Education World® : Vocational Education Community Each week, the education World Great Sites for Teaching About page Listings for vocational education resource Web sites, categorized by topic. http://www.educationworld.com/vocational/
Extractions: This "local shop" can stock merchandise ranging from pencils to tasty snacks, and sell its wares to students, teachers, principals and even the occasional visitor. A school store, however, is more than a "convenience store;" its shelves also are stocked with the materials for building academic and lifelong learning skills. Cooking for the Classroom Each week, the Education World Great Sites for Teaching About ... page highlights Web sites to help educators work timely themes into their lessons. June is Dairy Month, Turkey Lovers' Month, and National Seafood Month. This week's sites are among the best on the Web for introducing cooking into your classroom.
Workforce Preparation Resources ERICACVE Adult, Career and vocational education Workforce education Lab-LearningActivities Workforce Skills Resources http://www.khake.com/page70.html
Extractions: Source: ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH. Constructivism, Workplace Learning, and Vocational Education. ERIC Digest No. 181. Transfer of learning from school to work settings is a chronic concern of vocational education. Constructivism, a learning theory that has received support from recent cognitive research, suggests a way to restructure the learning environment that will make transfer more effective. This Digest explores constructivism and its relationship to workplace learning. It considers whether and how it is being used in vocational education. Practices that support constructivist learning are offered. CONSTRUCTIVISM: A MATTER OF INTERPRETATION The theory of constructivism rests on the notion that there is an innate human drive to make sense of the world. Instead of absorbing or passively receiving objective knowledge that is "out there," learners actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new (Billett 1996). The cognitive structures that learners build include "procedural" knowledge ("how"techniques, skills, and abilities) and "propositional" knowledge ("that"facts, concepts, propositions). Often neglected are dispositionsattitudes, values, and interests that help learners decide: Is it worth doing? Knowing "how" and "that" is not sufficient without the disposition to "do."
Extractions: Source: ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH. Higher Order Thinking Skills in Vocational Education. ERIC Digest No. 127. From the movement to integrate vocational and academic education to the proposals of the Secretary's Commission on Achieving Necessary Skills (SCANS 1991) and others, the message is clear. Higher order thinking skills are essential and must be taught. Recent findings of cognitive research provide a better understanding of how people learn and how they solve problems, from which new teaching strategies are emerging. This ERIC DIGEST defines higher order skills, presents arguments for developing thinking skills in vocational education and describes strategies and applications in vocational settings. WHY VOCATIONAL EDUCATION? The ability to think creatively, make decisions, solve problems, visualize, reason, analyze, interpret, and know how to learnthese skills are most often mentioned in definitions of critical thinking. Characteristics of critical thinkers are perseverance, flexibility, metacognition, transfer of knowledge, problem orientation, open mindedness, use of quality standards, and independence (Lee 1989), a list that resembles many descriptions of the desirable qualities of the future work force. As the nature of work changes and people live and work longer, it is clear that the skills needed for a "40 to 50 year work life" (THINK ABOUT IT, TOO! 1988) are the capacities to learn continuously through thinking and reasoning, problem solving, decision making, and interpersonal competence. These skills are not only critical to work; they are also needed to deal with the increasingly complex spheres of family, community, and society.
ACVE - Using Problem-Solving Approaches In Vocational Education Oklahoma State Department of vocational and Technical education. Problem Solving.Technology Learning Activity. Teacher Edition. Technology education Series http://www.cete.org/acve/docgen.asp?tbl=pab&ID=73
Integrating Academic And Vocational Education: The amendments made funds available to provide vocational education in programs in the use of teaching techniques that support activitybased learning, http://www.rand.org/publications/RB/RB8005/
Extractions: M Since the turn of the century, vocational and academic educational programs in American high schools have grown increasingly separate. Vocational and academic teachers undergo distinct certification processes, and students involved in one strand of education often do not mix with students in the other. In recent years, this separation has come under criticism for many reasons. These reasons include the growing recognition that the workplace of the future will require new and different skills of all workersincluding not only job-specific skills but also transferable, generic skills that will help them to acquire further education and training throughout their careers. Thus, strict distinctions between academic and vocational knowledge and skills are becoming blurred. In 1990, the federal government mandated the "integration" of vocational and academic education through amendments to the Carl D. Perkins Vocational Education Act of 1984. The amendments made funds available "to provide vocational education in programs that integrate academic and vocational education . . . so that students achieve both academic and occupational competencies." As a result, states and localities throughout the nation are undertaking efforts to integrate vocational and academic education. Unfortunately, little systematic information has been available to help guide integration efforts. To help fill the gap, a recent study conducted by RAND for the National Center for Research in Vocational Education analyzed the experience of eight schools that had begun their integration efforts several years before the Perkins amendments. The study derived important "lessons learned" that can help guide educators and educational policymakers seeking to integrate vocational and academic education.
Curriculum And Lesson Plans ACCESS INDIANA Teaching Learning Center Early Childhood education, Economics, Physical education, Science, Social Studies, Technology, vocational http://www.fundsnetservices.com/curricul.htm
CAELA CAELA is funded by the US Department of education, Office of vocational and Adulteducation. New FAQs on Adult ESL Learners and Teaching Adult ESL http://www.cal.org/caela/
Extractions: Instructional Tools Program ... Staff members at the Center for Adult English Language Acquisition (CAELA) at the Center for Applied Linguisitics are pleased to welcome you to CAELA's redesigned Web site. The paths to our resources have been reorganized and are accessible by the left navigation bar, quicklinks with a drop-down menu, and a search feature at the top of this page. We have added several features to the CAELA Web site, including an ESL resources database, a section about CAELA's state capacity building initiative, an events calendar, and Ask CAELA (below) The CAELA Web site is still being constructed, so watch for new developments in the coming months. CAELA staff member, Carol Van Duzer, talks about why it is important for adult ESL programs to have comprehensive and assessment and evaluation plans. Read more. Question of the Month: What are SPLs and how are they related to the National Reporting System (NRS)? Answer: The Student Performance Levels (SPLs) are descriptions of English language proficiency levels for adult non-native speakers of English. The SPLs were developed in the mid-1980s as part of the Mainstream English Language Training (MELT) project under the Office of Refugee Resettlement of the U.S. Department of Health and Human Services.
Guide To Finding Lesson Plans teaching guides learning modules units of study activity units including thearts,business, foreign languages, science, vocational education, and more. http://www.library.uiuc.edu/edx/lesson.htm
Extractions: Subjects Databases UIUC Library Search ESSL Site: The Education and Social Science Library has many materials containing lesson plans, primarily in the form of curriculum guides, in both print and microfiche formats. According to the Facts on File Dictionary of Education , a curriculum guide differs from a lesson plan in that it includes "one or more aspects of curriculum and instruction, such as philosophy, policies, aims, objectives, subject matter, resources and processes" (p.138), while a lesson plan "includes the instructional objectives and methods for a particular functional unit or period of instruction" (p.271). Many lesson plans are embedded within the curriculum guides. The following is an explanation of several ways to locate lesson plans and other teaching materials on a particular topic in the Education and Social Science Library. Please direct all comments or requests for information to Nancy O'Brien.
|Teaching In PA List Of Certificates In PA List of Certificates in PA Abstract PA Department of education—Teaching in PAList SupervisorSpecial education. 7-12. Supervisor-vocational education http://www.teaching.state.pa.us/teaching/cwp/view.asp?a=3&Q=22599&teachingNav=|9
Adult And Vocational Education Teachers education and Training Knowledge of teaching and the methods involved in learningand To work as an adult and vocational education teacher, you must http://www.learnmoreindiana.org/@adults/adults_careers/career_profiles/100180.xm
Extractions: toll-free at 1-800-992-2076 The Learn More Web site is underwritten by a grant from the Indiana Department of Workforce Development and is part of America's Career Resource Network (ACRN). Learn More operates under the direction of the Indiana Commission for Higher Education Learn More Resource Center
UNESCO | Education - Teaching Natural Disasters Teaching natural disasters. education plays a key role in preparing people to This Guidebook provides teachers with concrete activities and materials to http://portal.unesco.org/education/en/ev.php-URL_ID=37730&URL_DO=DO_TOPIC&URL_SE
Extractions: Right to Education Primary Education Secondary Education Higher Education ... UNESCO Chairs - UNITWIN Networks Teaching natural disasters Education plays a key role in preparing people to deal with natural disasters. Knowledge saves lives as today many people are not fully aware of hazard risks faced nor of the safety measures and risk reduction measures required. A selection of tools demonstrates how to teach natural disasters and contextualize the recent tsunami for young students. In light of the recent tsunami catastrophe in Asia, Education Planet of has put together a collection of lesson and web links that may help teachers in their approach to teaching this subject in their classrooms. The following lesson plans are all related to tsunamis. These lessons are mostly intended as a tool to help students grasp the mechanics of a wave and of a tsunami in particular. >> Visit the website The school year is recommencing for 2005 in the context of devastating earthquakes and resulting waves and floods in southeastern Asia and Africa. These tools prepared by Save the Children helps inform and contextualize the disaster for young students, and will provide them with concrete opportunities to help the children worst affected. >>
Ministry Of OCW - Education - Facts And Figures 2003 Institutions in adult and vocational education, key statistics The number ofFTEs for nonteaching staff has risen significantly more (an increase of http://www.minocw.nl/english/figures2003/060.html
Extractions: The intake in vocation education has been subject to several trends during the past few course years. In three years (1998/99 - 2001/02), the number of entrants to levels 1 and 2 increased by 17,000, whereas the intake at levels 3 and 4 rose by only 6,500. Particularly in BOL-pt, intake at levels 1 and 2 increased considerably (from 3,000 in 1998/99 to 10,500 in 2000/01). 62 % of the full-time participants in vocational training programmes (BOL-ft) are (I)VMBO certificate holders; in block/day release programmes (BBL), 12 % are (I)VMBO certificate holders. 25 % of the participants entering block/day release programmes have transferred from other vocational training courses. 72 % of the part-timers in vocational training do not come directly from any form of education, as opposed to 32 % of the full-timers. In block/day release programmes, 57 % of the participants do not come directly from any form of education. On 1 October 2000, the reference date, the number of new entrants in adult education totalled 102,000. Some 45 % of the participants in adult general secondary education (VAVO) transferred directly from mainstream MAVO, HAVO and VWO. In adult basic education, 51 % of the participants did not attend any type of school immediately prior to adult education. In the DSL courses, this was 39 %.
Web Sites To Use In A Vocational Or Careers Classroom vocational Skills VR Challenge Activity The challenge video will issue you a Websites for vocational/Technical education - all areas; What Do They Do? http://www.internet4classrooms.com/career_tech.htm
Education: Vocational Education And Training Initial vocational education is arranged both in educational institutions and inthe form of Teaching and meals are free for students. History http://www.minedu.fi/minedu/education/vocational_edu.html
Extractions: Mainpage Education Vocational education and training Education introduction ... OECD PISA review V OCATIONAL EDUCATION AND TRAINING Initial vocational education is arranged both in educational institutions and in the form of apprenticeship training. There are 75 initial vocational qualifications, in a range that includes the following sectors: renewable natural resources, technology and transport, commerce and administration, hotels, catering and home economics, health and social services, culture, leisure activities and physical education. According to the relevant legislation, the purpose of vocational education is to give students the vocational skills they will need in working life and the skills required to earn a living on a self-employed basis. The initial vocational qualification takes three years to complete and also qualifies the student for further studies in higher education. Vocational education institutions generally choose their students based on their school grades, but some institutions also hold separate entrance exams. Subjects required in all vocational studies are: the mother tongue, the second national language, a foreign language, mathematics, physics and chemistry, physical and health education, social studies, entrepreneurship and workplace studies, and arts and cultural studies. The qualification also includes a diploma project.
Extractions: developing professional competence and improving employment The foundations of the information society are the cultural education and competence achieved through high-quality education and research. The changing structures of society and economic developments create pressure to improve the impact and effectiveness of education, and to increase the level of interaction between the public and private sectors. On the one hand the goal is a broad education and a critical attitude towards knowledge, on the other, thorough professional competence. In a rapidly changing society, the education system is faced by continuous challenges. Decisions affecting the education system must be flexible, must react quickly to changing circumstances, and, above all, must be able to anticipate change. The education system should also try to bring about desired change.
Untitled Document 4200 Teaching in vocational education Content Areas (3) S Prereq. VED 2001 and3200. Teaching vocational education in the formal classroom; http://aaweb.lsu.edu/catalogs/2001/ved.htm
Extractions: Vocational Education VED 2001 Foundations of Vocational Education (3) F 2 hrs. lecture; 2 hrs. lab . Overview of programs and practices; history, philosophy, and purposes of vocational education. 3200 Presentation Methods in Vocational and Adult Education (3) S Recognized methods of group presentation and individual training. 3602 Learning Styles (1) V How individuals perceive and process information; learning cycle applications in teaching management; work-team performance; business, industry, and career development. 3603 Classroom Management in Vocational Education (1) S Managing the vocational classroom; emphasis on student behavior; techniques for preventing, diagnosing, and handling student discipline problems. 4001 History of Vocational Education (3) F,Su-E Events and organizations that contributed to the development of vocational education. 4102 Course Development in Vocational Education (3) F Course, unit, and lesson plan development in vocational education; selection and evaluation of course materials. 4200 Teaching in Vocational Education Content Areas (3) S Prereq.: VED 2001 and 3200
VocationalEducation 4200 Teaching in vocational education Content Areas (3) SOPrereq. VED 2001 and3200. Teaching vocational education in the formal classroom; emphasis on http://aaweb.lsu.edu/catalogs/2002/adamscoursesofInstruction/VocationalEducation
Extractions: 3200 Presentation Methods in Vocational and Adult Education (3) SRecognized methods of group presentation and individual training. 3602 Learning Styles (1) VHow individuals perceive and process information; learning cycle applications in teaching management; work-team performance; business, industry, and career development. 3603 Classroom Management in Vocational Education (1) VManaging the vocational classroom; emphasis on student behavior; techniques for preventing, diagnosing, and handling student discipline problems.
Post Experience Vocational Education (PEVE) Home The Post Experience vocational education in Information Technology (PEVEIT) is a Partnerships (formerly Teaching Company Schemes) sponsored by the DTI, http://www.cs.man.ac.uk/peve/peveWebNew/home/
Extractions: The Post Experience Vocational Education in Information Technology (PEVE IT ) is a unit within the University of Manchester Computer Science Department. PEVE provides an important link between the Computer Science Department and industry, facilitating the dissemination of specialist knowledge into the wider arena through several activities: In particular, we provide hands-on training courses in key computing technologies such as object-oriented design, programming in Java, C, C++ and ARM system design for mobile computing and will also develop training material customised to a companies specific requirements. We also provide an entry point to the Post Graduate School in the department to enable access to the wide range of postgraduate modules for outside participants, either on a one-off basis, or as part of a modular Masters programme. The unit is also developing a portfolio of distance learning courses using the Internet to provide student support facilities. Currently we are offering six e-learning courses including Programming in C, Java, Object Oriented Analysis and Design, and Low Power System Design (ARM). More courses will become available in the near future. PEVE also have a tradition of being involved Knowledge Transfer Partnerships (formerly Teaching Company Schemes) sponsored by the DTI, which are technology transfer projects involving partnerships between academic institutions and companies. These partnerships enable the transfer of knowledge about new technologies from academic research into the wider industrial environment.
