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Good practice notes offer practical advice and examples of good practice to guide operations in regard to specific, higher education issues. The good practice notes are intended to support and promote the quality assurance approaches of providers. This Good Practice Note identifies examples of good practice in Australian higher education providers in relation to increasing the retention and completion of students in their courses of study. Work undertaken by the Higher Education Standards Panel (HESP) in 2017, which included a long time-series analysis of retention in the Australian higher education system, showed that while national retention rates fell between 2011 and 2014, the 2014 rate was similar to the sector rate in 2005. Poor retention has an impact at both the institutional and individual student levels in terms of waste of resources and effort. Students who discontinue undergraduate studies frequently incur student debt. These students often consider that they have gained little benefit from their investment before dropping out. The Australian Government is keen to improve retention and success of higher education students and is interested in the reasons for the difference in retention rates between institutions. Consequently, the Minister for Education, the Hon Dan Tehan, asked the Tertiary Education Quality and Standards Agency (TEQSA) to develop this Good Practice Note, which identifies innovative and effective approaches used by those providers showing strong and/or improving retention and completion rates. This Note provides exemplars, which have been identified through an analysis of providers' retention strategies submitted in response to a request from the Minister. An in-depth investigation of the specific strategies used by providers identified through TEQSA's annual risk assessment process as showing improved or high retention over the last five years yielded further exemplars of good practice. The latter have been explored through a structured interview process with the identified providers.

Dropping out of high school seriously impacts an individual's job opportunities, income potential and employment stability. To minimize those risks, individuals can earn a General Educational Development (GED) credential. Researchers have studied the impact of obtaining a GED on candidates' lives and found that the credential affects their perceptions of themselves and their future success in terms of education, training, employment and income. This study identified similarities and differences among rural and urban GED students to determine if certain factors affect the success of these students in obtaining a GED. The study also looked to identify program considerations that may serve the educational needs of out-of-school rural and urban GED candidates. The research found that, on average, GED candidates were 24 years old, did not complete schooling beyond the 10th grade, and earned about $5,800 the year prior to taking the GED. The largest percentage of rural and urban candidates indicated they were unemployed, and about one-third indicated they were employed full-time. Overall, the most common reasons for taking the GED were personal satisfaction, to get a better job, to enter college, to enroll in a technical or trade program, and to be a role model for family. Typically, the GED candidates found out about the GED through a friend, neighbor or family member. The most common methods/approaches for preparing for the GED were home study, public school adult education class, official practice tests, and being self-taught. See appendix for the full demographic results of the research. (Contains 5 figures and 15 footnotes.)

Group of Eight (Go8) universities currently provide a wide range of services and programs to facilitate access and support for students from disadvantaged backgrounds. However, Go8 Vice-Chancellors have also agreed to develop jointly a coordinated equity strategy to increase the participation and success of students from disadvantaged backgrounds. This backgrounder reports the results of some initial research being undertaken to inform the design of the proposed joint Go8 equity initiative. The analyses are based on data from the 2009 Department of Education, Employment and Workplace Relations (DEEWR) national unit record data collection for undergraduate applications, offers and acceptances and the annual student data collection. A key part of the Go8 Equity Strategy will be identifying target groups and building a better understanding of their unique circumstances. In particular, it will focus on developing long-term relationships with schools and the broader community to raise aspirations and readiness to participate in higher education. The strategy will include a set of common evaluation techniques to help identify the types of initiatives and interventions that are effective. This will assist in targeting funding to programs which lead to positive engagement and which support student success. (Contains 21 figures and 1 diagram.)

"Why Rural Matters" is the fourth in a series of biennial reports analyzing the importance of rural education in each of the 50 states and calling attention to the urgency with which policymakers in each state should address rural education issues. The researchers framed this report around five gauges measuring: (1) the importance of rural education; (2) the level of socioeconomic challenges known to be barriers to academic achievement faced by rural schools; (3) the level of student diversity among rural students; (4) the rural educational policy context; and (5) the educational outcomes of rural students in each state. Each gauge is comprised of several equally weighted indicators--23 indicators in all--the largest number of indicators and gauges used by Rural Trust researchers to date. The higher the ranking on a gauge, the more important or the more urgent rural education matters are in that state. The authors combined the five gauge rankings, computing an overall ranking called the Rural Education Priority Gauge to prioritize states according to the overall status of rural education in each state. No state scores at the top on all five indicators, but the four highest priority states (Mississippi, Alabama, Arizona, and North Carolina) score the highest on four of them. States identified as the highest priority are ones whose rural schools face more substantial challenges than rural schools in other states, receive fewer resources than others, and produce less than others in terms of student educational outcomes. Poverty, fiscal incapacity, low levels of adult education, and low levels of student achievement run in the same mutually reinforcing circles in these states, many of which are as fiscally challenged as their citizens and schools. The states where rural education is most notably underperforming (that is, the state's performance ranks worse than its socioeconomic challenges would suggest it should) are predominantly non-rural states on the East or Westcoast where the rural population is "out of sight, out of mind," including, among others, California and Maryland. (Contains 279 figures, 262 tables, and 9 endnotes.)

Despite all the efforts deployed by the countries of the world and the vigorous mobilization of the international community, rural people are lagging far behind in education and are particularly hard hit by poverty and hunger. In developing countries, the slow progress towards universal education is largely due to the sluggish growth of school enrollment among rural people, and the consequent persistence of very low enrollment rates in rural areas. The poverty, hunger and underdevelopment afflicting rural areas are holding back educational development. These instances of interdependence illustrate the complementarity of goal 1 (eradicating extreme poverty and hunger) with goal 2 (achieving universal primary education) of the Millennium Development Goals as well as with the Education for All (EFA) goals. This guide sets out the principles and techniques used to develop tools specifically for the monitoring and guidance or rural education strategies, focusing more particularly on the development of a coherent set of indicators to monitor national education strategies for rural people. Another aim of the guide is to promote transparency in the use of the considerable resources that have been, and continue to be, allocated to educational development for rural people. Although the guide mainly concerns the national level, some guidelines will be provided on producing similar sets of indicators to measure regional diversity within a country. Includes appendix: Strategic Goals and Secondary Objectives: Examples. (Contains 6 tables, 6 figures, 1 box, and 5 footnotes.)

This report shows the rural disparities in the baseline data of the Birth and Kindergarten Cohorts of the national Early Childhood Longitudinal Study (ECLS). The National Center for Rural Early Childhood Learning Initiatives, known as Rural Early Childhood, commissioned Child Trends to perform the analysis of key indicators of child well-being and early childhood services. Child Trends is a nonpartisan, nonprofit research organization based in Washington, D.C. ECLS is a longitudinal study, by the National Center for Education Statistics (NCES), of two nationally representative samples of children, referred to as the Birth Cohort and Kindergarten Cohort. A program of the U.S. Department of Education, NCES makes the raw data collected in the study available to researchers who examine it in various ways. The study by Rural Early Childhood and Child Trends is the first to analyze the ECLS baseline data according to rurality. The chartbook contains a discussion of key findings related to child care use, early literacy skills, and mental health. It also contains sets of tables showing rural and non-rural rates for dozens of indicators, as well as rates within the rural and non-rural sub-groups by ethnicity, income range, and geographic region. This report provides rural to non-rural comparisons of selected indicators from the ECLS-K and ECLS-B baseline data focusing on three issues: school readiness, utilization of early care and education, the status of young American Indian and Alaska Native children, and the mental health and family life of young rural children. (Contains 129 tables and 17 figures.) [This publication was produced by Mississippi State, MS: National Center for Rural Early Childhood Learning Initiatives and Mississippi State University Early Childhood Institute.]

Although earnings generally increased in rural areas in the 1990s, Hispanic population growth led to lower wages for at least one segment of the rural population--workers with a high school degree (skilled workers), particularly men in this skill group. Using data from the Bureau of Economic Analysis and the Current Population Survey, this report examines the effects of Hispanic population growth on rural wages by gender, ethnicity, occupation, and educational attainment. The analysis combines approaches from earlier immigration-impact studies and more recent work that incorporates the role of labor demand in the labor market. Results indicate that increases in labor demand favored skilled workers (those with a high school degree) overall but favored unskilled and professional workers in some rural industries. Thus, the increased supply of unskilled labor from Hispanic immigration and population growth led to lower wages for skilled men as a result of production changes in some parts of the rural economy. Eleven data tables detail changes in nonmetro total and Hispanic population by state, 1990-2000; economic statistics for nonmetro population by ethnicity and education level; nonmetro employment by occupation, industry, and ethnicity; determinants of individual wages for different populations; determinants of relative state wages by gender and education level; and other statistical data. (Contains 22 references) (Author/SV)

Many rural areas have seen declining populations and school enrollments, which are expected to continue. Rural schools with declining enrollment face the threat of consolidation, loss of per-pupil funding, fewer instructional resources, teacher and administrator quality issues, and deteriorating school buildings. These problems are particularly severe in the Great Plains region, where many declining counties have very low population density and are considered "vacant" or "frontier" counties (fewer than two or fewer than six people per square mile, respectively). The number of frontier counties in the region has been steadily increasing since 1940. Attracting quality teachers and administrators can be a challenge in districts with declining enrollment, and this issue will only increase in urgency as No Child Left Behind is implemented. Rural states with declining enrollments have lower-than-average teacher salaries and higher percentages of teachers teaching out of their field. In addition, teachers and other staff are often overburdened in small rural districts. Lower teacher salaries are related to funding difficulties, which also impact the condition of facilities. Districts attempting to survive while ensuring quality education for their students have turned to such solutions as creative budget cuts, cooperative agreements with other districts, the 4-day week, distance learning and technology, and use of regional service agencies. (Contains 14 maps, figures, and data tables) (SV)

Nearly one in three of America's school-age children attend public schools in rural areas or small towns, and more than one in six go to school in the very smallest communities. These children, their schools, and their communities matter, and they deserve more consideration than they get in the national debate over education policy. This report analyzes descriptive data about the rural schools serving the 21 percent of our students in communities of under 2,500. It uses data collected in 1999-2001 by the National Center for Education Statistics (NCES) and the Census Bureau. Since NCES recently changed its "locale codes," data in this and a 2000 report are not comparable. Data are provided for each state on 7 indicators of the importance and scope of rural education and 12 indicators of the urgency of conditions faced by rural schools and communities. "Importance" indicators cover rural population and school demography. "Urgency" indicators cover teacher salaries; students eligible for free and reduced-price lunch; student-teacher ratio; computer use; percentages of expenditures on administration, instruction, and transportation; per capita income; parental support; students per grade; and declining enrollments. The 19 indicators are discussed in detail, national averages are presented, and the states are ranked on each indicator and overall. Recommendations are made to state policymakers, and four indicators are noted as particularly important: low teacher salaries, low spending on school-level administration, high transportation costs, and limited computer access. (Contains many data tables and figures.) (SV)

This paper examines social and economic forces affecting rural areas at the beginning of the 21st century and lists potential strategies to cope with those concerns. Rural development is necessary to place rural and urban areas on a more equal footing, compensate for the youth "brain drain," preserve the retirement-option value, relieve urban congestion and achieve optimal population distribution, accommodate rural living preferences, bring jobs to rural people, protect family farms, and assist the 12 percent of the Northeast population that is not participating in the current economic boom. Rural development trends and concerns include the widening rural-to-urban income gap, the increasing pressure on natural resources from urban sprawl and other land uses, and the challenges to small units of local government presented by federal devolution. Current and emerging actionable rural development issues facing the Northeast are grouped into three broad categories: community economic and social development, environmental issues, and local governance and the development of community leaders. Subdivisions of these categories related to educational needs, entrepreneurship, leadership development, and the links between environmental quality and economic growth are presented in question form, and readers are asked to identify the single most important issue that the Northeast Regional Center for Rural Development should address and what, specifically, the Center should do to address this issue. (TD)

