ERIC Number: ED212778
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Towards Quality Vocational Education Programs: Implications for Evaluation Approaches and Criteria.
Sheppard, N. Alan
Information relative to what constitutes quality vocational programs is necessary as a basis for program evaluation. Moss (1968) has defined program evaluation as the process of attributing differences between actual and comparative outcomes to program characteristics under different conditions of student characteristics and intervening influences, and judging the value of program characteristics. The definition has two important qualities--evaluation must be comparative and differences must be attributable to program characteristics or interaction of programs and student characteristics. Few reports have directly addressed the concept of "quality" or what constitutes quality in vocational education. Quality, however, must be assured as quantity of vocational education has increased. Three factors are suggested as determining quality: scope, management by objective, and bench marks. Common criteria used in judging quality of the vocational education process are a stated set of objectives, quality of student commitment and motivation, quality of faculty, facilities and equipment, quality of program or curriculum, and feedback mechanisms for evaluation. Process or product criteria must be chosen for program evaluation. A viable measure would be the degree the program increases graduate employability, produces measurable benefits of achievement, and improves retention rates. Outcomes other than employment should be included as nontraditional criteria for program evaluation. (YLB)
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC. Educational Policy and Organization Program.
Authoring Institution: Stanford Univ., CA. Center for Educational Research at Stanford.
Identifiers: Vocational Education Study