Adult Education School-to-Work Project. Final Report.Reportar como inadecuado




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A project undertaken to determine the feasibility of integrating components of secondary-level tech prep and school-to-work programs into adult basic and literacy education (ABLE) programs. Applied academics curriculum materials developed by the Center for Occupational Research and Development (CORD) and the Agency for Instructional Technology (AIT) were reviewed, and selected elements of both were integrated into mathematics, communication, and blueprint reading programs that were offered to adult students at four locations. Students also received extensive assessment of their functional academic skills by using instruments linked to job placement. The academic, training, and participatory variables of the school-age and adult school-to-work populations were researched, and a preliminary checklist of "work ethic" skills to supplement indicators of academic and intellectual ability was compiled. The following elements of school-age tech prep and school-to-work transition projects were identified as suitable for implementation into ABLE programs: career pathways; nontraditional employment; job-focused assessment; and use of applied academic materials. (Appendixes constituting approximately 80% of this document contain the following: CORD Bridge curriculum; CORD and AIT curriculum information; selected career pathways; sample partnership document, individual assessment report format, work ethic checklist, and school-to-work transition plan; and directory of tech prep and school-to-work providers.) (MN)

Descriptors: Adult Basic Education, Alternative Assessment, Articulation (Education), Career Planning, Check Lists, Curriculum, Education Work Relationship, Feasibility Studies, Integrated Curriculum, Intergenerational Programs, Models, Nontraditional Occupations, Partnerships in Education, Program Development, Program Effectiveness, Records (Forms), Regional Planning, Secondary Education, Tech Prep, Transitional Programs, Work Ethic











Autor: Gacka, Richard C.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11814&id=ED403396







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