This report presents current information on the characteristics and work patterns of hired laborers who perform crop work in the United States. Information was obtained from interviews with 4,199 workers in 85 counties between October 1, 1996 and September 30, 1998. Chapters 1-3 provide information about the farmworkers themselves, including demographic characteristics, family composition, national origin, education, literacy, and language proficiency. Chapters 4 and 5 describe the labor force participation of U.S. crop workers and outline the characteristics of farm jobs held by workers in the survey. Chapter 6 contains information on farmworkers' income, assets, and use of social services. The report finds that farmworker wages had stagnated; annual earnings remained below the poverty level; farmworkers experienced chronic underemployment; and the farm workforce increasingly consisted of young, single males who were recent immigrants. Five out of six farmworkers spoke Spanish, farmworkers typically had completed 6 years of education, and just one-tenth of foreign-born farmworkers spoke or read English fluently. The findings indicate a national oversupply of farm labor. A study of the demand for farm labor and how it would change as the supply changed would complement this data and help point the way to an agricultural labor market with stable employment; higher wages; and a legal, domestic workforce. An appendix describes statistical conventions used in this report. (Contains 28 figures and 7 data tables.) (TD)

This report details results of the 1999 Nebraska Rural Poll, which asked rural Nebraska residents for their opinions on recent school finance legislation and on proposed consolidation of county offices and services. Survey responses were received from 3,036 residents of Nebraska's 87 nonmetropolitan counties. Recent school finance legislation changed the distribution of state aid by giving relatively more assistance to school districts with low costs per student. In addition, property tax levy limits for school districts were lowered. About half of rural Nebraskans believed that educational quality in their local district had not changed as a result of either legislation, while about a third thought that educational quality had decreased. Those most concerned with the effects of this legislation on educational quality were better educated respondents, those with children at home, those who were married, and those aged 30-49. Proposals to consolidate county offices and services were opposed by most rural Nebraskans, with opposition to consolidation strongest among those living in very small communities, women, those aged 65 and older, persons with low income, and those with a high school education or less. Results are detailed in data tables and figures. (SV)

This document examines population trends and economic and social indicators in rural Idaho. The first few sections discuss the definition of "rural," rural challenges and strengths, and outside economic and political forces impacting Idaho's rural areas. Subsequent sections present data on population trends, migration patterns, race and ethnicity, age groups, economic bases, employment, business and banking, agriculture, educational attainment, access to libraries, income, poverty, health care, infrastructure, housing, and quality of life. Maps and other figures are included in each section. Eight data tables provide details on Idaho counties and state, both urban and rural averages. Education-related information in these tables includes percentage of the population under age 18, percentage with a high school diploma or higher, percent with a bachelor's degree or higher, percentage with less than a ninth-grade education, high school dropout rate, percentage of limited-English-speaking children of school age, percentage served by library service, child poverty rate, and teen pregnancy rate. Data sources and rural Idaho contacts are listed. (SV)

This report details results of the 1998 Nebraska Rural Poll, which asked rural Nebraskans their opinions on taxes, school finance, and school consolidation. Survey responses were received from 4,196 residents of Nebraska's 87 non-metropolitan counties. When asked about the tax structure, most respondents favored changing the current distribution of state and local taxes to place less reliance on property taxes and individual income taxes and more reliance on sales tax and corporate income tax. About half of respondents felt that the recently enacted 10 percent cut in property taxes would not greatly affect public services but would reduce the quality of public education. A majority agreed that property tax rates for school districts should be capped, but considerable support existed for using state income taxes and local option sales taxes as alternative sources. Most respondents disagreed with setting a minimum size for schools to receive state aid, but opinions were mixed on whether school quality should be a factor in state aid. Most were satisfied with their local school district's allocation of funds, overall quality of education, and level of participation in the community. Respondents were more likely to support school consolidation if it lowered their taxes and improved educational quality, or if it didn't cause the closure of any existing school. However, over 70 percent of respondents believed that school consolidation would reduce their community's economy, social life, and future prospects, and about half felt that educational quality and student opportunities would decline. (Contains 18 data tables and figures.) (SV)

Graphs, data tables, maps, and written descriptions give a statistical overview of rural Pennsylvania. A section on rural demographics covers population changes, racial and ethnic makeup, age cohorts, and families and income. Pennsylvania's rural population, the nation's largest, has increased more than its urban population since 1950, with the bulk of that increase occurring in eastern Pennsylvania. A section on socioeconomic conditions notes that poverty is more prevalent in rural areas, and although rural incomes have been rising, the gap between rural and urban income has been increasing. The rural economy has been rebounding, as indicated by figures on unemployment, small business, tourism, and agriculture. The section on rural education presents data on enrollment, educational attainment, postsecondary participation, rural school revenues and expenditures, and dropout rates. Nearly 30 percent of rural adults lack a high school diploma, and about 10 percent have a college degree or higher. Rural dropout rates are lower than urban rates. A rural health care section covers access to medical care, rural disabled, health behavior, and health insurance. Urban areas have almost twice as many physicians per capita as rural areas. Data on county government, rural municipalities, property values, and land use comprise the local government section. An infrastructure section presents data on waste water, drinking water, telecommunications, and highways. A growing inability of rural people to afford housing highlights the rural housing section. An appendix presents a numeric profile of Pennsylvania's rural and urban counties. (TD)

This statistical brief provides a follow-up assessment of the changing demographic and economic landscape of the Midwest between 1980 and 1990. Latino population growth in the Midwest during the 1980s was modest, but since the region's other groups experienced minimal or negative growth, Latino growth accounted for over half the Midwest's total population growth. The bulk of Latino population growth was in the Chicago metropolitan area and was overwhelmingly due to Mexican immigration. Latinos sustained a significant decrease in real income and a correspondingly significant increase in poverty during the decade, while the region's Whites experienced a more moderate economic decline, and Blacks sustained a devastating blow. The Midwest suffered a severe economic setback during the period; median household income in the Midwest began the 1980s higher than that for the nation but ended the decade lower. While Latinos continued to trail Blacks and Whites in educational attainment, the data were downwardly biased by the inclusion of large numbers of lesser-educated recent immigrants. Since 1990, immigration and internal migration have brought large numbers of Latinos to rural areas, suggesting that Chicago may be losing its traditional attraction for such migrants. This shift was due to the growth of the meat processing industry in the rural Midwest. (Contains 11 references, 31 charts and figures based on census reports, and notes. Five figures deal with percentage of high school graduates for racial groups and Hispanic subgroups in the Midwest and United States.) (TD)

This paper examines both the out-migration of non-Hispanic Whites and the in-migration of Latinos in rural California, to better understand the relationship between ethnicity and the well-being of California's rural communities. Theoretical explanations for ethnic transformation and community well-being focus on agricultural and industrial restructuring, producing increased immigration; social and human capital differences; and ethnic conflict, resulting from a lack of social integration and producing a White exodus. The first part of the paper uses a database of 126 rural California communities to compare and contrast demographic changes, 1980-90, in Latino and non-Latino population, and to examine the degree to which White out-migration and Latino in-migration correlate with community socioeconomic indicators (poverty, income, and educational attainment). Findings indicate that communities experiencing the most growth in both Latino and non-Latino population had the best economic health. Declining community well-being was linked to a combination of increasing Latino population and decreasing White population. The second part of the paper analyzes community social capital, intergroup conflict and cooperation, and local perceptions of economic opportunities in several communities in the San Joaquin valley. Discussion focuses on why non-Latino Whites leave and often settle nearby, why Latinos are not showing the same migration patterns as Whites, and implications for the future of California's rural Latino communities. (SV)

This implementation guide provides systems and providers of vocational education and training (VET) and related organizations with guidance in using Australia's National Women's Vocational Education and Training Strategy. Part 1 describes the nature of the strategy and presents a visual summary. Part 2 discusses the impetus for the strategy and the rationale for its outcomes and priorities. It covers the following: context; barriers to participation and success; benefits; priorities; outcomes (increased number of women completing VET programs, increased number of women with VET qualifications at all levels, women distributed more broadly across fields of study, increased participation and improved outcomes for specific groups of women); and indicators used in measuring outcomes. Part 3 presents possible actions for VET systems, providers, and related organizations through a discussion of the strategy's approaches and a model action plan. It sets out a formal implementation process that correlates organization with mechanism and role. Discussed next are the focus areas and approaches in the strategy and suggested actions for systems, providers, and related organizations. The model action plan is set out with a cover page and section for each outcome. Each outcome section presents a summary of the focus areas and strategies in table format, current state/local situation, improvement indicators, and table for actions with responsible agency/personnel, resources required, and time frame. Contains 49 references and a glossary. (YLB)

This book consists of a compilation of 28 stories, mostly first-person accounts of life in the Sequatchie Valley of southeastern Tennessee (some from earlier times) written in simplified language to provide high-interest reading material for adult readers in rural areas. The book is printed in large type. Many of the stories provide pertinent information for the reader, coupling stories with practical information and telephone numbers and addresses for services. The reading levels in the book are based on the Fry Graph for Estimating Readability, the Dolch Word List, and lists of most-used words. The reading levels range from primer through fourth grade. The stories in part 1 of this two-part book, written on the lowest levels, have a controlled vocabulary and all new words are listed. In part 2, difficult or unusual words are defined. (KC)

During an extensive search for college curricula focused on rural poverty, the Rural Sociological Society's Task Force on Persistent Rural Poverty identified only a dozen such courses being taught in the United States today. This guidebook provides professors and instructors with a conveniently organized set of sample syllabi and instructional resources for introducing students to rural poverty in America. Parts I and II contain complete syllabi of four courses devoted entirely to rural poverty and of three courses that incorporate rural poverty as a major element. "The Economics of Poverty: Human Resources and Public Policy" (Refugio I. Rochin) emphasizes economic dimensions of rural poverty and public policy "remedies." In "Rural Minorities and Poverty in the U.S." (Gene F. Summers), students concentrate on rural counties characterized by persistent poverty and minority group population, and use theories of poverty to construct a public policy program. "New Challenges of Poverty in Appalachia" (Sally Ward Maggard) is a summer honors course taught by correspondence to students with first-hand experience of poverty. "Rural Minority Groups and Poverty" (Bruce Williams) is a summer course focusing on poverty among African Americans in the Mississippi Delta. "Social Psychology of the Disadvantaged" (Andre D. Hammonds) emphasizes theories of poverty causation and attitudes toward poverty of the poor and nonpoor. "Poverty in the United States: Social and Demographic Dimensions" (Leif Jensen) is a graduate course with an experiential element. "Social Problems" (Allison B. Lee) focuses on social stratification and consequent inequalities, and features student research and "reaction journals." Part III lists over 500 teaching resources, including textbooks; statistical resources; organizations concerned with rural poverty; films and videos (with annotations); bibliographies, journal articles, and book chapters (with topic index); and anthologies, books, and monographs. (SV)

This Mexican series of instructional materials is designed for Spanish speaking adults who are in the process of becoming literate or have recently become literate in their native language. The reading/writing workbook is presented in two volumes along with a teacher's manual for an adult literacy program directed at rural inhabitants of Mexico. Pictures and fill-in-the blank exercises appear frequently in the book. Topics covered include family and community life; food, nutrition, health, and hygiene; work and the connection between rural and urban life; and traditions and popular culture. These materials are designed to support and motivate adult students while they learn to read, write and do basic arithmetic problems. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (CK)

This document describes literacy models for urban and rural populations in Mexico. It contains four sections. The first two sections (generalizations about the population and considerations about the teaching of adults) discuss the environment that creates illiterate adults and also describe some of the conditions under which learning takes place in the adult population. The last two sections (literacy methods and means of addressing the problem) concern teaching methodology for reading/writing and basic math. Each model is explained in detail. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KM)

This manual for professionals who offer, or are interested in offering, educational programs for family caregivers identifies obstacles to offering such programs and describes effective practices for dealing with these obstacles. The document's emphasis is on the process of providing educational programming, and not the content of the programming. The first of the manual's four chapters includes information about the scope of the caregiving experience and caregivers' needs for education and training. The second chapter highlights three models of effective practices for educational programs that increase attendance and provide respite for family caregivers of elderly family members while the caregivers are receiving the educational programming. The third chapter extracts some general principles from these and other successful models. Finally, the fourth chapter, which is designed specifically for rural practitioners, offers four case studies that demonstrate how the general principles from the models can be implemented in rural settings. Three appendices offer a bibliography of caregiving literature, a list of educational programs for caregivers, and a list of self-help resources to which families can be directed. (HOD)

