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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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Foreign Countries; Information Technology; Competence; Industry; College Students; Expertise; Delphi Technique; Evaluation Criteria; Technology Education; Competency Based Education; Engineering Education; Interdisciplinary Approach; Curriculum Development; Instructional Design; College Instruction; Questionnaires; Data Analysis; Interviews; Student Surveys; Education Work Relationship

Abstract:
This study employed a three-phase empirical method to identify competency indicators for mechatronics technology according to industry-oriented criteria. In Phase I, a list of required competencies was compiled using Behavioral Event Interviews (BEI) with three engineers specializing in the field of mechatronics technology. In Phase II, the Delphi technique was performed with ten experts in mechatronics, followed by the K-S (Kolmogorov-Smirnov) one-sample test to evaluate the consistency of opinions amongst respondents. In Phase III, these competencies were quantitatively verified by 62 learners studying mechatronics technology, and a nonparametric Mann-Whitney U-test was then performed. As a result, we developed a list of 36 competencies in 9 domains. Our research findings reveal the practical competencies required for mechatronics technology according to industry-oriented criteria. (Contains 2 tables and 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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Foreign Countries; Teaching Methods; Curriculum Development; Class Activities; Interdisciplinary Approach; Course Descriptions; Course Evaluation; Interviews; Student Attitudes; Electronics; Electromechanical Technology; Energy; Mathematical Models; Problem Based Learning; Engineering Education; Physics; Mathematics; Competition; Sustainable Development; College Students; College Instruction; Elective Courses; Minicourses

Abstract:
In this paper, a course on applied superconductivity is described. The course structure is outlined and the learning objectives and the learning activities are described. The teaching was multidisciplinary given by four departments each contributing with their expertise. Being applied superconductivity, the focus was on an application, which could benefit from using superconductors. The application used in this course was superconducting generators for direct drive wind turbines. As part of the course, the students built a small-scale superconducting machine and set up FE (finite element) models of that machine as well as large-scale wind turbine generators with superconductors and PM (permanent magnet) generators, too. The course was assessed by a conference contribution and reports from the students. The quality of the course was evaluated by interviewing the students after the course had finished. The students were very pleased with the course and gave suggestions of how the course could be improved further. (Contains 1 table and 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Engineering Education; Technology Education; Teacher Role; Labor Force Development; Economic Development; Developed Nations; Developing Nations; Job Skills; Innovation; Foreign Countries

Abstract:
The Financial Crisis of 2008 has forced countries around the globe to reevaluate their monetary and fiscal strategies for stimulating growth within their respective economies. The economic connectivity among countries has been magnified by the recent financial crisis. However, with nations at different stages in their development, the economic impact from the crisis has varied throughout the world. After a brief statement on economic development, this article will examine the current economic positions of industrialized and emerging or developing countries around the world. Focus will then be directed toward the job skills needed for success in the 21st Century and the part that technology and engineering education must play in addressing the skill sets needed for creating an educated consumer and workforce. 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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Foreign Countries; Electronic Learning; Educational Technology; Blended Learning; Online Courses; Computer Simulation; Virtual Classrooms; Technology Integration; Information Technology; Client Server Architecture; Teaching Methods; Student Attitudes; Student Motivation; Program Descriptions; Mathematics Instruction; Science Instruction; Technology Education; Case Studies; Independent Study; Educational Certificates; Science Laboratories; Feedback (Response); Electronics; Tests; Adult Learning; Adult Students; Adult Education; Postsecondary Education

Abstract:
Purpose: The purpose of this paper is to investigate the blended learning preferences under which adult students study mathematics, electronics and industry certificate examinations like project management and e-SAP (systems, applications and products). Design/methodology/approach: The study is based on four case studies in mathematics, electronics and industry certificate examinations like project management and e-SAP. Case studies are developed based on observations and feedback from students who have undergone different types of blended learning. The four different blended learning models used are: the complete e-learning self-study; the instructor-led programme blended with self-study e-learning; the live e-learning centred with other media added; and the simulation and laboratory-centred model. Findings: It is found that unmotivated adult learners may not necessarily like e-learning courses that are unguided. The e-learning self-study model suits the highly motivated students who aim for industry-based certifications like the project management or the e-SAP certifications. Using simulation and virtual laboratory sessions does help to reduce the cost of setting up the full-fledged laboratory and also make it more accessible to the students. In the blended learning model, the instructor and the subject matter expert are the two most important people in programme design and delivery, not the developer or the technologist. Originality/value: This paper is useful to adult educators and those dealing with an open university type of education where there are less face-to-face interactions. (Contains 1 table and 7 figures.) 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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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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Foreign Countries; Active Learning; Student Projects; Case Method (Teaching Technique); Electronics; Electromechanical Technology; Automation; Computer Software; Computer Assisted Design; Educational Technology; Computer Assisted Instruction; Instructional Design; Engineering Education; Instructional Effectiveness; College Students; College Instruction; Course Evaluation; Questionnaires

Abstract:
The design of the drive system for an automatic machine and its correct sizing is a very important competence for an electrical or mechatronic engineer. This requires knowledge that crosses the fields of electrical engineering, electronics and mechanics, as well as the skill to choose commercial components based upon their technical documentation. A good way to help students to achieve these competencies is to set them a project-oriented task, consisting of a real case study they have to solve. The aim is to give to students enrolled in the courses "Functional Mechanical Design" and "Dynamics of Machines" at the Polytechnic of Milan, Milan, Italy, the opportunity to put their knowledge and skills into practice on a real industrial case regarding the design of an automatic machine, with particular attention being paid to the problem of the analysis and synthesis of the drive system. (Contains 12 figures, 2 tables and 2 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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