Access to Educational Opportunity in Rural Communities: Alternative Patterns of Delivering Vocational Education in Sparsely Populated Areas. Volume 5: Clay-Wayne County Joint Agreement: A Decentralized Noncenter Agreement.

Autor/inn/en	Thomas, Ruth G.; und weitere
Institution	Minnesota Univ., St. Paul. Agricultural Experiment Station.
Titel	Access to Educational Opportunity in Rural Communities: Alternative Patterns of Delivering Vocational Education in Sparsely Populated Areas. Volume 5: Clay-Wayne County Joint Agreement: A Decentralized Noncenter Agreement.
Quelle	(1986), (92 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Access to Education; Agricultural Education; Case Studies; Cooperative Programs; Decentralization; Delivery Systems; Educational Cooperation; Home Economics; Program Descriptions; Rural Education; School Districts; School Organization; Secondary Education; Vocational Education; Vocational Training Centers; Illinois + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Agriculture; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Case study; Fallstudie; Case Study; Decentralisation; Dezentralisierung; Auslieferung; cooperation; Kooperation; Hauswirtschaft; Hauswirtschaftslehre; Ländliche Erwachsenenbildung; School district; Schulbezirk; School organisation; Schulorganisation; Sekundarbereich; Berufsbildung; Vocational training center; Vocational training centre; Vocational training centres; Ausbildungseinrichtung; Berufsaufbauschule
Abstract	A decentralized noncenter agreement pattern of inter-school district cooperation is examined in this final of four case studies addressing access of rural students to vocational education. The report identifies essential features of this form of cooperation, details factors facilitating/impeding the operation/maintenance of the cooperative arrangement, assesses the program's compatibility with its three-county southwestern Illinois setting, and recommends modifications for further study and development. Chapter I presents study background, purposes, and methods. Chapter II outlines political and demographic setting characteristics. Chapter III analyzes size, facilities, finances, governance, staff, scheduling, curriculum, students, and perceptions of school personnel and community members of the participating school districts. Chapter IV focuses on the history, legal structure, financing and costs, size, staff, scheduling and curriculum, students, and transportation needs of the center. Chapters V through VII detail consumer homemaking, occupational home economics and vocational agricultural programs. Chapter VIII offers a summary, concludes that this type of approach works best where distances between communities are relatively short and schools have high-quality programs not offered by other districts, and recommends that this concept be explored further. Appendices contain the continuing vocational joint agreement documentation and billing work sheet. (NEC)
Anmerkungen	Community Resources Distribution, Room 3, Coffey Hall, University of Minnesota, 1420 Eckles Avenue, St. Paul, MN 55108 ($4.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC