Targeting Education: The Connecticut Adult Basic Skills Survey. Executive Summary.

Autor/in	Bergman, Terri
Institution	Comprehensive Adult Student Assessment System, San Diego, CA.
Titel	Targeting Education: The Connecticut Adult Basic Skills Survey. Executive Summary.
Quelle	(1997), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Adult Basic Education; Adult Educators; Adult Students; Basic Skills; Competence; Daily Living Skills; Educational Objectives; Employers; Job Skills; Needs Assessment; Outcomes of Education; Public Agencies; Relevance (Education); School Business Relationship; School Community Relationship; State Surveys; Teacher Attitudes; Connecticut + Suchen Sie Ihr Suchwort? Verantwortung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Basic skill; Grundfertigkeit; Kompetenz; Alltagsfertigkeit; Educational objective; Bildungsziel; Erziehungsziel; Produktive Fertigkeit; Bedarfsermittlung; Lernleistung; Schulerfolg; Öffentliche Einrichtung; Relevance; Relevanz; Lehrerverhalten
Abstract	A study of the skill priorities of Connecticut's adult education stakeholders asked 838 business and industry providers, 4,846 learners, 774 instructional service providers, and 753 state agencies and public service providers to rate how critical 55 competencies are to an adult's ability to function in society and the workplace. The competency statements covered these areas: basic communication, consumer economics, community resources, health, employment, government and law, computation, and learning to learn. Stakeholders rated each competency statement as very important, important, somewhat important, or not important, with numeric ratings from 4 to 1, respectively. Average scores for each competency statement by each respondent group, scores for each competency area by each respondent group, weighted aggregate responses, and competency area mean ratings were computed from responses on the 4,245 useable questionnaires returned. As an aggregate, stakeholders rated basic communication highest, then employment, learning to learn, and health and gave computation, consumer economics, community resources, and government and law its lowest ratings. Business and industry providers' competency area rankings were almost identical to the aggregate's. Learners ranked health highest, then basic communication and employment. Instructional service providers' rankings were most similar to those of learners and least similar to those of business and industry providers. State agencies and public service providers' rankings were most similar to those of the aggregate and business and industry providers. Recommendations were made to improve curriculum, instruction, and assessment and to focus program planning, staff development, and program coordination. Contains 13 tables. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC