A Vocational Program Articulation Process.

Autor/inn/en	Hobert, Freemont; Smith, Art
Institution	Riverside County Superintendent of Schools, CA.; San Bernardino County Superintendent of Schools, CA.
Titel	A Vocational Program Articulation Process.
Quelle	(1978), (96 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Articulation (Education); College Curriculum; Community Colleges; Competency Based Education; Cooperative Planning; Educational Objectives; Employer Attitudes; Institutional Cooperation; Job Analysis; Program Development; Program Evaluation; School Business Relationship; Two Year Colleges; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Community college; Community College; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Educational objective; Bildungsziel; Erziehungsziel; Arbeitgeberinteresse; Institute; Co-operation; Cooperation; Institut; Kooperation; Arbeitsanalyse; Programmplanung; Programme evaluation; Programmevaluation; Ausbildung; Berufsbildung
Abstract	This manual provides guidelines for implementing the articulation process for vocational/technical programs at California community colleges as set up by the 71 Regional Adult and Vocational Education Councils. An introductory section reviewing the adaptation of the process to local needs, selection of participants, staff and program, basic resource materials, a working definition, funding, and meeting schedules precedes an outline of the eight steps in the articulation process. Each step is discussed relative to objectives, materials needed, coordinator and participant activities, suggestions and/or recommendations, and illustrations. Step 1 relates to completing the Program/Course Inventory (PCI) form. Step 2 deals with competencies for all Dictionary of Occupational Titles listed on the PCI. Step 3 compiles and displays step 2 information and identifies major employer groups and selects an employer review panel to verify titles and competencies which are compiled and distributed to institutions who verify them in steps 4 and 5. Verified information is compiled in summary form in step 6. Step 7 involves the development of curriculum outlines for courses on the PCI that include one or more of verified competencies. Step 8 develops articulation agreements among providers. Copies of all forms used in the steps are appended. (TR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC