Education & Pedagogy

Distance education technologies may be applied to academic settings, continuing education/continuing medical education settings or in combination to both. This article provides an overview of what we have learned about academic and continuing education/continuing medical education in geriatrics and gerontology. It includes information on the scope of distance education, the strengths and challenges of distance education, and discusses issues related to technology, intellectual property, instructional design and curriculum development, collaborative effort, marketing, evaluation, and research.

Volume 2 covers discussion and data on agricultural and mechanical colleges; professional schools, with requirements for medical and dental practice; normal schools; secondary schools; manual and industrial training; commercial and business schools; nursing schools; schools for the colored race; reform schools; and schools for the defective classes, including the blind, deaf, and feeble-minded. [For Volume 1, see ED620502.]

This bibliography lists 169 government reports, journal articles, and research reports concerned with Egyptian education. All materials were published in 1979. They are organized into 78 categories which include: adult education; basic education; child care, culture, education, and welfare; elementary education; English language; higher education; educational reform; rural development; mathematics; physics; secondary education; vocational and technical education; women and development; youth; educational psychology; educational philosophy; disabled; and teaching methods. Author and source indices conclude the document. (KC)

Discusses the relationships and interpretations of vocational education, practical arts education, trade and industrial education, industrial arts, and industrial education. (GR)

Discusses the philosophy and practice of science teacher education and probable areas for innovation. (MLH)

At the State Council News Office press conference of November 10 the "National Report on Universal Education in China" [Zhongguo quanmin jiaoyu guojia baogao] was made public. Zhang Xinsheng, vice minister of education, presided over the conference and briefed those present on the background of the report. The report provides a comprehensive summary of historical breakthroughs made in implementing Education for All in China since the World Education Forum of 2000 was held in Dakar, Senegal, including a full description of the great strides made in such areas as preschool education, compulsory education, vocational education, adult literacy, and minority education, and a clear account of how Education for All with special Chinese characteristics is being put into action. Raising the level and improving the quality of universal education is both a concept shared throughout international society and a goal toward which governments in every country continue to strive. The National Report on Universal Education in China will give nations throughout the world a better understanding of the effort China is putting into education for all of her people. (Contains 1 table.)

Based on the concept that career education can offer special meaning and motivation to each specialty within teacher education institutions, this handbook is designed for use by teacher educators from varied disciplines. Suggestions are provided for helping prospective teachers develop a personal philosophy of career education. Pre-service teacher objectives are listed and the section, "Implementation of Career Education in the College and University," includes career education concepts to be taught to teacher education students. The concepts can be used in a separate course of study or infused into existing courses. An outline is presented for infusing a career education unit into a Special Methods Course or a Philosophy of Education Course. Additional suggestions are provided for making career education a part of the education sequence of courses. A "Teacher Career Education Course Outline" is included in the handbook along with a list of learning resources. The concluding section on implementing career education in the classroom includes activities which illustrate how career education concepts are infused into various subject areas. (MP)

Six papers presented at a meeting of the National Advisory Council for Career Education, and which address the future directions of career education, are contained in this document. "Career Education: What Next?" examines the nature of the changes necessary before career education can be said to have reached its goals. In "Suggested Next Steps for Federal Initiatives in Career Education," a major research and development plan for career education at the postsecondary level is conceived. "National Institute of Education: Preliminary Fiscal Year 1978 Program Plans--Education and Work" explores education and work within the context of other NIE programs and submits the specific program plans for the Education and Work Group of NIE. "Next Steps for Career Education" analyzes conceptual designs and problems inherent in career education theory building and validation. "Next Steps in Career Education" discusses strengthening career education at the K-12 level, systematic evaluation, community resources, special program, research and development, conceptualization, and postsecondary education. "Next Steps in Career Education: Will the Opportunity for Real Reform Be Lost?" re-examines a large number of questions, particularly the relationship of career education and the liberal arts. (TA)

A compilation of federal legislation that pertains to higher education is presented. The sections of this volume cover the general higher education programs, Native American higher education, museums, arts and humanities, and the National Science Foundation. The text of the Higher Education Act of 1965 is presented, covering Titles I-XIII. The areas addressed by this legislation include the following: continuing postsecondary education program and planning; college and research library assistance and library training and research; institutional aid; student assistance; Teacher Corps and teacher training programs; international education programs; construction, reconstruction, and renovation of undergraduate academic facilities; cooperative education; graduate programs; Fund for Improvement of Postsecondary Education; Urban Grant University Program; the Higher Education Amendments of 1968; Education Amendments of 1972; and the Education Amendments of 1980. Additional legislation includes the Navajo Community College Act and the Tribally Controlled Community College Assistance Act of 1978. An alphabetical listing of statutes contained in this volume and companion volumes is included. (SW)

Tables of statistics are provided to portray education at all levels in Taiwan from approximately 1950 to 1990. The Taiwanese school system, academic year/schedule, current situation of schools, preschool education, compulsory education, secondary education, senior high schools, senior vocational high schools, higher education, social education, special education, supplementary and adult education, and international student exchange programs are described. General information is presented concerning the educational system, including: (1) number of schools; (2) numbers of teachers and other staff; (3) numbers of classes; (4) numbers of students; (5) numbers of students entering graduate schools; (6) entrance information for higher education; (7) educational expenditures; and (8) foreign students and study abroad. Information is presented in greater detail for: preschool education; 9-year compulsory education in elementary schools and junior high schools; senior high school education; vocational secondary schools; higher education, including the system of four- and five-year junior colleges; and social education supplemental to the school system. Data are derived from an annual survey of the schools and institutions of higher education. In 1989, there were 6,740 educational institutions, and over 99% of school-age children attended school. (SLD)

Environmental education has been incorporated into both the school curriculum and teacher education for vocational agriculture in Michigan. It is, for the most part, not a separate program area but is integrated into production units. The same instructional method for teaching environmental education is followed as for any other topic, predominantly problem solving. The agricultural teacher education program at Michigan State University contains significant amounts of emphasis on environmental education through specific courses and integrated parts of other courses. Major achievements in the incorporation of environmental education into agricultural education are: (1) curriculum revision and inservice education in teacher education; and (2) curriculum revision and Future Farmers of America contests and awards for students. Major constraints include insufficient course offerings and local school district autonomy. Strategies for incorporating environmental education into agricultural education are active state support, leadership, expanded knowledge base of teachers, and curriculum development. Documents and activities need to be developed to support teachers and assist regional leaders. (Appendixes include requirements for the major in natural resources and environmental education and three course descriptions.) (YLB)

It is argued that the only form of career education is one in the liberal arts, because a liberal arts education uniquely equips a person for life. That education should be accompanied by the application of basic, general, or specialized skills. (LBH)