ERIC Number: ED366796
Record Type: RIE
Publication Date: 1993-Dec
Reference Count: N/A
Two Perspectives: Perkins II Accountability. OBE/Education Reform Movement.
The Perkins Act requires states to adopt systems of outcome-based standards and measures of performance for judging the success of local vocational programs and guiding program improvement. Criteria for the design of states' systems of performance measures and standards include the following: the measures should be defined clearly and precisely; outcomes should be easily measured; a manageable number of outcome measures should be included in the accountability system; standards must be justified in terms of success in either the workplace or further education; and the information generated by the accountability system must be routinely accessible. A school focused on outcomes requires fundamental changes in teaching and learning. Many objections have been voiced to outcome-based education, especially from persons considered as members of the "religious right." These objections center especially on the outcomes having to do with values, which objectors say are the province of the families and churches. The area of home economics is especially vulnerable to such criticism because it deals with family life. Educational reformers counter that U.S. public schools designed for the 19th century are incapable of solving the problems that face the country in the 21st century. They say that schools should be reformed to stress outcome-based education. They believe that the higher-order thinking skills and occupational skills fostered by outcome-based education are essential to students' survival in the future. (KC)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Carl D Perkins Voc and Appl Techn Educ Act 1990; Outcome Based Education
Note: Paper presented at the Annual Conference of the American Vocational Association (Nashville, TN, December 3-7, 1993).