CREATION OF A CENTRE FOR INTERNATIONAL CO‐OPERATION AND SERVICES AT THE OPEN UNIVERSITY

During the late 1960s the United Kingdom was one of many countries which faced a potential educational crisis arising from a growing demand for post‐secondary education linked with inadequate resources for its conventional provision.

“Distance learning” techniques, providing an alternative form of study based on multi‐media methods outside formal educational systems, have emerged in response to this new demand.

Within the sector of higher education the Open University of the United Kingdom is one of the most comprehensive distance learning systems.

Many requests have been made to the University for information on distance education and for advice and assistance in establishing similar ventures elsewhere. In response to these developments the University Senate has created recently a Centre for International Co‐operation and Services (CICS).

We give below information on the main functions of this Centre within the framework of the Open University activities.     

Theme D: interaction between engineering education and industrial development

Within a conference devoted to the interaction between engineering education and society, it was only natural to give a place to the contribution of engineering education to industrial development. This rich and undoubtedly delicate topic has been dealt with from three viewpoints:

— the contribution of educational establishments to the actualization of engineers' technological knowledge.

— the participation of industry in the precise definition of curricula.

— the contribution of engineering education to the industrial growth of developing countries.     

7th GENERAL ASSEMBLY OF CRE

One of the important events relevant for higher education in Europe which took place in 1979 was the 7th General Assembly of CRE ‐the Standing Conference of Rectors and Vice‐Chancellors of the European Universities (13‐17 August 1979, Helsinki).

The present membership of CRE includes 352 universities and institutes of higher education in 23 European countries.

The following article, written by Dr. Andris Barblan, Secretary General of CRE, reflects major problems discussed during the General Assembly (Editor's Note: This article is based on the paper presented by Dr. A. Barblan at the Seminar “University Today” which was held on 28 August 1979 in Dubrovnik).

For CEPES participation at this conference see page 42 of this Bulletin.     

Between Tradition and Progress: Oldenburg University's Model Plan for Comprehensive Teacher Training

Since early 1974, a pilot project for integrated teacher training has been in progress at Oldenburg University. This is currently the only extensive teacher training reform which exist in the German Federal Republic.

All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.

The integrated training program includes:

- studies in the areas of education and social science;

- studies in two major subjects which are later to be taught at school;

- practical studies and activities.

The new model leads to the following degrees:

- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;

- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.

Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.

In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.

In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations.     

On defining distance education

Four generally accepted definitions of distance education are analysed and from them six components of a comprehensive definition are chosen. The forms of education that are considered to fall within the concept of distance education as outlined are considered from the point of view of choice of medium, institutional type and didactic model. Various forms of education that bear some similarities to distance education but are not to be identified with it are described. The term ‘distance education’ is proposed as the most satisfactory solution to the problem of terminology.

The term ‘distance education’ covers the various forms of study at all levels which are not under the continuous, immediate supervision of tutors present with their students in lecture rooms or on the same premises, but which, nevertheless, benefit from the planning, guidance and tuition of a tutorial organisation.

(Holmberg,1977:9)

Distance education is education which either does not imply the physical presence of the teacher appointed to dispense it in the place where it is received or in which the teacher is present only on occasion or for selected tasks.

(Loi 71.556 du 12 juillet 1971)

Distance teaching/education (Fernunterricht) is a method of imparting knowledge, skills and attitudes which is rationalised by the application of division of labour and organisational principles as well as by the extensive use of technical media, especially for the purpose of reproducing high quality teaching material which makes it possible to instruct great numbers of students at the same time wherever they live. It is an industrialised form of teaching and learning.

(Peters, 1973:206)

Distance teaching may be defined as the family of instructional methods in which the teaching behaviours are executed apart from the learning behaviours, including those that in a contiguous situation would be performed in the learner's presence, so that communication between the teacher and the learner must be facilitated by print, electronic, mechanical or other devices.

(Moore, 1973:664)     

The Ideology of Health Education in Schools

This paper examines the dominant themes which underlie many of the health education materials used in schools, and explores whether these are the most appropriate if health education is to make a significant contribution to either children's health or their education.

The overall approach to health education is identified as highly individualistic in its emphasis on individual responsibilities, attributes and skills necessary for achieving health. Contradictions, distortions and gaps inherent in this model are revealed. These contribute to identifying this kind of health education as an ideology, which serves least the needs and interests of those children who are likely to experience the greatest ill‐health.

The ways in which this approach is inappropriate for schoolchildren are illustrated by a case study, which compares the drinking experiences of a group of children with the alcohol education materials designed for them.

To conclude, improvements to both health education for slow learners and more generally to health education in schools are discussed. These include the development of an approach which is both child‐centred, and critical in locating individual choices about health within the social, economic and political contexts of local communities and wider society.

     

THE SWISS SYSTEM OF HIGHER EDUCATION

We have received numerous requests to present in “Higher Education in Europe”, in relatively short form, the main features of higher education systems in the different countries of the Unesco European Region.

As partial response to these requests, we present below a survey on the Swiss system of higher education, written for “Higher Education in Europe” by Dr. Esther C. Garke from the Swiss Federal Office for Education and Science, and CEPES Liaison Officer in Switzerland.

We also take this opportunity to invite our readers to provide us with papers or documents for similar presentations.     

Sexuality Education and Implications for Quality of Care for Individuals with Adult Onset Disability: A Review of Current Literature

Purpose: To investigate the need for sexuality education for individuals with adult onset physical disabilities as it relates to quality of life and to identify current trends in the provision of sexuality education by health care providers relating to quality of care.

Data Sources: Literature review from January 1986 to December 2016.

Study Selection: Studies were selected that outlined current trends in sexuality in health care, the impact of disability on sexuality, and sexuality education from the perspectives of both patients and health care providers.

Results: Searches in multiple databases yielded 41 articles that outlined the current state of sexuality education related to individuals with disabilities. The results demonstrate the importance of addressing sexuality after the onset of disability, and the inconsistencies that are present in health care practitioner education related to this topic.

Conclusion: Sexuality is an important aspect of the human experience and is greatly impacted by the onset of physical disability. Despite the acknowledgment of health care providers that sexuality should be addressed in clinical practice, there is a gap in knowledge and comfort stemming from a lack of formal education on this topic. In order to enhance the quality of services provided to individuals with physical disabilities, educational programs that focus on a multidisciplinary approach to sexuality education should be established.     

The Professional Development of Adult Educators: Some Structural and Methodological Considerations

The case is stated for a scheme of professional training for adult educators, which should at once be

_____ comprehensive and unified;

_____ able to take into account the particular possibilities of individual adult educators; and

_____ easily adjustable to the particular needs within the community.

Such a scheme can only be realized through the application of a modular structure. A scheme like this is being developed at Gwent College of Higher Education for a professional training programme which will give a Certificate in Continuing Education, conferring full teacher status in adult and further education. This development is used to illustrate the points the author wants to make. The development of a programme on such a scheme raises considerable structural and methodological problems, which are discussed and compared with what is done elsewhere.     

ENVIRONMENTAL EDUCATION AND TRAINING OF ENGINEERS ‐‐UNESCO ACTIVITIES IN THE FIELD OF ENVIRONMENTAL EDUCATION FOR ENGINEERS

The impact of engineers on the environment, particularly in the processes of urbanization, industrial production and in the search for energy resources is generally recognized.

Ecological repercussions of the project or construction where there has been a lack of appreciation of environmental harmony might have negative consequences affecting many people. Recognition of this situation is reflected in the numerous efforts of national and international organizations to reorganize engineering studies and to in‐corporate environmental education in the training of engineers.

The following article was written, for “Higher Education in Europe” and deals with Unesco's activities in the area of development of environmental education of engineers. It was written by Albert Sasson from the Division of Ecological Science of Unesco.     

Union gives strength: mainstream and special education teachers’ responsibilities in inclusive co-taught classrooms

Co-teaching has gained considerable interest as a means of promoting the inclusion of students with disabilities in mainstream education. Nowadays, there is a consensus among researchers that co-teaching should provide effective education to all students in a mainstream class. This study aims to explore co-teachers’ attitudes towards co-teaching responsibilities in Greek mainstream classrooms. In particular, it examines co-teachers’ attitudes with regard to their non-class-time (planning and evaluation) and class-time (instruction and behaviour management) responsibilities for students with and without disabilities. Four hundred co-teachers participated in this survey study. Overall, our findings demonstrate that mainstream education teachers and special education teachers disagree about their respective class-time and non-class-time responsibilities, and that their role influences their attitudes towards these responsibilities. The study concludes that the different attitudes of co-teachers towards their responsibilities could hinder the development of a shared approach in teaching students with and without disabilities in inclusive classrooms.

Union gives strength

Aesop

(ca. 620-564 BC)     

The mentor role in individualized education at Empire State College

This paper discusses the role of mentors in individualized learning at Empire State College, New York State. The discussion implicitly questions roles and procedures in distance education.

This individualized learning programme is defined and illustrated. The components of the role of mentor are likewise defined and illustrated. Then the implications of being a mentor working with individual students are spelt out as they illuminate the relationships of mentors in academia.

The conclusion is offered that the mentor's commitment to his/her students is an exhibition of his/her fundamental commitment to a philosophical stance in education which surmounts primary loyalty to one's academic faculty.

The final whimsical question is whether or not individualized learning and distance education are compatible or conflicting.     

Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK.

Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods.

Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program.

Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans.

Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers’ TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools.

Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.     

The language of compromise — interpreting industrial requirements in educational terms

There is no doubt that it is possible to identify some of the key factors which operate in the area of interaction between industry and engineering educators, and the following are typical:

— industry must have a clear idea of its requirement for qualified engineers;

— the role of the engineer in industry — extending from research, development and production into the service area and into society (with the implied social responsibility);

— the time constraints in the educational system in relation to the rate of growth of knowledge and the consequent problems associated with course planning;

— the continuing challenge to the role of university education arising from the demands of industry and from very close links with sectors of industry or particular industrial companies.     

HIGHER EDUCATION IN RELATION TO PROBLEMS OF ENVIRONMENT

The first Intergovernmental Conference on Environmental Education convened by Unesco was held in Tbilisi (the Georgian SSRT USSR) from 14 to 26 October 1977. The Conference was organized by. Unesco in . co‐operation with the United Nations Environment “Programme (UNEP).

The Conference had the following main points on its agenda: major environmental problems in contemporary society; role of education in facing the challenges of environmental problems; current efforts at the national and international levels for the development of environmental education; strategies for the development of environmental education at the national level; regional and international co‐operation for the development of environmental education: needs and modalities.

The following information is based on those parts of the Final Report of this Conference which are of special importance in the planning, formulation and organization of environmental education in higher education institutions in the European region.     

10th CONFERENCE OF THE MINISTERS OF HIGHER EDUCATION OF SOCIALIST COUNTRIES

The 10th Conference of the Ministers of Higher Education of Socialist Countries was held in Moscow from 16 to 18 November 1976. The 8th and 9th conferences were held in Ulan‐Bator (Mongolia) from 12 to 14 September 1973, and in Havana (Cuba) from 19 to 22 November 1974 respectively.

Ten countries ‐ Bulgaria, Cuba, Czechoslovakia, German Democratic Republic, Hungary, Mongolia, Poland, Romania, USSR and Vietnam participated in the work of the Conference.

The forthcoming issue of the international journal of the socialist countries Sovremiennaja Vysza Shkola (Contemporary Higher Education) published in Warsaw will be devoted to the works of this Conference.

We give below information on the main problems discussed during this meeting.     

Cognitive Style and Problem Behaviour in Boys Referred to Residential Special Schools

The paper considers aberrant behaviour in the context of cognitive style with reference to both diagnosis and treatment.

Aims.

The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.

Sample.

The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.

Method.

The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.

Results.

When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.

Conclusion.

The results were considered to have implications for the origins and treatment of problem behaviour.