Demonstrational Features of the Tuskegee Institute Retraining Project, Volume I.

Institution	Tuskegee Inst., AL.
Titel	Demonstrational Features of the Tuskegee Institute Retraining Project, Volume I.
Quelle	(1965), (148 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Career Counseling; College Programs; Disadvantaged; Educational Background; Followup Studies; Health Services; Job Placement; Job Skills; Labor Force Development; Recruitment; Research; Residential Programs; Retraining; Rural Areas; Alabama + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Studienprogramm; Vorbildung; Follow-up studies; Kontaktstudium; Health service; Gesundheitsdienst; Gesundheitswesen; Employment service; Employment services; Arbeitsvermittlung; Produktive Fertigkeit; Arbeitskräftebestand; Recruiting; Rekrutierung; Forschung; Sozialer Wohnungsbau; Umschulung; Rural area; Ländlicher Raum
Abstract	This 52-week Tuskegee Institute project, undertaken in 1964 to train a sample of culturally deprived male heads of households in Alabama, included vocational skills (brickmasonry, carpentry, farm machinery, and meat processing), academic skills (mathematics, English, and remedial reading), group, individual, and family counseling, medical care, and job development, placement, and followup services. Fifty percent of the trainees lived on campus while the others commuted. Intensive teaching and counseling were needed since most trainees were functioning at or below the eighth grade level and were being brought into a basically alien environment. The trainees, almost all aged 21-50, were grouped by learning potential, and special academic courses were designed for each skill. Lectures, films, and field trips were also provided. Trainee autobiographies, class day and graduation activities, exhibits, participation in high school equivalency examinations, and the job placement rate (121 out of 166 by September 1965) were generally indicative of program success. Resident trainees performed significantly better, had less absenteeism and fewer personal problems, and showed more regard for personal characteristics, than nonresidents. (ly)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC