Secondary & Postsecondary Assessment for Public Law 101-392.

Autor/in	Stammen, Ronald M.
Institution	North Dakota State Board for Vocational Education, Bismarck.
Titel	Secondary & Postsecondary Assessment for Public Law 101-392.
Quelle	(1993), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Articulation (Education); Distance Education; Educational Improvement; Educational Needs; Educational Technology; Postsecondary Education; Program Effectiveness; Program Evaluation; Program Implementation; Program Improvement; State Programs; Technical Education; Vocational Education; North Dakota + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Distance study; Distance learning; Fernunterricht; Teaching improvement; Unterrichtsentwicklung; Educational need; Bildungsbedarf; Unterrichtsmedien; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Regierungsprogramm; Technikunterricht; Ausbildung; Berufsbildung
Abstract	An evaluation was made of secondary and postsecondary vocational-technical education in North Dakota to review progress since the passage of Public Law 101-392 in that state. Some of the findings of the postsecondary evaluation are the following: (1) between 1991 and 1993, a unique statewide tech prep initiative was begun and is in its second planning phase; (2) all of the two-year colleges are part of a statewide interactive video network; (3) the two-year colleges have cooperated with secondary school interactive television networks, and other technical advancements have been made; (4) a chancellor system was established to govern the two-year colleges, resulting in organizational restructuring; and (5) a task force recommended changes in funding patterns and delivery systems for postsecondary education in the state. The secondary assessment found that, from 1991 to 1993, the State Board for Vocational Education successfully cooperated and coordinated with other state education agencies and produced such changes as the following: (1) approximately 75 percent of the high schools in the state now are involved in cooperative planning and a consortium; (2) the tech prep initiative is being established statewide; (3) 30 percent of the secondary schools have organized and constructed interactive television networks; and (4) two of the four regional two-year colleges have linked interactive television networks with secondary school clusters. Recommendations were made for continuing improvement on both the secondary and postsecondary levels, especially in updating curriculum and materials, cooperation among schools and the community, and establishing competency-based education to meet industry needs. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC