Development of a Model for Distributive Education in Area Vocational Technical Schools in Missouri. Final Report. [Practical Arts and Vocational-Technical Education (PAVTE]).

Institution	Missouri Univ., Columbia.
Titel	Development of a Model for Distributive Education in Area Vocational Technical Schools in Missouri. Final Report. [Practical Arts and Vocational-Technical Education (PAVTE]).
Quelle	(1978), (71 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Advisory Committees; Career Exploration; Competency Based Education; Cooperative Education; Distributive Education; Employment Patterns; Individualized Instruction; Job Training; Labor Needs; Models; Nontraditional Education; Occupational Clusters; Population Distribution; Program Descriptions; Program Development; Program Guides; Secondary Education; Specialization; Staff Role; Student Interests; Student Projects; Teacher Responsibility; Teaching Methods; Time Blocks; Vocational Education; Work Experience Programs; Missouri + Suchen Sie Ihr Suchwort? Beratungsstelle; Berufserkundung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kooperativer Unterricht; Beschäftigungsstruktur; Individualisierender Unterricht; Berufsqualifizierender Bildungsgang; Labour needs; Arbeitskräftebedarf; Analogiemodell; Non-traditional education; Alternative Erziehung; Berufsgruppe; Demographical distribution; Bevölkerungsverteilung; Programmplanung; Sekundarbereich; Arbeitsteilige Spezialisierung; Studieninteresse; Schulprojekt; Lehrverpflichtung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Berufsbildung
Abstract	Based on an analysis of problems in Missouri's distributive education programs, labor market needs, and a literature review, this report introduces three models developed for area vocational-technical schools. Basic guidelines are suggested for specialized and performance-based programs. The performance-based programs encompass the following areas: project/laboratory method, non-traditional cooperative methods, block-time programs, advisory councils, and school store. The proposal advocates that programs be based on documented employment need and student interest and be designed to offer practical experience, establish direct business ties, and serve area students. To meet a diversity of area school needs in preparing students in specific job competencies, three models are identified. The first model presented, the metropolitan, offers many specialized programs for communities of l20,000 or more. The intermediate model is designed to serve populations between 20,000 and l20,000 and although similar to the metropolitan, offers fewer programs and specialized areas. The final model discussed, the isolated model, applies to communities of less than 20,000 and offers individualized instruction but no specialized programs. Implementation guidelines are provided for the steering committee, area school staff, instructors, and program structure. Appendixes contain twenty-three occupational clusters, synthesis of program visitations, and the Kesterson Model plan. (CSS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC