ERIC Number: ED363803
Record Type: RIE
Publication Date: 1993
Education Driven Skill Standards Systems in the United States. Volume II.
This second volume in a four-volume study of industry- and education-driven skill standards in the United States and other countries contains information on how the individual states have been involved in the development of skills standards related efforts. Section A presents information regarding how nine states--Arizona, Florida, Georgia, Idaho, Illinois, Kentucky, Ohio, Oklahoma, and Oregon--have approached the challenge of development of a skills based education system. Topics covered in these summaries include historical development, general information, overview of the system and program, management issues and administration, financing, levels of certification, barriers, assessment, instructional approaches, and partnerships. Section B provides an inventory on efforts in 40 states and the District of Columbia to move forward the education/industry collaborative efforts to provide the necessary skills based education. For each state, the address and name of a contact is followed by descriptions of state leadership in occupational skills standards and related processes, assessment and certification processes, financing occupational skills standards and related activities, and usage of occupational skills standards. Appendixes include the following: a step-by-step explanation of how the current Vocational-Technical Education Consortium of States process can be modified for application to the identification and validation of national standards; illustrative examples of skills standards developed in 12 states; and survey instrument. (YLB)
Descriptors: Cooperative Programs, Coordination, Curriculum Development, Educational Research, Elementary Secondary Education, Industry, Job Skills, Labor Force Development, National Standards, National Surveys, Program Development, Program Implementation, School Business Relationship, State Programs, Statewide Planning, Vocational Education
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Institute for Educational Leadership, Washington, DC.
Grant or Contract Numbers: N/A
Note: For related volumes, see CE 065 133-136.