Presents a lesson plan for eighth-grade students where they learn about the Great Depression by studying rural life. Explains that the students explore farm records from June and December 1935 after reading an excerpt about rural life in the 1930s. Includes copies of the ledgers, photographs, and student handouts. (CMK)

The groups least represented in education and training provision in the United Kingdom are those who are also the most socially and economically disadvantaged: long-term unemployed people; low-wage manual workers; people with poor literacy and no qualifications; members of some black and Asian communities; older adults; homeless people; single parents; caregivers of sick or elderly relatives; and rural adults. Encouraging these groups to engage in education is a complex and multi-faced process that involves a range of inter-dependent elements, such as development work in the community, curriculum development, student support, and provision of continuation strategies. The Oxfordshire (England) Strategic Partnership was formed in the summer of 1997 to run innovative learning programs with nonparticipatory adults. Five action research projects, database creation, and five local planning partnerships were created with the responsibility of developing plans for widening participation of these groups of potential learners. (The action research projects form the basis of this guidance document, which contains 12 sections covering the following topics: partnerships; reaching people; defining the target group; development work; networking; negotiating with the gatekeepers; consulting the target group; responding to identified interests, motivations, and needs; delivery; learner support; exit and continuation strategies; and embedding. Eight appendixes provide information on the projects and contact information.) (KC)

This publication provides a detailed description of Australia's vocational education and training (VET) system in the context of Australians living in rural and remote regions who undertook some form of VET in 1997--about one-third of all students who participated in training in public institutions. The nine sections of the report cover the following topics: (1) geographic regions; (2) highlights--Australia 1997; (3) diversity of VET; (4) students in more detail; (5) courses in more detail; (6) modules in more detail; (7) distance and studying by correspondence; (8) outcomes of VET graduates; and (9) apprentices and trainees. Some highlights of 1997 VET activities of students living in rural and remote areas of Australia include: almost 415,000 students from rural areas and more than 48,000 students from remote areas undertook VET programs in 1997; 83 million hours of rural and remote VET were delivered; rural and remote students take fewer hours of VET than students in cities; students in remote areas are less likely to be unemployed; students in rural and remote areas are slightly likely to be older than their metropolitan counterparts; and only one-third of rural and remote students have completed secondary education. (KC)

This teaching manual, designed to accompany a Wisconsin State television series, focuses on that State's rural black families and their lives in the 19th and early 20th centuries. The manual begins with notes on its organization and use, as well as major objectives for students who study the material presented. Four units follow. Unit 1 explores the origins of Wisconsin blacks and discusses their history before migration to the State. Unit 2 considers why these families chose to settle in Wisconsin, while Unit 3 describes their living and working conditions during the frontier period and subsequent years. Unit 4 focuses on the dissolution of rural communities. Each unit is followed by a summary, guide, questions, activities, vocabulary, and a list of resources. An extensive bibliography (subdivided into sections on communities and settlements, families, migration and immigration, military history, politics, women and research methodology) is also provided. Finally, five crossword puzzles based on the material presented in the manual are appended. (GC)

According to estimates prepared by the Bureau of the Census and the Economic Research Service of the United States Department of Agriculture, the 1982 farm population of 5,620,000, or 2.4% of the national population, continued a long downward trend. About 45% of farm residents lived in the North Central region, 35% in the South, 13% in the West, and 7.5% in the Northeast. Whites comprised 96% of the farm population and Blacks, 3.2%, versus 85% and 12.1% of the non-farm population, respectively. Only 2.3% of the farm population was of Spanish origin. Compared to non-farm residents, farm residents were slightly older and more likely to be married and living with a spouse. Farm women bore significantly more children than non-farm women. Farm population labor force participation was higher than for non-farm residents, especially among men and in the West and North. The unemployment rate of 3.6% was relatively low. Most farm men were employed in agriculture, but most farm women were not. Self-employment was higher and median income was lower among farm residents. The report contains supporting statistical tables, definitions, explanations, and a statement regarding the source and reliability of the estimates. (SB)

These two curriculum modules are self-contained units focusing on older women of color (primarily African-American) and rural minority elders. The modules were developed as a product of a Model Gerontology Career Development Program in Institutions of Higher Education in Rural Areas through a consortium of colleges, universities, and agencies serving older adults in Virginia. The modules provide the basis for instruction for courses on gerontology that can be incorporated into two-year postsecondary curricula, four-year college programs, or postgraduate courses. The following components are included in each module: (1) introduction and rationale; (2) learning objectives; (3) content outline; (4) instructor's resource guide with cross-references to bibliographic materials, learning objectives; (5) post-test questions; and (6) annotated bibliography. Instructors may use these modules as free-standing units of instruction, e.g., for workshops or seminars. Or they can be incorporated into existing curricula in a variety of ways by selecting the resources and mode of instruction appropriate to the curriculum and level of instruction. The annotated bibliography for the women of color module includes 27 citations, and the bibliography for the rural minority elders module describes 19 resources. The content of the women of color unit includes information on the following: the term "of color," theoretical perspectives, research problems, objective measures of vulnerability, studies of mental health, family roles, caregiving patterns, social networks, problems in service use, and policy issues. The rural minority elders unit covers: these topics: demographics, how rural minority elders differ from nonminorities, characteristics of rural social structure, cultural characteristics, factors in formal service utilization, and in-migrating retirees. (KC)

As of April 1, 1976, Washington's population was estimated at 3,571,591--an increase of 158,341 since 1970. This annual report presents data pertaining to: official April 1 population estimates for cities, towns, and counties; components of population change; changes in household size from 1970 to 1976; assessment of accuracy of population estimates for cities and towns; and county censuses since 1970. Data were obtained from city and county officials, Armed Forces personnel at major bases in the State, housing directors of the colleges and universities, and various divisions of the Department of Social and Health Services. Tabular data cover: classification of cities and counties by population size; annexations by cities and towns; population of selected ethnic categories (Spanish surnamed, American Indian, Black, and Asian American); Armed Forces population; general fertility rate--1930-1976; population 65 years and over; abortions per 1,000 live births in selected states; population change from 1950 to 1970; and household size. Corrected 1970 population data by 5-year age groups for the State and counties is included for the first time. Guidelines for cities to use when considering a special census are also given. (NQ)

Presented via narrative and tabular data, this report includes: Population of the U.S., Total and Farm: 1960-1975; Metropolitan-Nonmetropolitan Residence of the Farm and Nonfarm Population, by Race: 1975; Fertility Characteristics of Farm and Nonfarm Women, by Race: 1975; Persons 14 Years Old and Over Employed in Agriculture, by Farm-Nonfarm Residence and Sex: April 1975 and 1970; Nonfarm Residents 14 Years Old and Over Employed in Agriculture, by Class of Worker and Sex: April 1975 and 1970; Income Characteristics of Farm and Nonfarm Families, by Race: 1974; Farm Population, by Race and Sex, for Broad Age Groups: April 1975 and 1970; Farm Population, by Age and Sex: April 1975 and 1970; Characteristics of Farm and Nonfarm Families, by Race: 1975; Employment Status of the Farm Population 14 years Old and Over, by Sex, April 1975 and 1970, and by Region, April 1975; Employment Status of the Farm Population 14 Years Old and Over, by Race, Sex, and for Region: April 1975; Farm Residents 14 Years Old and Over Employed in Agriculture, by Class of Worker, Race, and Sex, April 1975 and 1970, and by Region: April 1975; Farm Residents 14 Years Old and Over Employed in Nonagricultural Industries, by Class of Worker, Race, and Sex, for Regions: April 1975. (JC)

Nicolet Vocational, Technical and Adult Education District encompasses a sparsely populated, economically and culturally disadvantaged three-county area in northern Wisconsin. The district is responsible for vocational-technical education at all levels and operates the Nicolet College and Technical Institute, the first comprehensive two-year college in Wisconsin and the only institution of higher education in the district. The institute is viewed in Wisconsin as a pilot project and is intended as a prototype for a comprehensive operation in other thinly populated areas. This document presents annual and long-range plan provisions, based on an analysis of manpower needs, job opportunities, availability of vocational education, and district population distribution. Priority program needs, potential areas of program implementation, and programs for the handicapped and disadvantaged are described and analyzed. Enrollment projections, present and projected construction projects, and teaching staff are also included. Appendixes include the history and mission of the institute. (BB)

Alternatives for occupational curricula at Northland Pioneer College are discussed in relation to Navaho County economic resources. Approximately 85 percent of the occupations in Navaho County do not require the baccalaureate degree and thus fall within the realm of community college educational responsibility. Because of the sparse population, the limited resources, the extreme distances between communities, and a lack of a center of population, the following recommendations are made: (1) learning centers should be established in several communities; (2) a core curriculum of information necessary in a variety of occupations should be developed; (3) specialized education should be organized so it may be taught in concentrated sessions; (4) cooperative education and shared facilities with high schools should be exploited; (5) the availability of educational opportunities to the people must be placed in high priority. Programs in business, automotive, heavy equipment maintenance, construction trades, and health must be offered. These recommendations are based on existing information on occupations and manpower needs in the county, white and nonwhite (Indian) population distribution, and a previous aspiration study of high school students. (Author/MJK)

As one in a series of eight articles written by different professionals concerned with Alaska Native land claims, this article focuses on utilization of Alaska Native political resources as a means to achieve beneficial legislation beyond that of the Alaska Native Claims Settlement Act of 1972. Designed to stimulate careful political and historical reading and discussion at an advanced secondary or adult level, this booklet identifies key terms and presents four class projects relative to the article. Major areas discussed in the text include: (1) Alaska's five political interest groups (State of Alaska; Federal government; urban population centers; industrial and profit oriented interests; and rural Alaska Natives); (2) the exploitation of rural Alaska by non-Native interests; (3) the inadequacies of the Settlement Act in terms of Alaska Native resource development; (4) the political resources of Alaska Natives (unity, 12 main organized groups, voting power, use of political education, land and money, and communication via the Alaska Federation of Natives); (5) the Alaska Natives' need to strengthen and utilize their political resources in order to achieve true self determination. (JC)

An assessment of contributions of metro/nonmetro migrants to the population and labor force of nonmetro localities is presented in narrative and tables, with data based on special tabulations from the March 1975 Current Population Survey of the Bureau of the Census. Migrants are described in terms of characteristics (compared by race, sex, age, education, region of previous residence, employment rate), replacement of nonmetro population lost through outmigration, occupation, and income. Statistics reveal that one-eighth of the 1975 nonmetro population lived in metro areas five years earlier, and that metro/nonmetro migrants more than replaced the 5.1 million persons moving in the opposite direction, except among young adults, blacks, and college educated persons. In occupation, industry, and income attributes, migrants did not have a negative impact on the nonmetro population. High proportions were in white-collar occupations and industries, and average income was no less than that of the total nonmetro population. Remarkable similarity was noted in incomes of metro/nonmetro migrants and persons moving in the opposite direction. Replacement was nominally higher among people remaining within the North and West than in the South, but in regional exchanges, the South gained at the expense of the rest of the country. (Author/RS)

Since the burden of improving quality of life is often squarely placed on the shoulders of public decision makers, this report (one of the products of Project 2142) provides a basis for assisting county-level decision makers in the planning process. Statistics that "indicate" the social well being or quality of life experienced by people in Carroll County, Iowa, in the areas of employment, income, health, education, housing, leisure and recreation, public safety, and physical environment are presented and organized according to the availability and allocation of financial resources, the structure of services, the utilization of available services, and the level of well being. Statistics in the following three areas, usually beyond the control of decision makers, form a resource base. Human resources include the composition, distribution and change of population and living arrangements and family structure. Geographical/physical resources include natural resources, climate conditions, and organization of the land. Economic resources include government, transportation and communication, agriculture, and commerce and industry. Derived from reports published by a variety of governmental and private agencies, most data cover at least two points in time and two geographical units so the reader can analyze social change. All data are presented in one of three alternative table designs, depending on the type of variable under consideration. (NEC)

While many people think of folklore as part of the culture of rural, isolated, uneducated people, folklore has a much broader definition and can encompass all areas and be found among all people. Folklore tradition can include school fight songs, ghost stories, children's games, ethnic jokes, jump rope rhymes and family recipes, as well as quilting techniques, ballads, or tales. All of these types of folklore are discussed and illustrated in this lengthy manual. Although designed specifically for collecting folklore and folklife in Ohio, the manual would be of interest to anyone interested in American folklore. The first portion is devoted to folklore collection and discusses the equipment needed, ways to approach people, kinds of folklore that might be collected, and interview techniques. A chapter on how to set up a collection project describes field techniques, release forms, notations on circumstances surrounding each interview, transcription methods and analysis. Two chapters suggest the family and children as good places to begin collection because of the rich quantity of material available. Much of the manual is devoted to folklore already collected by both high school and college students. This collection includes chapters on the folklore of teenage and college students, occupations, the general population, rural and Appalachian people, African-Americans, and other ethnic groups, including the Mexican Americans and Italian-Americans. (DS)

Two of the major objectives of the six week institute were "to provide teacher training in the folklore and traditions of the Mexican American, Black and Appalachian people to teachers who are either members of these cultures, or who work with students of these cultures; and to present teachers with subject matter, curriculum and background information in the folklore and traditions of these three cultures which can be incorporated into school curriculum." The courses offered closely followed these objectives with a folklore component introducing methods and approaches to the study of folklore along with information on gathering resource materials, and the three other courses focusing specifically on Mexican American, Appalachian and African American folklore. The 30 participants in the Institute were primarily teachers and represented the 3 cultures under study, as well as the mainstream culture. Comraderie and cordiality grew quickly as these participants from four diverse groups came to a greater understanding and respect for each other's differences. This document discusses how the institute was organized and conducted and describes how some of the participants later put their newly-earned skills to use. It also includes objectives, syllabi, and bibliographies for each of the four courses offered in the Institute. (DS)

Emphasizing primary care, this handbook focuses on the application of specific types of telecommunications technology to the process of information exchange within a rural health care system. Its purpose is to provide guidance to health care planners who want to consider the potential of telecommunications technology for improving quality, accessibility, and efficiency of care. Taking a functional, applications-oriented approach, it integrates the issues and recommends a decision-making process. The range of technologies discussed includes not only the expensive and exotic but also the rather inexpensive, everyday technologies that should be available in many parts of the country. Content includes background material on health care and information exchange; the concept of a network and the distinction between telecommunications links and end-instruments; functional applications of telehealth systems (patient care management, administration, education); technical components of telehealth--transmission (narrowband, telephone, radio, broadband, networks), end-instruments (audio, telemetry, data/record, video, slow-scan television, patient-viewing video devices); process for assessing feasibility of telehealth in a specific setting; paying for telehealth. More than 50 current and planned telehealth projects and references for additional information are briefly described. (RS)

This trainer manual is designed to assist facilitators in the design of entry-level courses and programs for substance abuse prevention specialists. The manual initially concentrates on a basic, generic approach to community work, and introduces the knowledge and skills needed to implement substance abuse prevention programs by using the community and its subsystems. Course goals and objectives are reviewed in the introduction. The notes to the facilitator emphasize group facilitation skills, flexibility, and an understanding of the specific needs of minorities and rural populations. The nine training modules are detailed in terms of goals, objectives, required materials, exercises, and activities. Worksheets, supplementary materials, and references are also given. The course materials focus on prevention strategies, knowledge of the community, the development of community support, implementation techniques, and burnout. The course pre-/post-test is provided at the conclusion of this manual. (NRB)

This participant manual is designed to assist substance abuse prevention specialists in the development of knowledge and skills in implementing community-based programs through an entry-level course. The manual initially concentrates on a basic, generic approach to community work, and reviews course goals and objectives. The nine training modules are detailed in terms of goals, objectives, required materials, exercises, and activities. Figures, worksheets, supplementary materials, and references are provided, along with selected readings and bibliographies. The course materials focus on prevention strategies, knowledge of the community, the development of community support, implementation techniques, and burnout. The course pre-/post-test is provided at the conclusion of the manual. (NRB)

To provide information on characteristics of rural and small schools in Region VII of the U.S. Department of Education, this profile presents selected demographic data on schools in Iowa, Kansas, Missouri, and Nebraska. A narrative section discusses the purpose of the report, definitions of rural and nonmetropolitan classifications, percentages of rural and metropolitan enrollments in the states, racial/ethnic characteristics of the nonmetropolitan schools, distribution of federal education discretionary grants, and several issues (finance, teacher recruitment and maintenance, diseconomies of scale) affecting rural schools in the region. The reference section details sources and raw figures for the data presented in the narrative, and includes maps of the nonmetropolitan and Standard Metropolitan Statistical Areas (SMSA) within the four states. (JD)

The multidisciplinary film project focuses attention on what is happening to rural populations of the world, particularly among developing countries. The roles of women, education, social and economic systems, and the effects of modernization on values are themes explored in each of five rural settings--Bolivian highlands, northern Kenya, northern Afghanistan, Taiwan, and the Soko Islands off the China coast. The project draws upon visual evidence of people at work and play, in social, economic, and political roles, as individuals and in groups. The program features 26 films designed for use in college classes and an accompanying text which contains sets of essays which complement the films. The instructional materials are arranged in a format which covers the five cultures and five themes listed above. A film link symbol in the text indicates a direct relationship to a scene in the film, and the designation "film dialogue" is used to indicate direct quotations from the soundtrack and a direct relationship between the film and the essay. Maps, charts, and graphs are used to provide information about rainfall, migration patterns, political structures, and environmental concepts. (Author/CM)

