Articulated, Performance-Based Instruction Objectives Guide for Business and Office Education. Final Document for Articulation of Business and Office Education.

Autor/in	Henderson, Wm. Edward, Jr.
Institution	Greenville County School District, Greenville, SC.; Greenville Technical Coll., SC.
Titel	Articulated, Performance-Based Instruction Objectives Guide for Business and Office Education. Final Document for Articulation of Business and Office Education.
Quelle	(1982), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Articulation (Education); Behavioral Objectives; Business Skills; Competence; Competency Based Education; Curriculum Development; Educational Planning; Guidelines; Instructional Materials; Job Skills; Learning Modules; Office Occupations Education; Postsecondary Education; Program Development; Vocational Education; South Carolina + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsplanung; Richtlinien; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Produktive Fertigkeit; Learning module; Lernmodul; Büro- und Verwaltungsschule; Post-secondary education; Tertiäre Bildung; Programmplanung; Ausbildung; Berufsbildung
Abstract	A project was undertaken to develop a continuous, competency-based line of vocational training in business and office education programs at the secondary and postsecondary levels that would prepare students for entry-level employment in business and office occupations. To accomplish this goal representatives from 15 South Carolina high schools--2 secondary level vocational centers, the school district of Greenville County, South Carolina, and secretarial science department instructors from the postsecondary level program of Greenville Technical College--met in task force committee meetings and workshops to coordinate similar secondary and postsecondary programs and to laterally articulate similar programs at the secondary level. After identifying major objectives for job competency and performances to obtain the objectives, task force members developed criterion-referenced measures of competence as a guide for articulating the various programs. Also developed during the project was an articulated, performance-based instruction objectives guide for business and office education. Included in the guide were learning modules in the following subject areas: typewriting, shorthand, accounting, office procedures, and business English. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC