Higher education in post-independence Africa remains trapped in foreign knowledge systems, despite decades of strong cries to replace them with Afrocentric systems. The purpose of this dissertation-in-practice was to evaluate the Africanization of an undergraduate program at a college in Southern Africa. Using the CIPP Model of evaluation, a…

National Oceanic and Atmospheric Administration's (NOAA's) Environmental Literacy Program (ELP) Community Resilience Education Theory of Change communicates the overarching philosophy guiding its grants program. It can also be used to inform project-level logic models, ensuring that a project's activities, outcomes, and goals are aligned with the…

Over the past decade, several European countries have implemented policies and programmes leading to the introduction of the concept of "all-day schooling," thus acknowledging the need to guarantee the guard of all children and to enhance equal opportunities of success at school. The Portuguese Ministry of Education created and funded…

The Teacher Education Accreditation Council (TEAC), founded in 1997, is dedicated to improving academic degree programs for professional educators--those who teach and lead in schools, pre-K through grade 12. TEAC accredits undergraduate and graduate programs, including alternate route programs, based on (1) the evidence they have that they…

The Teacher Education Accreditation Council's (TEAC's) "Guide to Accreditation" is primarily for the faculty, staff, and administrators of TEAC member programs. It is designed for use in preparing for both initial and continuing accreditation. Program personnel should understand and accept all the components of the TEAC accreditation process…

This article describes how to implement the four-phase curriculum review model, a simplified process for renovating a high school health and physical education curriculum. Although this model was used at a large suburban high school, it could be adapted for use by smaller schools or other disciplines. The four phases of this model are: (1) needs…

The Teacher Education Accreditation Council (TEAC) "Guide to Accreditation" includes a full description of TEAC's principles and standards, the accreditation process and audit, and detailed instruction on writing the "Brief." This revision includes expanded information on (1) preparing an "Inquiry Brief Proposal" and the audit of the "Inquiry…

Background: In this paper a study of both subject "content" and governing "processes" in Swedish physical education is presented. The reason why an analysis of both content and processes is of special interest is that it makes it possible to understand the encounter between the institutional level and the practice of education.…

Shows that adult education objectives must be evaluative propositions rather than descriptive propositions; as evaluative propositions they cannot be used as "evidence" to defend the cancellation or repetition of programs. Presents a possible solution to the "is-ought-is" dichotomy as it relates to the use of evaluative…

GUIDELINES AND CRITERIA FOR THE EVALUATION OF THE OVERALL PROGRAM OF THE VOCATIONAL-TECHNICAL SCHOOL ARE PROVIDED. PHILOSOPHY, OBJECTIVES, AND CHECK LISTS CONSISTING OF PROVISIONS, CONDITIONS, OR CHARACTERISTICS FOUND IN GOOD VOCATIONAL-TECHNICAL SCHOOLS ARE PRESENTED FOR EVALUATING THE FOLLOWING AREAS--ADMINISTRATION, PROFESSIONAL STAFF, TRADE…

This document suggests several things: a process for developing an inservice education program; suggested definition, philosophy, and objectives of inservice education; guidelines to assist in developing and maintaining an effective inservice education program; and a four-step job instructor training method which involves consecutively preparing…

The responsibilities of educational administrators do not extend to the products of the educational institutions. Rather, they end at the point where they maintain satisfactory conditions for leisure activities. In this respect, educational administration may serve as a model for the governance of an increasing number of organizations, both public…

Eight distinct and important steps for developing a junior high school to a middle school were discussed. (Author/RK)

This newsletter comprises four sections: (1) the educational philosophy and objectives of Shanti, a public alternative school in Hartford, Connecticut; (2) Rosen's statements about the difficulties of finding an evaluation model for alternative schools and the implications of the methodology that he later used in evaluating the Shanti school in…

Reports on how a centralized curriculum is created and disseminated in France, and what those at the receiving end think about the system. (Editor)