Aspects of Vouchered WIN Trainees' Experiences with Vocational Training Schools: Experiences with the Portland WIN Voucher Training Program.

Autor/in	Dunning, Bruce B.
Institution	Bureau of Social Science Research, Inc., Washington, DC.
Titel	Aspects of Vouchered WIN Trainees' Experiences with Vocational Training Schools: Experiences with the Portland WIN Voucher Training Program.
Quelle	(1976), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Educational Experience; Educational Vouchers; Feasibility Studies; Interviews; Participant Satisfaction; Postsecondary Education; Private Schools; Public Schools; Student Attitudes; Student Evaluation of Teacher Performance; Student Needs; Trainees; Vocational Education; Vocational Schools; Oregon (Portland) + Suchen Sie Ihr Suchwort? Bildungserfahrung; Educational voucher; Bildungsgutschein; Interviewing; Interviewtechnik; Post-secondary education; Tertiäre Bildung; Private school; Privatschule; Public school; Öffentliche Schule; Schülerverhalten; Auszubildender; Weibliche Auszubildende; Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule
Abstract	As part of a program to test the feasibility of vouchering institutional vocational training in the Work Incentive Program (WIN) in Portland, Oregon, previous findings from a March, 1975 study of 27 public and private schools in which WIN participants were enrolled were checked against the experiences of 113 students surveyed in the summer and fall of 1975, after they had completed or left the program. (Selected data from interviews with vouchered trainees are presented on such areas as admission procedures, counseling and guidance, placement assistance, evaluation of instructional staff, and overall satisfaction.) In both the public and private schools the majority of the students indicated that they did not have the bad experiences sometimes encountered by vocational trainees, gave their instructors relatively high ratings, and were either highly or moderately satisfied with their training. The conclusions of the earlier study are essentially supported, although the data reflect some weaknesses of the private relative to the public schools. Private schools were rated slightly lower by the students, largely due to unfulfilled expectations from private recruitment practices and advertising. It also appears that private schools need to upgrade the quality of their instructional staffs. An executive summary of the earlier school report is appended. (MF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC