which the influence of the ruling political regime is transferred. Also, the role of the Chamber of Commerce in education has been strengthened. Such a system endangers the autonomy of educational institutions and teachers, as well as the quality of education. Consequently, these changes have a clear impact on the country's development and its international position.

In this paper, we draw upon Jensen's ([1997]. A case of two paradigms within health education. "Health Education Research," 12(4), 419-428; [2000]. Health knowledge and health education in the democratic health promoting school. "Health Education," 100(4), 146-153) Danish work describing two paradigms of school-based health education. Although hailing from the other side of the globe, Jensen's paradigms of health education are a useful heuristic for critiquing the promises, practices, and potential of health education as it is enacted in schools. Conducting a close read of a range of recent literature from Aotearoa New Zealand -- in which a socio-critical orientation to health education is embedded in curriculum policy -- we re-visit Jensen's ideas to develop a contemporary view of the paradigms of health education as they are conceived and are put to work in health education in Aotearoa New Zealand. We explore implications for health education curriculum policy, classroom practice, and research into the subject arising from our extension to the paradigms of health education, taking the position that school-based health education is (still) yet to live up to its numerous promises and rich potential (Alfrey et al. [2021]. Learning about health through 'intergenerational arts-led pedagogies' in health and physical education: Exploring pedagogical possibilities. "Sport, Education and Society," 26(8), 815-830; Fitzpatrick & Burrows [2017]. Critical health education in Aotearoa New Zealand. "Sport, Education and Society," 22(5), 552-568; Leahy et al. [2016]. "School health education in changing times: Curriculum, pedagogies and partnerships." Abingdon: Routledge).

The present report overseen by the Executive Agency for Higher Education, Research, Development and Innovation Funding (UEFISCDI) on behalf of the European Commission and the European Education and Culture Executive Agency as part of the contract for the implementation of the European Digital Education Hub, is the third report in a series promoting inspiring practices in digital education from the 27 European Union member states. Similar to the 2023 and 2024 reports, two inspiring practices have been selected and described for each country. To highlight other achievements of the European Digital Education Hub, the present report also includes a series of initiatives supported by the Accelerator programme. However, information was not equally available across all 27 EU countries, thus certain elements have been slightly differently analysed, interpreted and presented to inspire stakeholders within and beyond the Hub community. The 2025 report similarly looks at digital education initiatives, providing valuable insights into successful initiatives and identifying potential models for replication or adaptation. Digital transformation in education remains a key EU priority, that has set a common vision for high-quality, inclusive, and accessible digital education across member states, encouraging the adaptation of the education and training systems to the digital age. Thus, the targeted policy initiatives in this area have led to a wave of innovative practices and policies aimed at fostering a high-performing digital education ecosystem and enhancing digital skills and competences, some of which are included in this report.

Discusses what constitutes a good sex education program. (BB)

An Englishman offers his observations on the American system of education. (MJB)

An effective energy education program is described. Recommendations include federal aid for training teachers at energy education centers. (MLF)