Designed for use with the multidisciplinary film project, "Faces of Change, Five Rural Societies in Transition" for the college social studies curriculum, this manual contains an overview of the material and its underlying philosophy and suggests teaching strategies. The first section discusses the overall approach, the use of films in teaching, and the philosophy behind the use of visual materials as reliable raw data. The second section describes how to use the materials and discusses resources available to the instructor, covering teaching strategy, course format, film descriptions, and themes that can serve as the focus for a general course using the "Faces of Change" films and essays. Using the theme of "change" for demonstration purposes, the manual presents ideas for building a course or a portion of a course around a general theme. Appendixes contain a subject index to teaching themes, an instructor's tear out briefing form, and a list of the films in the series, their length, authors and filmmakers. (CM)

Data pertaining to some basic aspects of women's participation in selected developing countries are presented in 13 charts, arranged alphabetically by region and country within region. Countries in each of the three major developing regions--Africa, Asia, and Latin America--are included when possible. Each chart presents data for a single topic in the following sequence: age of women, residence, longevity, childhood mortality, age at marriage, marital status, fertility, literacy, school enrollment, school completion, labor force participation, sector of employment, and professional occupations. Charts contain one or more indicators of women's status and, where appropriate, a ratio indicator value for women divided by the corresponding indicator value for men so that a measure of the status of women relative to that of men is provided. (AH)

The report identifies structural changes and trends in the composition of the nonmetro labor force between 1973 and 1979; evaluates the labor force performance by race, sex, and age; and suggests underlying causes of the major changes and the likelihood of particular trends continuing into the eighties. Tabular data indicate that: (1) metro and nonmetro areas experienced similar employment growth rates between 1973 and 1979, but nonmetro residents continued to have lower labor force participation rates; (2) nonmetro employment growth was concentrated in nonteaching, white-collar professional and technical occupations, white-collar clerical jobs, blue-collar craft jobs, and service occupations; (3) the proportion of women who worked increased dramatically, raising their share of total employment to almost 42%, but nonmetro women did not share equally in this change; (4) in both metro and nonmetro areas, black and other minority populations showed little improvement in their labor force status, with their unemployment rate remaining about double that for whites; (5) nonmetro teens increased their labor force participation rate, with white women accounting for four-fifths of nonmetro teen employment growth; and (6) older nonmetro residents had low unemployment rates and maintained a higher labor force participation rate than their metro counterparts. (NEC)

Based primarily on 1980 census data, the bulletin presents five sets of tables which describe changes in population which have occurred in South Dakota as a result of migration into and out of the state. Table 1 provides state of origin/destination, rank, number, and percentage data on migration into and out of South Dakota from 1975-80. Figures indicate 69,514 persons moved to the state and 90,019 moved out of the state during this period, with Minnesota being the leading state of both origin and destination. Table 2 shows the age, number, and rate of net migration for South Dakota from 1960-70 and 1970-80. For both decades, statistics indicate that the highest rate of migration occurred among 25-29 year-olds leaving the state. Table 3 contains net migration figures for South Dakota by age and sex for 1970-80. Table 4 presents numbers and rates of population change by county from 1970-80, revealing that 13 of 66 counties experienced increases in population ranging from 1.7% to 23.7%, while the remaining 53 counties witnessed population decreases ranging from 1.5% to 28.5%. Table 5 enumerates numbers and rates of net migration by age group and sex for each South Dakota county from 1970-80. (NEC)

This government report presents information on age, sex, labor force activities, and race and ethnic origin of the rural and rural farm population for 1987. Also included are fertility characteristics for the June 1987 Current Population Survey (CPS) supplement and data from the March 1987 CPS supplement on marital status, household, family composition, and income and poverty. The number of people living in rural areas of the United States in 1987 was 63.8 million, with about 4.9 million of these living on farms. Farm residents represented 30.2% of the total population in 1920 but by 1987, that figure had fallen to 2%. Half the farm population lived in the Midwest, with the South containing 29 percent of the population, according to the 1987 figures. There was a higher proportion of Whites and lower proportions of Blacks and people of Hispanic origin on farms as compared with the nonfarm population. The median age of rural farm residents was 37.6 years in 1987. About 69% of farm residents age 15 or older were in the labor force in 1987, compared with 65% of the nonfarm population. Farm residents of both sexes were much more likely to be self-employed or unpaid family workers and less likely to work for wages and salaries. Money income for the year 1986 was generally lower for households and families living on farms than for those in nonfarm areas. The median income was $21,655 for farm households and $24,979 for nonfarm households. The document includes 5 graphs, 16 pages of tables and an appendix of "Definitions and Explanations." (TES)

This paper describes causes of mental retardation in rural America, preventative methods, and factors impeding preventative approaches in rural settings and offers principles for tailoring traditional preventative methods for rural areas. Relevant findings of research conducted by the National Rural Project, American Council on Rural Special Education (ACRES), ACRES Futures Task Force, and National Rural Education Research Consortium are included. Higher poverty ratios, educational disadvantagement, inadequate prenatal care, and lack of early intervention programs for disabilities are found to contribute to the socio-familial factors that make mental retardation more prevalent in rural than in urban areas. Value differences, lack of prevention-oriented programs and failure to understand, value, or use available programs are found to inhibit prevention. Principles and suggestions for implementing retardation prevention programs in rural areas are given, including recognizing diverse rural subcultures and designing programs to consider their values and needs, recognizing and using local communication and power structures, using inherent positive community attributes, transforming negative attributes into facilitating factors, and initiating realistic interagency collaboration in rural service agencies. These principles are related to a tabular presentation of causes of mental retardation, preventive approaches, and specific rural factors which inhibit prevention. (LFL)

In rural areas the responsibility for good school-community relations rests with the principal, who must develop a strategy for community relations, understand the people of the community and their values, and know their formal and informal leaders. School principals can use various strategies to increase community involvement. They can simply extend an invitation to visit the school, allow the school building to be used for community activities, actively recruit community volunteers, and publish a school newsletter. One study showed positive school-community relations in schools that allowed citizens to use the library, advertised events in the news media, or had a cafeteria or gym open to community members. Because small and rural schools are often closely identifed with the community, community cooperation is usually easy to secure and community members may be eager, or at least willing, to assist. They can serve on staff development planning committees, identify community resources, teach minicourses on local history, serve on advisory boards for various programs, and help to recruit teachers who fit the community. A key to good school-community relations may be community-minded administrators and teachers who participate in civic activities outside the school and feel comfortable in the community. (JHZ)