Planning Occupational Education and Training for Development. [Report No.: OET-1

Autor/in	Staley, Eugene
Institution	Stanford Univ., CA. Stanford International Development Education Center.
Titel	Planning Occupational Education and Training for Development. [Report No.: OET-1
Quelle	(1968), (148 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Conceptual Schemes; Curriculum Design; Curriculum Development; Developed Nations; Developing Nations; Educational Finance; Educational Needs; Educational Programs; Labor Needs; Program Costs; Program Development; Vocational Education + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Bildungsfonds; Educational need; Bildungsbedarf; Labour needs; Arbeitskräftebedarf; Programmplanung; Ausbildung; Berufsbildung
Abstract	This study offers a conceptual framework for preparing people for adequate performance of occupational roles, an analysis of key issues, and information on experiences and current practices in the field. The main features of the conceptual framework include general education, general plus pre-occupational education, job-entry training plus further education, and career-long further training and retraining plus further education. The logical starting point for planning a developing country's occupational education and training system is analysis of its emerging needs for qualified personnel. An integrated planning approach begins by surveying the country's activities that will require qualified personnel and proceeds to the needs of each sector and ultimately to each employing establishment. Once the planner has a fairly clear idea of the kinds of qualifications needed, the curriculum content must be determined. Next, the planner must consider the institutions available and ways to link the formal education system and the employment system. Finally, the over-all planning, coordinating and financing of the training system must be considered. (SB)
Anmerkungen	Publications Secretary, SIDEC, School of Education, P.O. Box 2329, Stanford University, Stanford, California 94305
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01