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Descriptors:
Maintenance; State Standards; Energy; Electronics; Metal Working; Academic Standards; Engines; Agricultural Machinery; Hydraulics; Federal Legislation; Technical Education; Teaching Methods; Competence; Animals; Agricultural Education; Vocational Education; Secondary Education; Accountability; State Legislation; Mastery Learning; Educational Change; Learning Activities; Formative Evaluation; Summative Evaluation; Experiential Learning; College Entrance Examinations; Educational Technology; Scoring Rubrics; Check Lists

Abstract:
Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). "Science of Agricultural Mechanization" is an advanced level course for the Agricultural and Environmental Science and Technology Program. The course focuses on the development of skills and knowledge related to the management, maintenance, and operation of agricultural machinery. Instruction is provided on machinery management, principles of electricity-electronics, hydraulics, and pneumatics, internal combustion engines, machinery maintenance, and metal fabrication. The course carries 1 Carnegie unit of credit that counts as an elective credit for high school graduation. Students may also earn an additional 1/2 Carnegie unit by completing a successful supervised agricultural experience program. Appended are: (1) Suggested Rubrics, Assignments, and Checklists; (2) 21st Century Skills Standards; (3) MS Academic Standards; (4) ACT College Readiness Standards; (5) Pathway Content Standards; and (6) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. 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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Descriptors:
Student Motivation; Foreign Countries; Program Effectiveness; Educational Policy; Academic Persistence; School Holding Power; Academic Achievement; Vocational Education; Student Attitudes; Public Officials; Postsecondary Education; Student Certification; Educational Certificates; Students

Abstract:
This paper reviews recent research that has questioned the efficacy of using what has been defined as "policy with regards to student motivation" to enhance retention and achievement among vocational students. This research examined the contradictions between GNVQ and AVCE policy and the student perceptions of these courses at two schools and a college in the south east of England. It identified a conceptual framework for estimating Advanced GNVQ and AVCE students' expectancies, values and self-regulated learning and demonstrated the value of using psychological theory and methodology to test policy assumptions regarding the motivation of students. The research identified tensions between the vocational policy discourse and end-users perceptions and may provide important lessons for policymakers who appear to be adopting the same approach to policy with regards to student motivation in the rhetoric, design and function of the Level 3 Diploma. (Contains 2 figures, 1 table and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Food Standards; Safety; Microbiology; Secondary Education; Consumer Science; Foods Instruction; Video Technology; Instructional Materials; Epidemiology; Critical Thinking; Thinking Skills; Information Dissemination; Scientific Methodology; Familiarity; Inservice Teacher Education; Teacher Workshops

Abstract:
With the persistence of microbiological foodborne illness and anticipated future shortage of scientists with agricultural and food science expertise in the United States, it is imperative to educate youth on microbiological food safety and enhance their awareness of opportunities to become engaged in finding solutions to food safety challenges. To help integrate food science education across the high school curriculum, new educational materials on microbiological food safety were developed and then disseminated to and evaluated by educators of secondary basic and applied sciences. The materials present food safety concepts in the context of foodborne illness outbreaks to introduce basic concepts of food microbiology, epidemiology, and food safety strategies as well as their broad impact on economics, communication, and regulations. The ready-to-implement educational materials support educational content standards and various learning styles and encourage critical thinking skills. The materials include a presentation on food microbiology and foodborne illness surveillance, case studies on foodborne illness outbreaks, a video on the laboratory investigation of foodborne illness, interactive web-based activities, and supporting materials for teachers and classroom display. Exposure to the materials in a 1-d workshop positively impacted educator familiarity with general microbiology, food safety strategies, regulatory requirements, and associated terminology as measured by a test administered prior to and after use of the materials. Teachers of biology, chemistry, family and consumer sciences, and related sciences rated the materials favorably on applicability, anticipated ease of implementation, and anticipated reception by students. (Contains 4 tables and 3 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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Descriptors:
Computer Assisted Design; Computer Simulation; Computer Assisted Instruction; Class Activities; Teaching Methods; High School Students; Engineering Education; Technology Education; Engineering; Mechanics (Process); Machine Tools; Measurement; Measurement Equipment

Abstract:
This article describes a reverse engineering activity that gives students hands-on, minds-on experience with measuring tools, machine parts, and CAD. The author developed this activity to give students an abundance of practical experience with measuring tools. Equally important, it provides a good interface between the virtual world of CAD 3D modeling and the tangible, tactile experience of intelligent tinkering with mechanical devices. Reverse engineering can be complicated and technical, yet extremely enjoyable for students, with the level of complexity depending on the objects selected by the teacher. (Contains 1 table.) 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:
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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Descriptors:
Competency Based Education; Competence; Vocational Education; Foreign Countries; Discipline; Correctional Institutions; Educational Change; Competency Based Teacher Education; Individualized Instruction; Pacing; Evaluation

Abstract:
Among the many critiques of competency-based approaches to education and training (CBT) is a strain which draws on Foucault's analysis of "disciplinary" power and knowledge. Foucault offered an interpretation of modern institutions, such as prisons, armies and schools, which revealed subtle mechanisms of surveillance and systems of knowledge that shaped the self-understanding and activity of participants. Robinson (1993) and Edwards and Usher (1994) were among the first researchers to call attention to the disciplinary potential of CBT. But Foucault went on to argue that discipline is a component in an overarching system he called "governmentality". The analysis of governmentality augments the analysis of discipline by foregrounding the effects of knowledge of populations and modes of power that operate at a distance. In this article, the disciplinary critique of competency-based systems is extended by demonstrating the relevance of Foucault's analysis of governmentality to a contemporary national system of CBT. The authors use a case of 25 years of CBT in an Australian vocational education institution as a scaffold for the argument. This case is germane because it presents a succession of practices of CBT which allows us to trace and scrutinise a shift from a disciplinary to a governmental framework. 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:
Foreign Countries; Outcomes of Education; Lifelong Learning; Informal Education; Education Work Relationship; Competence; Competency Based Education; Adult Literacy; Vocational Education; Labor Market; Educational Policy; Educational Assessment; Human Capital

Abstract:
The concept of learning outcomes is at the heart of many research programmes and policy responses. International surveys (from the International Adult Literacy Survey, back in the mid-nineties, to the forthcoming Assessment of Higher Education Learning Outcomes two OECD surveys), National Qualifications Frameworks or the European Qualifications Framework engineered by the European Commission and the most recent laws and policies on recognition of non-formal and informal learning outcomes (RNFILO), all rely on the concept of learning outcomes. This paper claims that it is no coincidence that the concept of learning outcomes is at the core of these seemingly unrelated policies, programmes and research projects. Learning outcomes provide a base for equitable assessment in the world of education and lifelong learning. Learning outcomes also are relevant to the labour market and the expectations of end-users such as employers. It also claims that, beyond the hype and some misunderstanding, approaches relying on learning outcomes bring more equity to the world of education and training and to the world of work. This paper aims at focusing on RNFILO as a policy tool, and insists on possible applications and policy implementation. It proposes a definition of the key terms, a possible rationale for organising recognition programmes, and a list of pros and cons for doing so. (Contains 5 notes.) 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:
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

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Foreign Countries; Industry; Course Descriptions; Botany; Plants (Botany); Maintenance; Apprenticeships; Horticulture; Gardening; Program Descriptions; Training; Safety; Certification; Educational Policy; State Policy; Public Agencies; Technical Education; Technical Institutes; College Instruction; Postsecondary Education; Curriculum Design

Abstract:
The graduate of the Landscape Gardener apprenticeship program is a certified journeyperson who will be able: (1) apply the principles and processes of landscape design and construction; (2) construct and install landscape structures and other accessories of various materials; (3) estimate and handle orders of plant and related materials; (4) plan and implement landscape installations; (5) operate and maintain the tools and machinery used in the Landscape Gardener Trade; (6) design, install and maintain irrigation systems; (7) operate a greenhouse, nursery, garden centre, sod farm or landscape business; (8) apply the principles of horticultural management and maintenance practices; (9) apply the principles of plant production; (10) manage growing media; (11) identify and apply knowledge of pests, weeds, disease and controls used by this industry; (12) apply specialized knowledge of plant botany and plant identification; (13) relate to other trades and professions working in the same environment, including underground services, heavy equipment operators, engineers, architects etc.; (14) employ environmental stewardship practices in landscape planning, installation and maintenance; (15) work effectively in key roles in public and private horticultural and landscaping business units; and (16) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Landscape Gardener Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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