Implementing Vocational Education in the Schools: An Alternative Curriculum.

Institution	Illinois State Board of Education, Springfield. Dept. of Adult, Vocational and Technical Education.
Titel	Implementing Vocational Education in the Schools: An Alternative Curriculum.
Quelle	(1984), (217 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Coping; Daily Living Skills; Education Work Relationship; Educational Needs; Employment Potential; Fused Curriculum; Futures (of Society); Guidelines; High Schools; Individual Power; Interpersonal Competence; Job Skills; Junior High Schools; Labor Market; Models; Nontraditional Education; Prevocational Education; Problem Solving; State Curriculum Guides; Transfer of Training; Illinois + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Bewältigung; Alltagsfertigkeit; Educational need; Bildungsbedarf; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Future; Society; Zukunft; Richtlinien; High school; Oberschule; Eigeninitiative; Interpersonale Kompetenz; Produktive Fertigkeit; Sekundarstufe I; Labour market; Arbeitsmarkt; Analogiemodell; Non-traditional education; Alternative Erziehung; Enterprise education; Vorberufliche Bildung; Problemlösen; Rahmenlehrplan; Training; Transfer; Ausbildung
Abstract	This extrapolation paper is intended: (1) to present a model of a pretechnical curriculum that has as its focus the self-empowerment of the individual and (2) to describe how the curriculum could be implemented in the schools. The first part of the paper discusses the need for a pretechnical curriculum in terms of a model for self-empowerment. Addressed in the next two chapters are employer and employee needs in the labor market of the future and criteria for curricular decisions. Next, the concepts of personal and occupational transitions are examined, and a model for handling transitions is provided. Covered in the next chapter, the largest section in the report, are the need for developing problem-solving skills, a model for solving problems, strategies for developing higher order problem-solving skills, skills for use in developing logical and critical thinking skills, and the role of interpersonal skills in the group problem-solving processes. The final chapter is an implementation guide that presents strategies for fusing generalizable, transition, and problem-solving skills in pretechnical and technical education courses to prepare students for entry-level jobs, training programs, or retraining programs. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC