Aboriginal Employment & Training Program Development--Toward an Internally Controlled Process.

Autor/in	Stevenson, Phyllis Fay
Titel	Aboriginal Employment & Training Program Development--Toward an Internally Controlled Process.
Quelle	(1998), (91 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Adult Education; Adult Programs; Canada Natives; Career Education; Career Planning; College Preparation; Community Education; Dropout Programs; Educational Research; Employment Programs; Foreign Countries; High Risk Students; High School Equivalency Programs; Job Training; Models; Post High School Guidance; Postsecondary Education; School Counseling + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Arbeitslehre; Karriereplanung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Bildungsforschung; Pädagogische Forschung; Employment program; Employment programme; Employment programmes; Beschäftigungsprogramm; Ausland; Problemschüler; Berufsqualifizierender Bildungsgang; Analogiemodell; Post-secondary education; Tertiäre Bildung; School counselling; Pädagogische Beratung
Abstract	A case study was conducted of the Peguis Adult High School program (PAHS), a community-based adult education in a Manitoba First Nation community for repeat dropouts and students who did not fit into regular high school. A literature review of the historical relationship between federal/provincial governments and First Nation communities examined effects of government policy on programming and funding for aboriginal people. During a 3-week probation, 31 selected students attended a study skills workshop, group counseling sessions, and conference on Native Awareness and Traditional Values; 21 were chosen for program admission. PAHS upgraded students' skills to the entry levels postsecondary institutions required. Individualized instruction was emphasized; course content was organized into modules that allowed students to take only those necessary to pursue their occupational goals. Counseling, self-directed job search, and information on career building and resume writing were provided. Five students participated in a post-program interview; four believed course content was only partly relevant to them; three did not believe the program had long-lasting effects on their lives; and all implied a lack of communication between them and instructors. Findings were used to develop a model of an internally controlled employment and training program with four phases: collecting data; compiling data and reporting; planning and development; and implementation, evaluation, and follow up. (Contains 65 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC