Extractions: Columbus, OH 43210-1090 Although most educators support the concept of integrating academic and vocational education and recognize the benefits it affords students, implementation of integrated curriculum and instruction is seen as problematical. Disciplinary specialization, status differences among teachers, and lack of leadership are some of the stumbling blocks noted by Grubb and Kraskouskas (1993). This MYTHS AND REALITIES highlights some of the "tales" that discourage integration and discusses the "truths" about what is involved in the implementation process. Myth: Successful Integration Relies Solely on Teacher Commitment and Cooperation References Although teachers play a significant role in integrating academic and vocational education, they cannot effect significant change in the teaching and learning process without administrative, institutional, community, and state support. Traditionally, the academic curriculum and vocational curriculum have been offered in significantly different ways. To merge the two in an integrated approach to education requires new forms of organizational delivery. Integration involves restructuring, wherein the administrator becomes more of a facilitator than a director, providing teachers with opportunities that will empower them in their efforts. Some activities recommended to facilitate integration are the following (Finch et al. 1992):
Teach More Love More - Community Resources Industries of South Florida vocational Training, 305 Services of South Florida / Educationand Training, 305 Intermediate Care Facility / Work activities Center, 305 http://www.teachmorelovemore.org/CommunityResourcesList.asp?catid=5&subcatid=22
Extractions: Trends in Participation in Secondary Vocational Education 19821992 Academic subjects: The high school academic curriculum is divided into the main subject areas listed below. These courses are not exhaustive of the courses included in each subject area. Mathematics: Includes courses in basic math, general math, applied math, algebra, geometry, and advanced math. Advanced math includes algebra 2, trigonometry, analytic geometry, precalculus, probability and statistics, and calculus. Science: Includes courses in biology, chemistry, and physics, as well as survey courses and those in other areas. Advanced science includes chemistry, physics, and advanced biology. English: Includes survey and skills courses, as well as courses in literature, composition and writing, and speech. Advanced English includes honors and advanced placement courses, including honors courses taken prior to the senior year. Social studies: Includes courses in American history, world history, American government and politics, social sciences, such as economics and anthropology, and humanities, such as philosophy. Fine arts: Includes courses that fulfill a general art requirement, as well as performing arts and advanced courses. Media courses include arts and crafts, music, drama, and dance.
Internet Public Library: Vocational Education a wealth of information about CEDEFOP, its publications, its memebers, and its eventsand activities. Office of vocational and Adult education http//www.ed http://www.ipl.org/div/subject/browse/edu60.00.00/
Extractions: IPL Recognized in Computerworld Honors Program Recent IPL News IPL Recognized in 2002 Computerworld Honors Program New design for the IPL unveiled! Now offering links to over 20,000 books Education intended to teach and/or train the student in a particular vocation or profession. You can also view Magazines Associations on the Net under this heading. ERIC Clearinghouse on Adult, Career, and Vocational Education http://ericacve.org/ "CEDEFOP is a European Centre for the development of vocational training. Since 1976, CEDEFOP has been involved in promoting and developing vocational training of young people, and the continuing training of adults, primarily through European-wide co-ordination of analysis and research activities." This site contains a wealth of information about CEDEFOP, its publications, its memebers, and its events and activities. A library of information about vocational training is also available.
Internet Public Library: Vocational Education its memebers, and its events and activities. A library of information about vocationaltraining is National Council for Occupational education http//www.umt http://www.ipl.org/div/aon/browse/edu60.00.00/
Extractions: IPL Recognized in Computerworld Honors Program Recent IPL News IPL Recognized in 2002 Computerworld Honors Program New design for the IPL unveiled! Now offering links to over 20,000 books Education intended to teach and/or train the student in a particular vocation or profession. You can also view Subject Collections Magazines under this heading. American Vocational Association http://www.avaonline.org/ "The American Vocational Association is the largest national education association dedicated to the advancement of vocational education. Its mission is to provide educational leadership in developing a competitive workforce." The site has news about legislation, conventions and workshops, and school-to-work programs.
Including ALL Students In School-to-Work (STW) Schoolbased activities Strategies Determine current abilities Provide career advisementand career education. Encourage vocational education and a variety of http://22.214.171.124/Programs/AS/Fact Sheets/Including All Students in School-to-
Extractions: Worldwide, there are some 300 development workers involved in technical training, which is 27% of the overall number deployed. Here in the Philippines, DED supports projects which implement employment oriented training policies in close coordination with the local industry and the responsible government agency, The German development workers assist their Philippine counterpart workers and projects with: The partner organizations of DED vary from church related schools to training centers of industry associations and from government schools to training centers in special economic zones. These organizations conduct formal training courses as well as non-formal short term training courses. Geographically DED focuses its activities on areas, which have already reached a certain level of industrialization: Central and Southern Luzon
Extractions: Editor: Kirk Swortzel email@example.com Volume 12, Number 1 Fall, 1995 DLA Ejournal Home JVTE Home Table of Contents for this issue Search JVTE and other ejournals SELF-DIRECTEDNESS IN ADULT VOCATIONAL EDUCATION STUDENTS: ITS ROLE IN LEARNING AND IMPLICATIONS FOR INSTRUCTION Thomas D. Fisher Abstract SELF-DIRECTEDNESS IN ADULT VOCATIONAL EDUCATION STUDENTS: ITS ROLE IN LEARNING AND IMPLICATIONS FOR INSTRUCTION During the last several decades, data has begun to accumulate to substantiate a number of the characteristics of adult learners that sets them apart from traditional K-12 students and many undergraduate college students as well. As one might expect the attributes are varied, however, there seems to be a general consensus in the literature on at least two common characteristics that have an impact on learning efficacy and the overall classroom experience for this mature group of students: lifetime experiences and the self-directedness of the learner ( Cook, 1993
Extractions: Marshall University Abstract The purpose of this study was to describe West Virginia secondary vocational education teachers' use of student assessment information in making instructional decisions. A cluster sample of 240 teachers was needed for the study. A four-part questionnaire was designed to measure selected variables. Descriptive statistics were used to summarize the data. Teachers had an average of 15 years of teaching experience and nine years of related work experience. Attitudes toward assessment were viewed as "positive" by respondents. Secondary vocational education teachers neither agreed nor disagreed that they were constrained in their assessment activities. However, vocational education teachers must have opportunities during the school day to collaborate on the analysis of student work and to plan appropriate instructional improvements. The Carl D. Perkins Vocational and Applied Technology Education Act of 1990 required accountability of all states that accept federal funds to support vocational programs. This was to be achieved through a system of specified performance measures and standards, which track both academic and occupational competency gains. Measures of performance were requested to address occupational competency attainment while measures of learning and competency gain were to reflect the achievement of basic and advanced academic skills. Goals 2000 and the School-to-Work Opportunities Act are two of the federal acts that emphasize high standards for all students while providing a framework and some financial incentives for public education to prepare all students for the world beyond school.
Extractions: 3.0 Description of Adult Education and Literacy Activities (Section 224(b)(2)) 3.1 Description of Allowable Activities The National Adult Literacy Survey (NALS) and the State Adult Literacy Survey (SALS) have identified a competency level and established a demonstrated need for literacy instruction. Supplementary funding for adult education programs will be set according to the following priorities: Literacy targeted at NALS Level 1 (CASAS 210 and below), consisting of Adult Basic Education and English as a Second Language, which includes ESL-Citizenship, Literacy targeted at NALS Levels 1 and 2 Workplace based (CASAS 235 and below), consisting of Adult Basic Education and English as a Second Language, which includes ESL-Citizenship, Literacy targeted at NALS Level 2 School based (CASAS 211-235), consisting of Adult Basic Education and English as a Second Language, which includes ESL-Citizenship, Family Literacy requires collaboration with corresponding programs of literacy services for children, and
Extractions: get things done agencies elected officials Select Program Area DOE HOME Advisory Councils Board of Education Career and Technical Education Charter Schools Compliance/Monitoring Curriculum Frameworks/Institutes Dual Enrollment Early Learning Services Education Reform Educational Technology Educator Licensure Tests (MTEL) Educator Licensure Employment Opportunities ETIS Family Literacy Forms Directory General Educational Development Grants: Information Information Services Health, Safety and Student Support Services MCAS MECC - (Career Center) "No Child Left Behind" Federal Education Law Nutrition Programs Reading Office School and District Accountability School and District Profiles/Directory School Councils School Finance School-to-Career Education Security Portal Special Education Spread the Word Title I Virtual Education Space - VES Videotapes News District/School Administration Educator Services Assessment/Accountability ... Administration
Extractions: get things done agencies elected officials Select Program Area DOE HOME Advisory Councils Board of Education Career and Technical Education Charter Schools Compliance/Monitoring Curriculum Frameworks/Institutes Dual Enrollment Early Learning Services Education Reform Educational Technology Educator Licensure Tests (MTEL) Educator Licensure Employment Opportunities ETIS Family Literacy Forms Directory General Educational Development Grants: Information Information Services Health, Safety and Student Support Services MCAS MECC - (Career Center) "No Child Left Behind" Federal Education Law Nutrition Programs Reading Office School and District Accountability School and District Profiles/Directory School Councils School Finance School-to-Career Education Security Portal Special Education Spread the Word Title I Virtual Education Space - VES Videotapes News District/School Administration Educator Services Assessment/Accountability ... Administration Education Laws and Regulations (1) In order to be eligible for state aid under M.G.L. c. 70, a vocational technical education program must receive prior approval by the Commissioner, acting through the Division, as to those criteria set forth in M.G.L. c. 74 ' 1, and as further defined in 603 CMR 4.00. These approval factors are as follows: organization, control, location, equipment, courses of study, qualifications of teachers, methods of instruction, conditions of admission, employment of pupils and expendi-tures. (2) The forms of vocational technical education eligible for approval and aid under M.G.L. c. 74 are agriculture and natural resources, automotive technology, construction technology, health occupations, industrial-manufacturing technology, marketing education, office technology, service occupations, and technology programs.
Careers In Adult Education in the types of courses adult educators teach. of adults engaged in formal learningactivities in 1988/9 were held by adult and vocational education teachers in http://adulted.about.com/library/weekly/aa071700a.htm
Extractions: Teaching from Experience From Other Guides Career Planning Elsewhere on the Web A dult education offers varied and rewarding career opportunities. Teacher, instructor, tutor, professor, lecturer, facilitator, trainer, coach and mentor are some of the titles used to describe professionals in this field. Adult educators teach in many different settings, including public schools, colleges, universities, businesses, vocational schools, job training centers and community organizations. Because teachers of adults are required around the world, this occupation offers plenty of opportunity for traveling and teaching abroad There is tremendous range in the types of courses adult educators teach. Just think of all the reasons adults must learn to get and maintain employment, and advance professionally; to manage positive and negative life changes such as the birth of a child or death of a parent; and to fulfill themselves with rewarding hobbies and activities.
Extractions: Select Search All Bartleby.com All Reference Columbia Encyclopedia World History Encyclopedia World Factbook Columbia Gazetteer American Heritage Coll. Dictionary Roget's Thesauri Roget's II: Thesaurus Roget's Int'l Thesaurus Quotations Bartlett's Quotations Columbia Quotations Simpson's Quotations English Usage Modern Usage American English Fowler's King's English Strunk's Style Mencken's Language Cambridge History The King James Bible Oxford Shakespeare Gray's Anatomy Farmer's Cookbook Post's Etiquette Bulfinch's Mythology Frazer's Golden Bough All Verse Anthologies Dickinson, E. Eliot, T.S. Frost, R. Hopkins, G.M. Keats, J. Lawrence, D.H. Masters, E.L. Sandburg, C. Sassoon, S. Whitman, W. Wordsworth, W. Yeats, W.B. All Nonfiction Harvard Classics American Essays Einstein's Relativity Grant, U.S. Roosevelt, T. Wells's History Presidential Inaugurals All Fiction Shelf of Fiction Ghost Stories Short Stories Shaw, G.B. Stein, G. Stevenson, R.L. Wells, H.G. Reference Columbia Encyclopedia PREVIOUS NEXT ... BIBLIOGRAPHIC RECORD The Columbia Encyclopedia, Sixth Edition. adult education extension of educational opportunities to those adults beyond the age of general public education who feel a need for further training of any sort, also known as continuing education.
Extractions: Source: ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH. Part-Time Instructors in Adult and Vocational Education. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Since the 1970s, part-time instructors have been increasingly in demand across the educational community. Between 1970 and 1988, the number of part-time community college faculty increased by 164 percent compared to a 37 percent increase for full-time faculty (Ostertag 1991). In the state of New York, "the part-time instructional faculty represents 50.5 percent of the state's higher education teaching staff" (Samuel 1989, p. 42). A national evaluation of adult education programs reports more than 80 percent of adult education instructors are part time (Development Associates 1992). ADVANTAGES AND DISADVANTAGES OF PART-TIME INSTRUCTORS Lower salaries, lack of health insurance and other benefits, and lack of negotiation power regarding raises and promotions are among the frustrating aspects of part-time employment. Many part-time instructors are also frustrated from lack of involvement in personnel and budget matters, curriculum development, and the formulation and implementation of policy, as well as from the lack of services available to themoffice space, clerical assistance, copying machines. Since they rarely come in contact with other educators, part-time instructors often feel a sense of isolation and sometimes even rejection (Smith 1990).
International Higher Education--21/4 and graduate instruction, especially in vocational or professional health sciences,teacher education, and business. seldom paid for such activities as course http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/News21/text4.html
Extractions: The proportion of faculty who teach part time on American campuses has nearly doubled in the last 30 years. In 1970, only 22 percent of faculty held part-time appointments; today, at least 42 percent teach part time-more than twice the proportion of part-time workers in the overall U.S. labor force. This shift is one of the most controversial trends in American higher education. Proponents of hiring part-time faculty assert that most are happy with their jobs and that institutions can reduce costs and better adjust to enrollment variations. Moreover, many part-time faculty are able instructors who focus more on teaching students than on conducting research. Critics say part-time faculty are underpaid and lack the medical insurance essential in the American system of health care. They note with concern that women, who hold just over one-third of full-time appointments, hold nearly half of part-time appointments. They argue that many part-time faculty are inadequately qualified, less productive, superficially evaluated, carelessly hired, and too easily reappointed. Finally, as part-time faculty displace full-time faculty, fewer full-time faculty are available to work with students outside class. The data show that both proponents and critics are right in some respects.
Resources For Vocational Education EducationCareer and VocationalProfession SpecificCosmetology. Consumer Family(Oxnard Union High School) Projects/activities (Nebraska Slate). http://www.ohionet.org/~carol/lorain.htm
Welcome To The VR/Interagency Agreement Teach In responsibility for diagnostic services, vocational assistance, employment These activitiesare well within the scope mission of higher education and highlight http://www.janejarrow.com/teach-in/vr-ia.html
Extractions: BETWEEN VOCATIONAL REHABILITATION AND HIGHER EDUCATION It is recommended that some form of these statements be included in the interagency agreement being drafted between the State Vocational Rehabilitation (VR) agency and the higher education community in your state. The specific language for inclusion is presented first. Following, these five statements are repeated with more detailed explanation of the importance of their inclusion in promoting dialogue regarding joint fiscal responsibility for services and in protecting the autonomy of institutions of higher education in pursuing their educational mission. Finally, an example of how the proposed language could be incorporated in a formal agreement is presented. SPECIFIC LANGUAGE FOR INCLUSION Pursuant to requirements established in the 1998 Amendments to the Vocational Rehabilitation Act (as contained in the Workforce Investment Act of 1998), this interagency agreement shall be the mechanism used to formalize an agreement between the State Vocational Rehabilitation (VR) agency and institutions of higher education (IHE) regarding their responsibilities to individuals with disabilities who are jointly clients of the VR system and enrolled students in higher education. The mission of Vocational Rehabilitation is to assist individuals with disabilities in successfully preparing for, obtaining and retaining employment. VR provides a variety of services pursuant to this mission. In contrast, the mission of higher education is to make available to all students (regardless of disability) the opportunity to acquire knowledge, skills, and/or expertise commensurate with their level of ability. Institutions of higher education provide accommodations to students with disabilities, as necessary, to assure their equal access to such opportunities.