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Descriptors:
Surgery; Vocational Education; Articulation (Education); Competency Based Education; Curriculum Design; Course Descriptions; Program Descriptions; Standards; Job Skills; Postsecondary Education; Certification; Equipment; Student Evaluation; Community Colleges; Associate Degrees; Medical Services; Allied Health Occupations; Allied Health Occupations Education; Multiple Literacies; Educational Certificates; Core Curriculum; Minimum Competencies

Abstract:
As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. Surgical Technology is an instructional program that prepares an individual to serve as a member of the surgical team to work with surgeons, anesthesiologists, certified registered nurse anesthetists, registered nurses, and other surgical personnel in delivering patient care and assuming appropriate responsibilities before, during, and after surgery. This program includes the education of all aspects of surgical technology including the role of second assistant and circulator. Graduates of the 12-month program will be awarded the Certificate of Surgical Technology. The Associate of Applied Science Degree in Surgical Technology will be awarded to the successful graduate of the 24-month program. Qualified graduates will be required to apply to the National Board of Surgical Technology and Surgical Assisting (formerly the LCC-ST) to become a Certified Surgical Technologist. Industry standards are based on the "Core Curriculum for Surgical Technology." Appended are: (1) Standards Based on the Core Curriculum for Surgical Technology; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adults; Educational Attainment; Postsecondary Education; Adult Education; Certification; Educational Certificates; Noncredit Courses; Credentials; National Surveys; Pilot Projects; Incidence; Individual Characteristics; Age Differences; Employment; Comparative Analysis; Error of Measurement

Abstract:
Education and training beyond high school are important for securing opportunities for high-wage jobs in the United States. Academic degrees awarded by institutions of higher education represent a key component of the post-high-school credentials available to the American labor force. Other credentials, such as industry-recognized certifications, occupational licenses, and subbaccalaureate educational certificates have also emerged as key credentials with potential labor market value. This report describes work undertaken by the federal Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA) to develop a short set of survey items to measure the prevalence of these credentials. The development of survey measures to enumerate adults with certifications, licenses, and certificates culminated in the Adult Training and Education Survey (ATES) Pilot Study, a national household survey of noninstitutionalized adults ages 18 and over. The primary objective of the study was to evaluate a set of survey items in order to determine the most parsimonious set of items needed to accurately measure the prevalence of certifications, licenses, and certificates in the U.S. adult population. The purpose of this report is to present the results of this evaluation and make recommendations for survey items to use in existing and future federal data collections. The research effort described in this report was undertaken for questionnaire and procedural development purposes only. The information collected and published from this effort should not be used to generate or cite population estimates or other statistics. Appended are: (1) Details on the Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA); (2) ATES Pilot Study Design and Methodology; (3) Supplemental Tables; (4) Standard Error Tables; (5) ATES Pilot Study Annotated Extended Interview Questionnaire; (6) ATES Focus Group Report; and (7) ATES Cognitive Interview Report. Individual chapters contain footnotes. (Contains 61 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adult Education; Conferences (Gatherings); Lifelong Learning; Child Caregivers; Child Care; Early Childhood Education; Competence; Job Skills; Case Studies; Genealogy; Global Approach; Commercialization; Foreign Countries

Abstract:
We provide a historical (genealogical) study of the changes in discourses on adult education since the famous UNESCO conference in Montreal, to present day texts of the European Union on lifelong learning. We also analyse how these changing global discourses on lifelong learning have travelled--through the hegemony of English language--to local situations, such as in Flanders. In the case of Flanders, they have paradoxically contributed to a significant counter-professionalisation of the early years workforce. This genealogical case study also shows how research, policy and practice are closely intertwined in their contribution to this paradox. The study shows that genealogical approaches are useful to show both how international influences need to be considered in a globalised world, but also how specific local "hybridisations" of these discourses are constructed. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education; Associate Degrees; Community Colleges; Educational Certificates; Postsecondary Education; Education Work Relationship; Federal Legislation; Educational Policy; Public Colleges; Proprietary Schools; Two Year Colleges; Graduation Rate; Educational Attainment; Private Sector; Intellectual Disciplines; School Statistics; Outcomes of Education; National Surveys; Definitions; Federal Programs; Educational Trends; STEM Education; Allied Health Occupations Education; Gender Differences; African American Students; Hispanic American Students; White Students; Racial Differences; Census Figures; Longitudinal Studies; Research Reports; State Programs; Profiles; State Policy

Abstract:
Since President Obama took office, he has repeatedly called for the United States to significantly improve its postsecondary education performance. One goal in particular has gained wide attention: the President's declaration that in an ever more competitive global marketplace, the United States must once again lead the world in college attainment, challenging Americans to complete at least one year of education past high school. Completion is the key when it comes to advanced education. To fully enjoy the benefits of higher knowledge and skills, one must graduate. A too often underutilized strategy--but one that can deliver greater income returns than associate and even some bachelor's degrees--is certificates. And for students balancing the jobs they must have with the advanced education they desire--a situation faced by most American college students today--completing a certificate can be the most direct path to college completion and career success. Against this backdrop, "Certificates Count: An Analysis of Sub-Baccalaureate Certificates" calls attention to the significant value of certificate programs--practical and often underutilized credentials that can provide graduates with an appealing combination of rapid postsecondary achievement and portable skills and knowledge. Certificates can position graduates for immediate workforce success, while establishing solid foundations for future academic achievement. This study draws attention to important distinctions between certificate programs: length of program, subjects studied, program quality, and availability by geographical region. Appended are: (1) Summary of Sub-Baccalaureate Certificates Awarded All Title IV Institutions, By Length, By Sector 2007-08; (2) Summary of Sub-Baccalaureate Certificates Awarded All Title IV Institutions, By Length, By Program Category 2007-08; (3) All Certificate Awards by State By Sector and Public as a Percentage of the Total 2007-08; (4) All Certificates and Public Sector Certificates By State per 10,000 Population, Ranked, 2007-08; (5) Certificate Awards by State as a Percentage of All Sub-Baccalaureate Completions, 2007-08; (6) Certificate Awards by State Per 10,000 Population, 2007-08; (7) All Sub-Baccalaureate Awards by State, Per 10,000 Population, 2007-08; (8) Associate's Degrees and Certificates Awarded by Public Two-Year Institutions, 2007-08; (9) Public Two-Year Degree-Granting Institutions Certificates as a Percentage of all Sub-Baccalaureate Completions, 2007-08; and (10) Associate Degrees and Long Term Certificates Per Population, Ranked by State, Community Colleges Only, 2007-08. (Contains 5 tables, 6 charts, and 13 footnotes.) [For "Certificates Count: An Analysis of Sub-Baccalaureate Certificates. Executive Summary and Data Appendices," see ED536835.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Occupational Therapy; Vocational Education; Curriculum Design; Course Descriptions; Program Descriptions; Standards; Job Skills; Postsecondary Education; Certification; Licensing Examinations (Professions); Core Curriculum; Competency Based Education; Minimum Competencies; Equipment; Student Evaluation; Community Colleges; Associate Degrees; Allied Health Occupations; Allied Health Occupations Education; Multiple Literacies; Paraprofessional Personnel; Qualifications; Clinical Experience

Abstract:
As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Career-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local career-technical programs. The Occupational Therapy Assistant curriculum is a two-year program of study that prepares an individual to work under the direction of a certified Occupational Therapist to administer treatment pertinent to restorative, preventive, and maintenance programs. The focus is on the development and maintenance of capacity to perform those tasks essential to productive living and to the mastery of self and the environment. This program prepares the graduate to practice in a variety of health care and community settings as a member of a professional team. Opportunities for employment are varied and extensive. Admission to the program is selective and competitive. An associate's degree is granted upon successful completion of the program. Industry standards referenced are based on the Accreditation Council for Occupational Therapy Education of the American Occupational Therapy Association, Inc.'s "Standards for an Accredited Educational Program for the Occupational Therapy Assistant." Appended are: (1) Standards for an Accredited Educational Program for the Occupational Therapy Assistant; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Design; Job Training; Skilled Workers; Human Capital; Focus Groups; Lifelong Learning; Experiential Learning; Union Members; Unskilled Workers; Health Services; Allied Health Occupations; Allied Health Occupations Education; Thinking Skills; Job Skills; Interpersonal Competence; Adult Education; Adult Educators; Graduates; Postsecondary Education; Vocational Schools; Labor Force Development; Student Characteristics; Program Implementation; Student Motivation; Interviews

Abstract:
The purpose of this case study was to explore how low-skilled workers who participated in a health care training program learned to acquire the technical, cognitive, and developmental competencies they needed to gain skilled employment in higher-level positions in the field and thus advance their careers. The data methods used were: (1) in-depth interviews involving 21 participants, of whom 16 were current students and 5 recent graduates; (2) a focus group with 7 current and past students who were nonparticipants in the interviews; and (3) a document review. Data sources came from a private, non-profit postsecondary vocational institution that provided job training and education services to incumbent union members, dislocated workers, and others. Specific areas related to adult education and workforce education informed the research framework. The four main areas of literature shedding light on the learning and development trajectory of this population were Social Cognitive Career Theory, Career-Related Continuous Learning, Self-Directed Learning, and Experiential Learning. While the study's focus was on the learning and development of low-skilled workers, an overarching finding revealed that the program design impacted participants' training outcome. Issues such as excessive testing, the fast-paced truncated program, strict policies, and lack of program structure were barriers to learning and developing. Despite these issues, personal motivation and a strong support system facilitated participants' success in the program. Although most respondents said the program was difficult, they also viewed the difficulty as a catalyst to learning and development. Further findings underscored competencies such as technical knowledge, strong interpersonal skills, and positive personal characteristics needed for occupational transition. Evidence showed, however, that these competencies were realized mainly by sharing of ideas with colleagues and being self-directed. The researcher's principal recommendation is that adult and workforce educators who facilitate skills development in the health care industry must ensure that program design and implementation meet the specific needs of learners. By focusing on the skill requirements of the industry and learners' individualized needs concurrently supports the development of human capital for the current and future workforce. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Colleges; Tables (Data); Graphs; Academic Achievement; Teacher Characteristics; Profiles; Educational Finance; College Faculty; College Students; Institutional Mission; School Districts; Values; Goal Orientation; Boards of Education; Trustees; Public Colleges; Population Trends; Family Income; Gender Differences; Racial Differences; Educational Attainment; Enrollment Trends; Student Characteristics; Foreign Students; Continuing Education; Adult Education; Adult Literacy; High Schools; Labor Force Development; White Students; African American Students; Asian American Students; Hispanic American Students; College Credits; Age Differences; Place of Residence; Trend Analysis; Foreign Countries; School Schedules; Distance Education; Developmental Programs; Dual Enrollment; Library Services; Technical Education; English (Second Language); Adult Basic Education; Awards; Graduation Rate; Grades (Scholastic); College Transfer Students; Associate Degrees; Educational Certificates; Costs; College Administration; Pacific Islanders; Educational Facilities; Teacher Salaries; Income; Tuition; Budgets; Expenditures; Resource Allocation; Fees; Student Financial Aid

Abstract:
The Houston Community College (HCC) 2011-2012 Fact Book provides statistical information about the college district. It is important for the reader to be aware that data presented in this publication may differ slightly from statistics found in other district reports. Such variances may result from differences methodology including the source of information used, the reporting period covered (semester, academic year), or the student base included (semester credit, continuing education, adult education and literacy). The source of the information in each table and graph is cited, along with the date generated, the reporting period, and the students included. [For "Houston Community College 2010-2011 Fact Book," see ED531754.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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State Agencies; Student Records; Privacy; Information Security; Confidentiality; Federal Legislation; Agency Cooperation; Educational Cooperation; Statewide Planning; Labor Force Development; Disclosure; Information Policy; Federal Regulation; State Regulation; School Districts; Social Services; Educational Improvement; Educational Policy; Data; Data Analysis; State Policy; Longitudinal Studies; State Programs; Postsecondary Education

Abstract:
Statewide Longitudinal Data Systems (SLDS) provide the information and tools needed to inform policies, practices and decisions at every level to improve student achievement and system performance. It is equally important that there are policies and practices to protect personally identifiable information and to ensure the confidentiality and security of this sensitive information. Linking limited data elements from different sectors is sometimes necessary to generate actionable information that can be used to realize efficiency, assess impact, and make informed decisions about education. Based on state experiences, comments, and ongoing conversations, the Data Quality Campaign (DQC) Partners have identified the following four areas of continuing confusion: (1) Sharing between Separate P-(or K-)12 and Postsecondary Data Systems; (2) Disclosures to a Former School/LEA for Evaluation and Accountability; (3) Research Studies Initiated by State Agencies; and (4) Disclosures to Workforce and Social Service Agencies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Radiology; Certification; Vocational Education; Curriculum Design; Course Descriptions; Program Descriptions; Standards; Job Skills; Postsecondary Education; Educational Certificates; Licensing Examinations (Professions); Core Curriculum; Competency Based Education; Minimum Competencies; Equipment; Student Evaluation; Community Colleges; Associate Degrees; Medical Services; Allied Health Occupations; Allied Health Occupations Education; Multiple Literacies; Paraprofessional Personnel; Qualifications; Clinical Experience

Abstract:
As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. The Nuclear Medicine Technology curriculum is a flexible program designed to offer a 2-year Associate of Applied Science degree program of study and/or a certificate of completion in Nuclear Medicine Technology. The program is designed to prepare the technologist to perform imaging procedures by administering radioactive materials to patients in a clinical setting. The nuclear medicine technologist is a highly specialized health-care professional who works closely with the nuclear medicine physician. The program is designed to provide the student the knowledge and skills to enter the field as a nuclear medicine technologist and successfully write the certification examinations of the American Registry of Radiologic Technologists (ARRT) and/or the Nuclear Medicine Technology Certification Board (NMTCB) upon successful program completion. To be admitted into the Nuclear Medicine Program, students must meet the following requirement: completion of an accredited program in radiologic technology. The curriculum was written to follow the American Society of Radiologic Technologists (ASRT) core curriculum. Standards are based on ARRT content specifications for the examination in Nuclear Medicine Technology and the NMTCB components of preparedness. Appended are: (1) Industry Standards; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Counseling Techniques; Mental Health; Family Counseling; Therapy; Models; Outcomes of Treatment; Case Studies; Counselor Training; Competency Based Education; Competence; Outcome Based Education; Allied Health Personnel; Counselor Client Relationship; Intervention; Adult Education

Abstract:
A continuation of Part I, which introduced mental health recovery concepts to family therapists, Part II of this article outlines a collaborative, appreciative approach for working in recovery-oriented contexts. This approach draws primarily upon postmodern therapies, which have numerous social justice and strength-based practices that are easily adapted in recovery-oriented contexts. The model outlined in this article includes an overview of the recovery partnership (i.e., therapeutic relationship), mapping recovery (i.e., assessment and case conceptualization), recovery planning (i.e., treatment planning), facilitating recovery (i.e., intervention), accessing resources (i.e., case management), recovery maintenance, and service contexts as well as a case study. [For Part I, see EJ975850.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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