In the article the involvement of Federal government into adult education is analyzed; the nature and extent of legislative measures taken in order to improve the quality of adult education in the USA is investigated. [For the complete Volume 12 proceedings, see ED597979.]

The author contemplates the status of leadership development at the local, administrative level. Outstanding examples of pre- and inservice programs around the country are included along with discussion of the impact of the Education Professions Development Act (EPDA) at this level. (Editor/HD)

Low-income community residents and Vietnam era veterans are being put to work as education auxiliaries in poverty-area schools while they study in one or more cooperating universities. The Career Opportunities Program (COP) was provided for under the Education Professions Development Act, and about 75 percent of its programs are in inner city…

Twenty-nine speeches presented at a five-state (Oklahoma, Arkansas, Texas, Louisiana, New Mexico) conference are contained in this report. A wide range of vocational education topics are covered including working with the disadvantaged, development and improvement of vocational-technical programs, personnel and staff development, and the role of…

This paper reviews briefly the development and scope of Federal support programs to higher education which relate to the problems of the small college, and discusses in detail Title III of the Higher Education Act of 1965 and Part E of the Education Professions Development Act. Weaknesses of proposals submitted last year for Title III funding are…

The data on institutes and teacher fellowship programs used in this study were those which the Bureau of Educational Personnel Development had readily available; none were collected specifically for the Office of Program Planning and Evaluation. Areas in which data tables are presented and discussed are as follows: 1) types of organizations…

The second annual report of the National Advisory Council on Education Professions Development, addressed to the President and to Congress, presents recommendations in the use and training of educational personnel for educational improvement. The report is divided into sections which include recommendations concerning legislation and…

The Career Opportunities Program (COP) has been operating in the Hartford, Connecticut Public Schools since the summer of 1970. It is a project federally funded under the Educational Professions Development Act. In brief, the program provided the funds for Hartford paraprofessionals to further their formal education. The education provided these…

The doctoral program in vocational-technical education at the University of Tennessee began in 1971. Among the 22 students were 18 recipients of Education Professions Development Act (EPDA) fellowships. The goal of the program is to prepare a cadre of educational leaders and administrators who can effectively contribute to improving the quality of…

This booklet contains descriptions of the programs under the Education Professions Development Act (EPDA) administered by the Bureau of Educational Personnel Development during fiscal year 1971 (July 1, 1970 to June 30, 1971). Material on each of the 14 programs includes a list of objectives, an outline of eligibility requirements for applicants…

The major portion of this yearbook is devoted to proceedings of the 1968 annual meeting. There are panel presentations with discussion on five topics: the preparation and development of teacher educators, staff differentiation and the preparation of educational personnel, education professions development for urban and depressed areas, development…

The Career Opportunities Program (COP), an initiative of the U.S. Office of Education, ended on June 30, 1976. COP attempted to provide opportunity for indigenous community residents working as paraprofessional teacher aides in the nation's low-income and rural schools to advance with the education profession through training and merit and,…

The Education Professions Development Act (EDPA) was enacted in 1967 to develop vocational education leaders and to promote graduate vocational education programs to train leaders. The program was discontinued in 1981 and should be reinstituted. Six leadership skill objectives of EDPA graduate programs are offered. (JOW)

The concept of accountability, the notion that schools and colleges should shoulder the responsibility for the learning successes or failures of their pupils, calls for a revamping of much of our thinking about the roles of educational personnel and institutions at all levels. To create a society that is free, open, compassionate, nonracist,…

Reviews opportunities available to vocational educators under Sections 552 (Leadership Development Program) and 553 (State Systems Program) of the Education Professions Development Act (EPDA) , and gives precise directions on where to locate the procedures for applying for grants. Included are the closing dates for 1977-78 applications. (Editor/HD)