Project EFFECT. Energy for the Future: Education, Conservation, Training.

Institution	Indiana Univ., South Bend. Center for Energy Conservation.
Titel	Project EFFECT. Energy for the Future: Education, Conservation, Training.
Quelle	(1979), (13 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Adult Vocational Education; Community Education; Conservation Education; Core Curriculum; Curriculum Development; Curriculum Evaluation; Energy; Energy Conservation; Extension Agents; Extension Education; Instructional Materials; Job Development; Job Skills; Paraprofessional Personnel; Postsecondary Education; Power Technology; Recruitment; Underemployment; Unemployment; Use Studies + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Kerncurriculum; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Energie; Energieerhaltung; Energiespeicherung; Erweitertes Bildungsangebot; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Produktive Fertigkeit; Laienhelfer; Post-secondary education; Tertiäre Bildung; Antriebstechnik; Recruiting; Rekrutierung; Unterbeschäftigung; Arbeitslosigkeit; Benutzerschulung
Abstract	Project EFFECT (Energy for the Future: Education, Conservation, Training) was a three-year experimental program in curriculum development focusing on energy conservation, technology, and training. It had three objectives: (1) create a comprehensive training program for adults without previous technical training, applicable to community energy conservation needs; (2) define the new occupational role of and provide training to the Energy Extension Agent; and (3) heighten community awareness of energy conservation. Advisory committees participated directly in curriculum development and in identifying and developing the employment market. Instructors from a wide variety of fields developed nineteen modules in four basic areas of classroom-based instruction: general background, technical training, energy audits preparation, and community education (see Note). A procedural guidebook for conducting energy use surveys was prepared. With the help of three CETA (Comprehensive Employment and Training Act) agencies, twenty-four trainees were recruited for a pilot training course including six months of classroom-based instruction and a two-month practicum. Ten of sixteen course-completers were employed in positions directly related to their training in energy technology. (Exhibits include a list of competencies of the energy extension agent and a core curriculum outline.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC