Summarizing current developments in nonuniversity higher education (NHE) internationally, this paper provides national composites illustrating the status of programming, delivery, organization, and governance of NHE programs across the globe. First, introductory materials define NHE as education beyond postsecondary or postcompulsory years…

Howard Gardner (1993) identified seven areas of intelligence: verbal/linguistic, logical/mathematical, visual/spatial, musical, bodily/kinesthetic, interpersonal, and intrapersonal. At the elementary school level, he emphasized using an evaluation specialist, a curriculum developer, and a school-community worker to coordinate and harmonize…

Beginning with a comparison of American and Western European experiences, an introductory paper by David Parkes comments on Don Morgan's account of the social, economic, and moral context in which American education has developed. This comparative paper includes discussions on these issues: the value of relating American to Western European…

The history, development, and demise of the Women's Section of AVA's Trade and Industrial Education Division is traced briefly, with comment on the influencing factors. (AG)

This article describes the development of higher education after World War II and predicts its development over the next twenty-five years. Emphasis is placed upon expansion of services without physical growth, financial problems, and better performance in the areas of occupation and career training. (DE)

Associate degree vocational programs at universities are coordinated with similar programs at two-year colleges. Students and faculty in both programs are similar, but they tend to be looked down upon at universities. As vocational programs extend to four-year programs, the community colleges may offer them in their entirety. (DC)

Successful changes that took place as a result of vocational education during the first two decades of the twentieth century are examined and historical parallels are drawn with career education today. The major intent is to give one example of how historical inquiry can inform policymakers who want to design and oversee educational reforms. The…

In the light of the manifest need for a clear, concise, defineable philosophical base the author presents an historical review of vocational education in the United States, and questions the validity of its early beliefs and tenets in terms of the needs of today's society. Five chapters discuss the following topics: (1) the pressure for…

The editors have chosen 21 selections which illustrate the development of industrial and trade education, believing this aspect of vocationalism in education to be the primary concern of the vocational education movement during its most important phase, the years from 1900 to 1917. While vocationalism has changed since 1917, most of what has…

The purpose of this study was to present the growth of industrial arts and vocational education in Texas. The growth of industrial arts from the sloyd system, through manual training, to the present position is included. The study was hampered somewhat by the fact that statistics and information in industrial arts education in Texas are very much…

Vocational education in 1826-1876 saw the rise of independent movements--the manual labor movement and mechanics' institutes. The contributions of several leading scholars to the development of teacher and vocational education are discussed. Other achievements are manifested in the First Morrill Act, the Hampton Institute, and the Kalamazoo Case.…

Offers a historical overview of the struggle between vocationalism and liberal arts education. Argues that in today's society narrow vocational and professional training will not prepare students adequately for vocations and that traditional liberal arts curricula, which are as a whole elitist and biased, teach nothing of the world of work. (DMM)

Consists of seven articles dealing with the Smith-Hughes Act. Articles discuss (1) accomplishments, (2) the political ratification fight, (3) agricultural education prior to the act, (4) agricultural education a decade later, (5) founding of public vocational education, (6) philosophy of Smith-Hughes, and (7) teacher education. (CH)

Discusses Mechanics' Institutes and British working-class intellectual life during the nineteenth century (a time period later than generally studied) as a contributor to the spread of evolutionary socialism. Many people preferred non-vocational subjects such as geology and physiology; they were concerned with natural history and new evolutionary…

This historical review describes the basic curriculum of the 1890s, the shift to occupational analysis and the cross section approach in the 1920s, a combination of traditional and cross sectional approaches by the 1940s, the effect of the Vocational Education Act of 1963, and the impact of the Perkins Act and the educational reform movements of…