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Descriptors:
Competence; Competency Based Education; Computer Assisted Manufacturing; Educational Certificates; Instructional Materials; Machine Tools; Machinery Industry; Machinists; Maintenance; Metal Working; Numerical Control; Postsecondary Education; Safety; Secondary Education; Student Certification; Teaching Guides; Technology Education; Trade and Industrial Education; Vocational Education

Abstract:
This publication provided the competencies and key indicators for a program that enables students to prepare for a number of occupations within the broader metalworking industry. Specializations include machinist, computer numerical control programmers, and maintenance and machine builders. Competencies and the related key indicators are presented for these 11 units: orientation to the precision machining technology industry; safety in the machining industry; measuring workpieces, drawing interpretation, and inspection; benchwork and layout; power saws; drilling machines; lathes and turning machines; milling machines; grinding machines; computer numerical control; and job planning and management. (YLB) 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; Case Studies; Civil Rights; Economically Disadvantaged; Industry; Job Development; Job Placement; Job Training; Machine Tools; Machinists; Metal Working; Outreach Programs; Program Development; Recruitment; Trade and Industrial Education

Abstract:
This case study on Focus: HOPE is the fourth of six sectoral studies to provide an in-depth look at individual sectoral employment development programs and their interaction within distinct economic and industry environments. It explores HOPE, a Detroit civil rights organization with a highly developed machinist training program. Section 1 discusses its programs, historical events that led to its current structure, details of HOPE's sectoral strategies, and key relationships it has formed to achieve its objectives. Section 2 describes important features of the machinist-related occupations and industry that employs these workers. It discusses relationships between machine shops and competitive factors affecting the automotive industry. Section 3 focuses on how HOPE puts its sectoral strategies into practice, particularly how it interacts with and influences industry and other key educational and governmental entities to increase employment opportunities for the disadvantaged population. Section 4 reviews HOPE's core training program, the Machinist Training Institute (MTI), with training programs for disadvantaged people with a range of skills and educational backgrounds. It explains the content and approach of each training course and the services that provide outreach, recruitment, evaluation, and post-training placement assistance. Section 5 discusses outcomes associated with MTI's training, including ratios for graduation and placement rates, and costs. Section 6 reviews lessons learned and challenges HOPE faces. (YLB) 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:
Education Work Relationship; Entry Workers; Machinists; Secretaries; Vocational Education; Work Attitudes

Abstract:
Interviews with 28 women in secretarial studies and 29 men in machining took place throughout their studies and after 1 year of work. Only 60% of machinists found work in relevant occupations. Both groups' views on work preferences changed after 1 year. Although their negative expectations of the workplace were confirmed, their desire for professional improvement continued. (SK)

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Descriptors:
Competence; Computer Assisted Design; Computer Assisted Manufacturing; Drafting; High Schools; Job Skills; Machinists; Manufacturing; Mechanical Design Technicians; Mechanics (Process); Occupational Information; Production Technicians; Profiles; Quality Control; Tech Prep; Technical Occupations; Technology Education; Two Year Colleges

Abstract:
This tech prep competency profile covers these occupations: manufacturing technician, computer-assisted design and drafting (CADD) technician, quality technician, and mechanical technician. Section 1 provides occupation definitions. Section 2 lists development committee members. Section 3 provides the leveling codes---abbreviations for grade level (by the end of grade 12, by the end of associate degree), academic codes (communications, math, or science related), and depth (introduce, reinforce, proficient). Section 4, the table of contents, also indicates whether the entire or partial unit is required for each of the occupations. Section 5 provides the competencies categorized into 45 units. Each unit consists of essential or local competencies divided into builders. Competencies and builders are listed in columns and followed by the codes that indicate depth and related academic area for each grade level. Unit topics are as follows: employability skills; professionalism; teamwork; professional practices; workplace safety; project management; problem analysis; general administrative functions; economic and business principles; computer literacy; quality assurance; technical recording and reporting; drafting technology; visualization and design for function; CADD fundamentals; intermediate CADD; advanced CADD; basic electricity; electronics troubleshooting and repair; programmable logic controllers; industrial electricity; electrical test and measurement equipment; equipment installation; equipment maintenance; industrial engineering basics; industrial manufacturing technology; basic materials science; mechanical power transmission; fundamentals of machine anatomy; electromechanical technology; hydraulics and pneumatics; computerized numerical control; precision machining; metal stamping dies; press technology; sheet metal fabrication; welding basics; production methods and costs; engineering mechanics; advanced engineering mechanics; computer programming; computer-based descriptive geometry; design of machines and machine elements; quality; and production planning and control. (YLB) 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:
Behavioral Objectives; Competency Based Education; Course Descriptions; Curriculum Design; Curriculum Guides; Educational Certificates; Instructional Materials; Job Skills; Job Training; Learning Activities; Learning Modules; Machine Tools; Machinists; Manufacturing Industry; Postsecondary Education; Student Certification; Student Evaluation; Teaching Methods; Technical Education

Abstract:
This package consists of course syllabi, an instructor's handbook, and a student laboratory manual for a 1-year vocational training program to prepare students for entry-level employment as machinists. The program was developed through a modification of the DACUM (Developing a Curriculum) technique. The course syllabi volume begins with the MASTER (Machine Tool Advanced Skills Technology Educational Resources) Program Consortium competency profile with seven duties (and supporting technical workplace competencies): practice safety; apply mathematical concepts; interpret engineering drawings and control documents; recognize different manufacturing materials and processes; measure/inspect; perform conventional machining; and perform advanced machining. The first volume contains the justification, documentation, and course syllabi for the courses. Each syllabus contains the following: course description; prerequisites; course objectives; required course materials; methods of instruction; lecture outline; lab outline; Secretary's Commission on Achieving Necessary Skills competencies taught; and appropriate reference materials. The instructor's handbook consists of technical training modules that include some or all of the following: time required; duty; task; objective(s); instructional materials list; references; student preparation; introduction; presentation outline; practical application; evaluation; summary; and attachments, including handouts, laboratory worksheets, and self-assessment with answer key. The handbook is arranged by duty grouping, with technical modules developed for each task box on the competency profile. The student laboratory manual contains a DACUM chart and learning modules for duties A-G. Each module in the student manual includes some or all of the following: objectives, outline, laboratory exercises, laboratory aids, and handouts. (YLB) 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:
Behavioral Objectives; Competency Based Education; Computer Assisted Design; Computer Assisted Manufacturing; Course Descriptions; Curriculum Design; Curriculum Guides; Drafting; Educational Certificates; Electronics; Instructional Materials; Job Skills; Job Training; Lasers; Learning Activities; Learning Modules; Machine Tool Operators; Machine Tools; Machinists; Numerical Control; Optics; Postsecondary Education; Student Certification; Student Evaluation; Teaching Methods; Technical Education; Troubleshooting

Abstract:
This package consists of course syllabi, an instructor's handbook, and a student laboratory manual for a 1-year vocational training program to prepare students for entry-level employment as laser machining technicians. The program was developed through a modification of the DACUM (Developing a Curriculum) technique. The course syllabi volume begins with the MASTER (Machine Tool Advanced Skills Technology Educational Resources) Program Consortium competency profile with 10 duties (and supporting technical workplace competencies): practice laser safety; apply mathematical concepts; perform measurement and inspection; troubleshoot industrial electronics and control; apply concepts of modern optics; perform computer numerical control machining; investigate industrial laser systems; perform computer-aided drafting; perform laser materials processing; and perform computer-aided manufacturing. The first volume contains the justification, documentation, and course syllabi for the courses. Each syllabus contains the following: course description; prerequisites; course objectives; required course materials; methods of instruction; lecture outline; lab outline; Secretary's Commission on Achieving Necessary Skills competencies taught; and appropriate reference materials. The two-volume instructor's handbook consists of technical training modules that include some or all of the following: time required; duty; task; objective(s); instructional materials list; references; student preparation; introduction; presentation outline; practical application; evaluation; summary; and attachments, including handouts, laboratory worksheets, and self-assessment with answer key. The handbook is arranged by duty grouping, with technical modules developed for each task box on the competency profile. The student laboratory manual contains a DACUM chart and learning modules for duties A-J. Each module in the student manual includes some or all of the following: objectives, outline, laboratory exercises, laboratory aids, and handouts. (YLB) 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:
Articulation (Education); Counselor Role; Distance Education; Education Work Relationship; Educational Research; Employee Attitudes; Internet; Machinists; Occupational Information; Postsecondary Education; School Counseling; Secondary Education; Secretaries; Student Motivation; Tech Prep; Test Format; Test Wiseness; Testing; Vocational Aptitude; Vocational Education; Work Attitudes

Abstract:
This document contains six research papers: "Articulation Practices among Secondary and Postsecondary Vocational-Technical Education Programs" (Bob R. Stewart, Sandra Eckert-Stewart); "What Message Are We Sending to Counselors about Their Role in Tech Prep?" (Paula Puckett); "From School-to-Work: Secretaries' and Machinists' Representations of Their Occupations" (Marcelle Hardy); "Vocational Student Success in Distance Education Courses" (Michael K. Swan, Diane H. Jackman); "The Motivation of Students to Participate in Distance Education: An Assessment Based on Houle's Typology" (Allen D. Truell); and "An Equivalency Study Comparing Paper-Pencil and Internet-Based Occupational Competency Tests" (Jerome T. Kapes, et al.). (KC) 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:
Academic Standards; Adult Education; Competency Based Education; Computer Assisted Manufacturing; Education Work Relationship; Employment Qualifications; Equipment Maintenance; Job Analysis; Job Skills; Machine Tools; Machinists; Numerical Control; Occupational Clusters; Performance Based Assessment; Postsecondary Education; Secondary Education; State Standards; Statewide Planning; Student Certification; Student Evaluation; Trade and Industrial Education

Abstract:
This document of skill standards for the machining skills cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 67 occupational skill standards describe what people should know and be able to do in an occupational setting. Each skill standard contains at least these three areas: performance area (summary of work to be performed); skill standard with conditions of performance, work to be performed, and performance criteria; and performance elements and assessment criteria. These sections may also be included: performance area and assessment and credentialing approach. Introductory materials include the developmental process; assumptions underlying the standards; table of contents; and performance skill levels. Standards, divided into three skill levels, include: manual operations; milling; drill press and power saw operation; surface grinding; electric discharge machine; computer numerical control; turning operations; and inspection. Appendixes include a glossary; lists of committee and council members; and workplace skills. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Curriculum Development; Educational Certificates; Job Analysis; Job Skills; Machinists; Manufacturing; Manufacturing Industry; National Standards; Plastics; Postsecondary Education; Secondary Education; Student Certification

Abstract:
Designed to guide training and curriculum development to prepare machine operators for the national certification exam, this publication identifies the important knowledge required for productive performance by a plastics machine operator. Introductory material discusses the rationale for a national standard, uses of the Body of Knowledge, conducting of the job analysis, and results of the job analysis. The remainder of the publication presents the 7 major knowledge content areas: (1) basic process control with 2 subcontent areas--operations, procedures--and a relative weight of importance (RWI) of 16 percent; (2) preventive and corrective action on primary/secondary equipment with 3 subcontent areas--identifying, troubleshooting, and recording; preventive action; and corrective action--and an RWI of 12 percent; (3) handling, storage, packaging, preservation, delivery of materials with an RWI of 11 percent; (4) quality assurance with 2 subcontent areas--quality assurance concepts, inspection and testing--with an RWI of 18 percent; (5) safety with 2 subcontent areas--safety procedures, safety regulations and information--and an RWI of 21 percent; (6) tools and equipment with an RWI of 8 percent; and (7) general knowledge with 2 subcontent areas--basic knowledge, manufacturing knowledge--and an RWI of 14 percent. Each subcontent area is further subdivided into lists of procedures or steps. (YLB) 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:
Aviation Technology; Behavioral Objectives; Communications; Competency Based Education; Construction (Process); Drafting; Electromechanical Technology; Electronic Equipment; Employment Qualifications; Engineering Technology; Evaluation Criteria; Job Skills; Machinists; Manufacturing; Postsecondary Education; Printing; Repair; Roofing; Secondary Education; Service Occupations; State Curriculum Guides; State Standards; Statewide Planning; Student Evaluation; Teaching Guides; Trade and Industrial Education; Transportation; Welding

Abstract:
This document contains vocational education program course standards for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the industrial education component in Florida. Curriculum frameworks are provided for 144 programs/clusters; representative topics are as follows: journalism; public works; aeronautical technology; air conditioning/refrigeration/heating; air traffic control; welding; architectural design; automotive technologies; aviation; barbering; barge and boat operation; biomedical equipment; blueprint reading and estimation; boatbuilding; building construction; carpentry; chemical technology; clock, watch, jewelry repair; commercial art; commercial fishing; commercial foods; commercial photography; computer technologies; consumer electronics; culinary management; diesel engine; drafting; drycleaning/laundering; drywall; electricity; electromechanical technology; electronics; engineering technology; film production; gasoline engines; glazing; graphic arts; grooming/salon services; heavy equipment; industrial cooperative education; industrial management technology; industrial machinery; plastics; instrumentation; land surveying; lasers; logistics systems; machining; manufacturing technology; marine mechanics; masonry; metal fabrication; microelectronics; mine safety; motorcycle service; multimedia; music production; occupational safety/health; office machines; optical; painting and decorating; photographic technology; pipe trade; plastering; metal fabrication; printing; pilots; quality assurance; radio and television broadcast programming; recreational vehicles; residential appliance and refrigeration repair; roofing; school bus driving; sheet metal; solar heating; space engineering; stationary energy; surveying/mapping; swimming pool maintenance; publications technology; telecommunications; television production; theater technology; tile setting; tractor/trailer body repair; upholstery/furniture refinishing; vending machine repair; and welding technology. Each curriculum framework includes some or all of the following: program title, occupational area, grade level, length, certification awarded; major concepts/content covered in the course; laboratory activities; special notes; and intended outcomes. (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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