Exemplary Program Policies and Practices for Adult Vocational Education.

Autor/inn/en	Miller, Larry; Hedges, Lowell
Institution	Ohio State Univ., Columbus. Dept. of Agricultural Education.
Titel	Exemplary Program Policies and Practices for Adult Vocational Education.
Quelle	(1981), (275 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Adult Educators; Adult Programs; Adult Vocational Education; Advisory Committees; Counseling; Curriculum; Demonstration Programs; Educational Cooperation; Educational Research; Employer Attitudes; Employer Employee Relationship; Fringe Benefits; Postsecondary Education; Program Administration; Program Effectiveness; School Business Relationship; Student Characteristics; Student Educational Objectives; Student Financial Aid; Student Recruitment; Success; Teacher Characteristics; Teacher Qualifications; Teaching Experience; Teaching Methods; Work Experience; Ohio + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Beratungsstelle; Counselling; Beratung; Curricula; Lehrplan; Rahmenplan; Education; cooperation; Kooperation; Bildungsforschung; Pädagogische Forschung; Arbeitgeberinteresse; Sozialabgaben; Post-secondary education; Tertiäre Bildung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Erfolg; Lehrqualifikation; Teaching method; Lehrmethode; Unterrichtsmethode; Employment experience; Job experience; Occupational experience; Berufserfahrung
Abstract	Policies and practices were identified that have led to the success of exemplary programs in adult vocational education in Ohio. Data were collected from adult vocational education personnel, students, and employers located in five exemplary planning districts. All districts had a full-time supervisor for adult programs, employed full- and part-time adult vocational education instructors, developed a separate budget, used craft advisory committees, conducted informal and formal evaluation of vocational education programs, and cooperated with local business, government, and community agencies. Less than one-half of all adult instructors held a bachelor's degree. Two-thirds used competency-based educational curricula. The most common teaching method was supervising individuals working on projects or at cooperative training stations. Instructors were involved in job placement and student recruitment. Adult students attended vocational/technical classes to improve job skills and to prepare for a career or job change. About two-thirds were enrolled full-time. About two-thirds received employer or other support for tuition costs. Over one-half of the employers reimbursed employees and provided work release. Use of employer facilities as a classroom or laboratory was indicated as the most frequent cooperative activity. (Appendixes include survey instruments and data tables.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC