ERIC Number: ED405052
Record Type: RIE
Publication Date: 1996-Nov-12
Applying the Standard: Using Industry Skill Standards To Improve Curriculum and Instruction. Lessons Learned from Early Implementers in Four States.
Klein, Steven G.; And Others
Based on interviews with state administrators and local educators in four states that are actively implementing skills standards in secondary and postsecondary education, this report describes strategies for using industry skill standards to improve education. Following introductory materials, strategies are reviewed for overcoming obstacles to the use of skill standards in education, such as inconsistent state and national skill standard frameworks, low skill levels in standards, and the lack of infrastructure for curriculum and instructional development. Strategies covered in this section include developing a common lexicon, occupational clusters, and exemplary models to resolve inconsistent standards; raising academic skills levels in industry-developed standards; and developing inventories of instructional applications and on-line databases of standards. The following two key practices used by the four states to promote and implement skill standards are then discussed: building statewide support for the development of standards by involving the private sector and providing educators with flexibility in using standards, as well as aligning curriculum and assessment through the use of standards to organize instruction. A discussion is then provided of issues related to implementing skill standards in professional education programs, highlighting the importance of faculty involvement in curricular design and alternative performance assessment techniques, such as assessing workplace performance or certification exams. Finally, recommendations are provided for coordinating efforts to develop industry skill standards. Contains 11 references. (HAA)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: MPR Associates, Berkeley, CA.