Factors in Successful Community College Older Worker Child Care Training Programs.

Autor/in	Ward, Christopher R.
Titel	Factors in Successful Community College Older Worker Child Care Training Programs.
Quelle	(1993), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Programs; Adult Vocational Education; Child Care Occupations; Child Caregivers; Community Colleges; Day Care; Educational Innovation; Nontraditional Students; Older Adults; Older Workers; Outcomes of Education; Participant Satisfaction; Postsecondary Education; Program Effectiveness; Program Evaluation; Two Year College Students; Two Year Colleges; Vocational Followup + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Community college; Community College; Tagespflege; Instructional innovation; Bildungsinnovation; Älterer Erwachsener; Älterer Arbeitnehmer; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation
Abstract	To address the expanding need for child care workers and the increase in older adults requesting job training, Generations Together (GT) developed two year-long projects to implement child care training for older adults at community colleges nationwide. The first project involved replicating a GT-developed child care curriculum and training/placement model for older adults at six community colleges nationwide in 1990, while the second implemented the model at five community colleges and one small liberal arts college in Pennsylvania in 1991. Project results and factors that contributed to successful training efforts were identified through questionnaires distributed to the older adult trainees at the beginning and end of the 12 training programs, follow-up surveys of graduates' employment status, and interviews conducted with the community college training teams during site visits or end-of-project meetings. Highlighted results included the following: (1) 45% of the national project graduates were working in paid jobs at an average of 24 hours per week at $5.84 per hour, while 55% of the Pennsylvania project graduates were working in paid jobs at an average of 21 hours per week at $4.58 per hour; (2) 94% of the 1990 trainees and 100% of 1991 trainees felt the training had met their expectations; and (3) the most important aspects for program success were the use of a well-developed program model with an appropriate curriculum, the provision of practicum experience, systematic placement and follow-up procedures, and strong commitment to the project and the individual trainees' needs. (MAB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC