An Adult Competency-Based Curriculum Model for a State Department of Corrections.

Autor/in	Hayball, Keith W.
Titel	An Adult Competency-Based Curriculum Model for a State Department of Corrections.
Quelle	(1981), (46 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Adult Education; Competency Based Education; Correctional Education; Curriculum Development; Curriculum Evaluation; Educational Planning; Formative Evaluation; Models; Program Evaluation; Program Implementation; Staff Development; State Agencies; Statewide Planning; Summative Evaluation; California + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Fürsorgeerziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Bildungsplanung; Analogiemodell; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung; Öffentliche Einrichtung; Planwirtschaft; Kalifornien
Abstract	This paper focuses on planning, development, implementation, monitoring, and evaluation of a competency-based curriculum that could be a model or guide for state correctional systems. Chapter 1 addresses the need for strong educational leadership to effect change in the curriculum of a prison system. Chapter 2 contains background and problem statement; chapter 3 provides definitions of terms. The discussion of planning in chapter 4 covers planning and advisory committees, determining competencies needed, designing a framework and philosophy, preparing a plan of action, planning for evaluation, developing a reporting system, and planning and designing a followup system. Chapter 5 concerns the two principal parts of the development process--staff training and development and curriculum development. The focus of chapter 6 is implementation, including staff training and development at the institutional level, student assessment, implementation of instruction, and followup. Chapter 7 briefly discusses learner assessment. Chapter 8 outlines by level and function major monitoring functions and suggested responsibilities. In chapter 9 three major evaluation components are outlined: program evaluation (formative), folowup study of parolee success (external evaluation), and summative evaluation. Evaluation activities are suggested. Following a summary (chapter 10), chapter 11 describes competency-based curriculum development in the California Department of Corrections. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC