ERIC Number: ED204553
Record Type: Non-Journal
Publication Date: 1981-Jul
Reference Count: N/A
Relating Women's Experience and Skills to Competencies Required in Selected Occupations and Vocational Education Programs. Project Report, Task C1, Revised Competency Analysis: Credentialing Women's Life Experiences (Project ACCESS).
Ekstrom, Ruth B.; And Others
Competency scales were developed for 10 direct-entry occupations and 10 vocational education programs as part of Project ACCESS, a project to assess women's life experience learning for entrance into employment and for advanced placement in vocational education programs. Development of the occupational scales involved employer interviews, followed by development and verification of a draft version of the scales. The vocational education scales were developed using interview information and/or program descriptions; verification followed. The scales were then used for a tryout of the competency matching process. Following a 12-page narrative section are 17 tables that show tryout data. The remainder of the report (125 pages) are these appendixes: (1) script for job competency identification and rating sessions, (2) employer and vocational educator interview discussion record forms, (3) draft and revised occupational rating lists (airline reservation agent, bank clerk/teller, claims adjuster, credit/collection worker, electronics assembler, floral designer, home health aide, insurance sales agent, personnel worker, photo laboratory technician, social service aide), (4) interview discussion record form covering letter, and (5) draft and revised vocational education rating lists (computer programer, cook/chef, dispensing optician, drafter, electronics technician, graphic arts/lithographer, library technician, medical records technician, occupational therapy assistant, respiratory therapy worker, welder). (YLB)
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Sponsor: Bureau of Occupational and Adult Education (DHEW/OE), Washington, DC.
Authoring Institution: Educational Testing Service, Princeton, NJ.