A Restructured Model for Secondary Vocational Education. A Report Submitted to Governor Rudy Perpich and the 1989 Minnesota State Legislature.

Institution	Minnesota State Dept. of Education, St. Paul.
Titel	A Restructured Model for Secondary Vocational Education. A Report Submitted to Governor Rudy Perpich and the 1989 Minnesota State Legislature.
Quelle	(1988), (47 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Articulation (Education); Educational Administration; Educational Improvement; Master Plans; Outcomes of Education; Planning Commissions; Secondary Education; State School District Relationship; State Standards; Statewide Planning; Vocational Education; Minnesota + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Bildungsverwaltung; Schuladministration; Schulverwaltung; Teaching improvement; Unterrichtsentwicklung; Produktionsplanung und -steuerung; Lernleistung; Schulerfolg; Sekundarbereich; Staatliches Schulamt; Planwirtschaft; Ausbildung; Berufsbildung
Abstract	This document reports a model for restructuring secondary vocational education in Minnesota, incorporating state-specified student exit outcomes with local additions. Following an executive summary, part 1 of the document explains the principles that guided the restructuring (integration of basic and higher-order thinking skills into the curriculum; nonduplicative articulation between secondary and postsecondary programs; updating and upgrading curriculum and instructional support; equal access and equitable treatment for all students; and explicit focus on technical skills, career development, work readiness, preparation for family roles, and technological competence). Part 2 describes the background for development of the model, including Minnesota's social and economic situation and the model development process itself. Part 3 explains the model narratively and graphically, spelling out its relationship to society's needs, students' needs, exit outcomes, program outcomes, and essential program characteristics. Part 4 is an action plan for achieving the policy changes necessary to enable local education agencies to implement the model. Part 5 addresses necessary implementation processes. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC