Information about the Office of Vocational and Adult Education.

Shipping list no.: 90-693-P.

Advanced education : the relations of the national and state governments to advanced education /

Bound in blue paper wrapper, printed in black.

Population crisis : hearings ... Eighty-ninth Congress, first session, on S. 1676, bill to reorganize the Department of State and the Department of Health, Education, and Welfare.

Pt. 4, Appendix; pt. 5, Index--1965.

Foreign curriculum consultant program for American schools, colleges, and state departments of education

Mode of access: Internet.

Critical Race Theory and Adult Education: Critique of the Literature in Adult Education Quarterly

This paper examines the assumptions and paradigms used to discuss diversity and equity in adult education literature using critical race theory as a lens. Five themes emerged from the critique that may initiate an innovative dialogue about the realities and subjectivities singling out racial and ethnic minorities in the USA.

Pro-Literacy: A Historical Evaluation and Presentation of Strategies That Have Influenced the Development of the Volunteer Based Adult Education

This paper will present a brief history and work of Pro-Literacy and identify the aspects that serve as a model for other volunteer organizations. Pro- Literacy is an adult literacy program that has been successful in sustaining growth and promoting literacy nationally.

The Role of Forgiveness in Adult Learning and Education

Adverse experiences can initiate angry and negative emotions and if not addressed and resolved have the ability to impede learning. Forgiveness counseling gives learners and educators a way to extinguish the power of these hindering emotions and thereby enhance learning.

Adult Learners and AIDS Artwork: Suggestions for Adult Education Practice

The purpose of this paper is to explore the ways in which the creative and purposeful use of AIDS Artwork as an educational tool may reduce stigma about HIV/AIDS and help adult learners to regulate their own prejudices about the diseases.

Better Spanish, Better English: Native Language Literacy and Adult Education

Characteristics of the predominantly Hispanic community and native language usage in Miami are discussed in relation to poverty and common adult education programs. Native language literacy instruction is considered as an alternative offering to meet learners’ needs.

The New Information Ecosystem and Opportunities for Adult Education

This paper relates key elements of andragogy (Knowles, 1970, 1984) to the intellectual origins of the Internet. Common to both are the principles of access, voluntary participation, self-direction, and learning webs. New opportunities for adult learners and educators in the emergent information ecosystem are discussed.

“PROSPERING BECAUSE THAT’S ITS HISTORY”: BLACK RESILIENCE AND HONORS DEVELOPMENT IN HIGHER EDUCATION: MORGAN STATE UNIVERSITY AND THE STATE OF MARYLAND, 1867-1988

This study explores the origins and development of honors education at a Historically Black College and University (HBCU), Morgan State University, within the context of the Maryland higher education system. During the last decades, public and private institutions have invested in honors experiences for their high-ability students. These programs have become recruitment magnets while also raising institutional academic profiles, justifying additional campus resources. The history of higher education reveals simultaneous narratives such as the tension of post-desegregated Black colleges facing uncertain futures; and the progress of the rise and popularity of collegiate honors programs. Both accounts contribute to tracing seemingly parallel histories in higher education that speaks to the development of honors education at HBCUs. While the extant literature on honors development at Historically White Institutions (HWIs) of higher education has gradually emerged, our understanding of activity at HBCUs is spotty at best. One connection of these two phenomena is the development of honors programs at HBCUs. Using Morgan State University, I examine the role and purpose of honors education at a public HBCU through archival materials and oral histories. Major unexpected findings that constructed this historical narrative beyond its original scope were the impact of the 1935/6 Murray v Pearson, the first higher education desegregation case. Other emerging themes were Morgan’s decades-long efforts to resist state control of its governance, Maryland’s misuse of Morrill Act funds, and the border state’s resistance to desegregation. Also, the broader histories of Black education, racism, and Black citizenship from Dred Scott and Plessy, the 1863 Emancipation Proclamation to Brown, inform this study. As themes are threaded together, Critical Race Theory provides the framework for understanding the emerging themes. In the immediate wake of the post-desegregation era, HBCUs had to address future challenges such as purpose and mission. Competing with HWIs for high-achieving Black students was one of the unanticipated consequences of the Brown decision. Often marginalized from higher education research literature, this study will broaden the research repository of honors education by documenting HBCU contributions despite a challenging landscape.

Editorial. Marketization and commodification of adult education

The editorial presents the articles of this issue on the topic of marketization and commodification of adult education of which some are conceptual and some empirical. (DIPF/Orig.)

Playgrounds going wrong: study of the adult style and children's rights during recess in an early childhood and primary education center

Recent perspectives on Pedagogy for Early Childhood Education emphasize children's participation in line with the Children's Rights Convention. The study aimed to analyse how children's rights are dealt with during recess in a school (Early Childhood and Primary Education) in Portugal. The aims were: to characterize the style of the adult (teaching assistants) and the interactions that are established with the children at the playground/recess, and analyse them in terms of children's rights. The qualitative approach was based on the observation during the recess for three weeks. The Adult Style Observation Schedule for Early Childhood Education (ASOS-ECE) was used to register and code the dynamics of six teaching assistants (3 ECE and 3 PE). Critical incidents were also registered. Statistical analysis of the ASOS-ECE levels were complemented with the content analysis of the notes. The playground space was quite limited and affected children's play and well-being. The outdoor playground was never used for the Early Childhood classes, only for Primary Education students but with little supervision. Children were often deprived of playground time by decision of the teaching assistants, as punishment. The results obtained through the Adult Style Observation Schedule for Early Childhood Education (ASOS-ECE) are not satisfactory and are below what would meet the minimum quality value (3,5). For Early Childhood Education, sensibility is the most valued dimension but with very low levels (<2,5). For Primary Education it was autonomy that scored highest (<2,5). The analysis of the notes/critical incidents highlighted articles 12 (expression of own views), 13 (freedom of expression), 19 (protection against violence), 29 (development of personality) and 31 (rest and leisure, play and recreational activities) as being put into question by actions of the adults responsible for the children. Children's rights and well-being need to be put forward in the knowledge base for all adults working with children so that Pedagogy can fulfil its purpose fully.

Every day you learn something : learning for life? Neighbourhood houses, adult learning and transitions to higher education

This book comes from a research project titled ‘Lifelong Learning? Neighbourhood Houses, Adult Learning and Transitions to Higher Education’ (T Ollis, Starr, Ryan, Angwin, & Harrison, 2016). This research has examined adult learning in the context of Neighbourhood Houses in the regions of Geelong and South Western Victoria.The research was conducted in 2015 and 2016 and sought to examine the learning experiences of adult learners who participate in the education programs of Neighbourhood Houses. The focus was on second chance learners and their transition pathways to higher education such as TAFE and University. A second group of learners were identified during the research process – later life learners. These learners were engaging with Neighbourhood Houses for personal interest learning and social and community connection. This small book provides a snapshot of the stories of learners who were involved in this research. It tells the lived stories of the participants, which is important as learning and education are connected with the ongoing development of ourselves as human beings. Learning is essential to our personhood and impacts on adults in terms of their welfare, health and prosperity over a lifetime. Many of the learners’ stories outlined in this book reveal checkered histories of education. Some have experienced learning difficulties, others have experienced family trauma that prevented them from finishing secondary schooling. Some of the stories describe issues related to reskilling or retraining in later life, responding to industry changes and work in the Greater Geelong and South West regions. Others were pursuing recreation and social connection and came to the Neighbourhood Houses to learn crafts, writing, photography and computer literacy skills. In almost all accounts of learning in this book, individuals had experienced less social isolation by being connected to others in the unique social environment of Neighbourhood houses.