Your search found 198644 results.

Descriptors:
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

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (3430K)

Descriptors:
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

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Secondary School Mathematics; Employment Opportunities; Labor Force Development; High School Students; College Preparation; High School Graduates; Postsecondary Education; Job Skills; Mathematics Skills; Career Choice; Racial Differences; Mathematics Achievement

Abstract:
Large numbers of students graduate high school unprepared for post-secondary education and ill-equipped for the labor force of the 21st century. Research on college readiness reveals the prominent role that mathematics preparedness plays in the fulfillment of hopes and dreams for a college degree. As requirements for post-secondary education and qualifications for the workforce merge, college readiness in mathematics is a significant factor in job opportunities and career choices. This report provides an in-depth exploration in mathematics college readiness in the United States and offers a compilation of recommendations from many significant constituents who have made notable advances in mathematics preparedness in the education of today's high school students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
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

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (3011K)

Descriptors:
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

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (110K)

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

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Statewide Planning; Postsecondary Education; Adult Education; Employment Opportunities; Economic Opportunities; Educational Practices; Labor Force Development; Educational Policy; Alignment (Education); Articulation (Education); Transitional Programs; Developmental Studies Programs; College Preparation; Program Effectiveness

Abstract:
To enhance state-level adult education and employment policy, in 2007 the Joyce Foundation began the Shifting Gears (SG) initiative to assist six states (Illinois, Indiana, Michigan, Minnesota, Ohio and Wisconsin) to integrate adult education, workforce development and postsecondary education policies and improve job opportunities for low-skilled workers. With funding from Joyce and with leadership from the Illinois Community College Board (ICCB) and the Department of Commerce and Economic Opportunity (DCEO), Illinois' SG initiative connects multiple state training and retraining programs, P-20 education, and workforce development. Bridge programs are a centerpiece of Illinois' SG effort, and build upon the definition of bridge programs that focuses on enhancing transition to college for adults with limited skills, including three core elements of contextualized instruction, career development, and transition services (ICCB, 2009). Findings from the evaluation of Illinois' SG pilot sites, conducted by the Office of Community College Research and Leadership, show that adult bridge programs offer preparatory courses intended to help students transition to postsecondary education, job-related specific training, and employment (Bragg, Harmon, Kirby, & Kim, 2009). Initial results of this evaluation of bridge programs funded by Shifting Gears showed higher completion of the bridge program by students in the developmental education bridge than the adult education bridge programs. However, students in developmental bridges had graduated from high school and possessed stronger academic preparation than their adult bridge counterparts. Two bridge programs are profiled in this brief. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (205K)

Descriptors:
Adult Education; Foreign Countries; Lifelong Learning; Religion; Ceremonies; Confucianism; Scholarship; Graduate Students; Professional Identity; Professional Development; Performance Contracts; Universities; Masters Degrees; Courses; Measures (Individuals); Readiness; Undergraduate Students; College Faculty; Administrators; Test Validity; Test Reliability; Study Abroad; Foreign Workers; Andragogy; Educational History; Educational Philosophy; Cognitive Style; Cultural Differences; Cross Cultural Studies; Adult Students; Older Adults; Coping; Theories; Aging (Individuals); Adult Programs; Program Effectiveness; Job Skills; Personnel Selection; Surveys; Research; English Only Movement; Bilingual Education; Labor Force; Productivity; Academic Libraries; Special Libraries; Adult Educators; College Programs; Nonformal Education; Womens Education; Rural Education; Geographic Regions; Differences; Regional Characteristics; Attitudes; Competence; Comparative Analysis; Focus Groups; Interpersonal Competence; Cultural Pluralism; Armed Forces; Measurement

Abstract:
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1332K)

Descriptors:
Comparative Analysis; Economics; Access to Computers; Access to Education; Federal Programs; Grants; Higher Education; Annual Reports; State Agencies; State Legislation; Educational Needs; Postsecondary Education; Labor Force Development; Community Colleges; Public Colleges; Private Colleges; Enrollment; Enrollment Trends; Technical Institutes; Proprietary Schools; Strategic Planning; Educational Policy; Budgets; Educational Finance; Educational Trends; Educational Planning; State Policy; Statewide Planning; Outcome Measures; Educational Objectives; Student Financial Aid; Graduation Rate; Educational Attainment; Dropout Rate; High School Students; White Students; Minority Group Students; Educational Certificates; Academic Degrees

Abstract:
This 2010 Annual Report for the Missouri Department of Higher Education takes a close look at the performance of Missouri's system of postsecondary education in Fiscal Year 2010. The annual report follows the format of the state's public agenda for higher education, "Imperatives for Change: Building a Higher Education System for the 21st Century," which was first issued in 2008. "Imperatives for Change" is organized around three goals. Each section of this report includes measures for accomplishing the goals, sets a target for each measure and provides data to show progress toward the targets. The report also analyzes Missouri's strengths and weaknesses, how it compares to other states and the national average, and what programs and initiatives are under way to enhance progress toward goal attainment. More than 600,000 students attended 13 public four-year university campuses, 21 public two-year campuses, 25 independent colleges and universities and 163 private for-private (proprietary) schools in Missouri in Fiscal Year 2010. Missouri taxpayers provided more than one billion dollars to support public colleges and universities so students can pursue affordable options for higher education, including completion of postsecondary certificate and degree programs. Appended are: (1) Enrollment Charts; (2) Student Aid Programs; (3) College Access Challenge Grant; (4) Proprietary Enrollment; and (5) All Academic Program Actions. (Contains 3 footnotes.) [For the 2009 annual report, see ED537449.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (20297K)

Descriptors:
Foreign Countries; Business Administration; Program Content; Educational Policy; Educational Needs; Job Skills; Computer System Design; Information Technology; Vocational Education; Competence; Standards; Interdisciplinary Approach; Models; Competency Based Education

Abstract:
Enterprise architecture (EA) implementation refers to a set of activities ultimately aiming to align business objectives with information technology infrastructure in an organization. EA implementation is a multidisciplinary, complicated and endless process, hence, calls for adequate education and training programs that will build highly skilled personnel (called enterprise architects) with diverse competencies. This development of domain-specific competencies is also supported by European policies on education and vocational training. To this end, the authors present training uses of the Enterprise Architecture Competence Framework (EA-CF). EA-CF is a proposed conceptual model that describes EA competencies in compliance to the European e-Competence Framework (e-CF). The authors argue that EA stakeholders can consult the framework regarding competencies they want to underpin and thus identify the corresponding skills, knowledge and attitudes that result as learning outcomes in EA courses and training programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website