Program Design for External High School Diploma Program.

Autor/inn/en	Rawlings, Lyngrid S.; Davison, Jean B.
Institution	District of Columbia Public Schools, Washington, DC.
Titel	Program Design for External High School Diploma Program.
Quelle	(1980), (55 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Achievement; Adult Education; Competence; Educational Certificates; Experience; Experiential Learning; Graduation Requirements; High School Equivalency Programs; Informal Assessment; Lifelong Learning; Nontraditional Education; Portfolios (Background Materials); Program Descriptions; Program Design; Urban Areas; District of Columbia + Suchen Sie Ihr Suchwort? Performance; Leistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kompetenz; Bildungsabschluss; Schulzeugnis; Erfahrung; Experiental learning; Erfahrungsorientiertes Lernen; Abschlussordnung; Life-long learning; Lebenslanges Lernen; Non-traditional education; Alternative Erziehung; Programme design; Programmaufbau; Programmplanung; Urban area; Stadtregion
Abstract	Designed to provide mature adults in an urban setting with an alternative to the high school diploma, the External High School Diploma Program of the District of Columbia is a systematic assessment of an individual's demonstrated competencies in the four generalized life skills areas of health, social/political, consumer/producer, and career assessment/occupational knowledge; the program also provides for assessment of demonstrated competencies in one of the individualized areas of occupational/vocational, advanced academic, or advanced specialized. The five steps in the program are orientation, diagnosis, assessment, evaluation, and recommendation for approval. During the assessment phase, the most important step, the candidates (1) develop a portfolio containing all data on and by them which will be the equivalent of a high school transcript after graduation and (2) earn 100 points in each of the four life skills areas by demonstrating specified competencies and in one of the individualized competencies areas. Evaluation in the occupational/vocational area includes employer testimony, job performance, or documentation. Designed for clients hoping to pursue postsecondary studies, the advanced academic category involved application to a college. All other individuals are included in the advanced specialized category. (Appendixes include lists of generalized life skills and individualized competencies and sample assessment tasks and achievement records.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC