Legislative Provisions for the Improvement of Guidance Programs and Personnel Development. Final Report, Volume I.

Autor/in	Drier, Harry N.
Institution	Ohio State Univ., Columbus. National Center for Research in Vocational Education.
Titel	Legislative Provisions for the Improvement of Guidance Programs and Personnel Development. Final Report, Volume I.
Quelle	(1980), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Education; Career Guidance; Competence; Competency Based Education; Compliance (Legal); Counselor Training; Educational Legislation; Federal Legislation; Guidance Personnel; Guidance Programs; Information Dissemination; Inservice Education; Job Skills; Learning Modules; Material Development; Program Effectiveness; Program Evaluation; Program Improvement; Staff Development; State Legislation; Workshops + Suchen Sie Ihr Suchwort? Arbeitslehre; Berufsorientierung; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsrecht; Schulgesetz; Bundesrecht; Informationsverbreitung; Berufsbegleitende Ausbildung; Produktive Fertigkeit; Learning module; Lernmodul; Lehrmaterialentwicklung; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung; Landesrecht; Lernwerkstatt; Schulung
Abstract	This report discusses a project to facilitate and enhance fulfillment of legislated authorities and requirements for meeting career guidance program needs. Chapter 1 lists its four aims: analyze pertinent federal and state legislative provisions, identify competencies needed by guidance personnel to effectively conduct a comprehensive career guidance program, develop competency-based training materials, and train guidance personnel in use of materials. Chapter 2 presents procedures used, by the twelve major and two administrative objectives: (1) identify and characterize legislation; (2) identify competencies required of personnel; (3) identify, select, and describe existing career guidance program material resources; (4) develop and disseminate general audience project brochure; (5) develop project training materials; (6) identify support materials; (7) pilot test training and support materials; (8) conduct national training workshop; (9) conduct four regional training workshops; (10) conduct state-level training workshop; (11) conduct national dissemination workshop; (12) evaluate project effectiveness; (13) utilize national advisors and consultants; and (14) prepare reports. Evaluation of regional workshops and state-level workshops is summarized in chapter 3. Chapter 4 discusses conclusions within the context of each separate objective. Recommendations made in chapter 5 are clustered into six categories: pre- and inservice for guidance personnel, certification, testing of competency materials in varied settings, future use of trained trainers, and materials dissemination. (Appendixes are contained in Volume 2--see note.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01