Competency-Based Curriculum for Articulated Programs in Electronics. A Study for the Articulation of Competency-Based Curricula for the Coordination of Vocational-Technical Programs in Louisiana. Final Report. Volume IV.

Institution	Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.
Titel	Competency-Based Curriculum for Articulated Programs in Electronics. A Study for the Articulation of Competency-Based Curricula for the Coordination of Vocational-Technical Programs in Louisiana. Final Report. Volume IV.
Quelle	(1976), (156 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Articulation (Education); Competency Based Education; Educational Objectives; Electronic Technicians; Electronics; Postsecondary Education; State Curriculum Guides; Vocational Education; Louisiana + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Educational objective; Bildungsziel; Erziehungsziel; Elektroniker; Elektronik; Post-secondary education; Tertiäre Bildung; Rahmenlehrplan; Ausbildung; Berufsbildung
Abstract	The curriculum guide for electronics is one of five guides written and field tested in a project to develop statewide articulated competency-based curricula in selected vocational education programs. Curricula are presented for three separate levels: secondary electronics, postsecondary electronic technology, and an associate degree program in engineering technology. The two-year high school program provides a technical background for further training or entry into the trade at an apprentice level. Following a course outline, 67 tasks are presented, with performance objectives and a criterion-referenced measure for each. Job opportunities are described following completion of each of three phases of required tasks. Curriculum format for the postsecondary and associate degree levels are similar. For each task, a performance objective and criterion-referenced measure is given. A description of the criterion-referenced measure is followed by a performance guide for theory and for laboratory, with suggested hours frequently given for each. A bibliography is included. (RG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC