Vocational Education Performance Standards. ERIC Digest No. 96.

Autor/in	Imel, Susan
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Vocational Education Performance Standards. ERIC Digest No. 96.
Quelle	(1990), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Accountability; Competence; Educational Quality; Employment Level; Job Skills; Occupational Tests; Outcomes of Education; Performance; Postsecondary Education; Program Evaluation; Standards; Vocational Education + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Verantwortung; Kompetenz; Quality of education; Bildungsqualität; Beschäftigungsgrad; Produktive Fertigkeit; Berufseignungsprüfung; Lernleistung; Schulerfolg; Achievement; Leistung; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Standard; Ausbildung; Berufsbildung
Abstract	Pending legislation for the reauthorization of the Carl D. Perkins Vocational Education Act mandates the development of performance indicators or standards, which are also called educational indicators, quality indicators, outcome indicators, performance standards, and performance measures. There is general agreement that indicators or standards are single or composite statistics that reveal something about the performance or health of an educational system. Three of the most frequently used outcome measures developed for vocational education in the last decade are labor market (including job placement, earnings, and the duration of employment and unemployment), learning (most often measured in occupational competency testing), and access (monitoring the numbers of women, minorities, and students with special needs who are enrolled in programs). None of the outcome measures currently in use appears to be sufficient when used singly, although some combination of labor market, learning, and access outcomes seems promising. Illinois and Minnesota are working on such combinations. Developing and implementing a system of performance standards for vocational education requires making demanding decisions on performance assessment, accountability, and actions. Among potential problems are the impact of performance standards on those whom the program serves, the influence of performance standards on the types of training provided, the difficulty of meeting multiple standards, and the difficulty of adjusting standards for programs in different labor markets. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC