A Pre-Vocational Developmental Program for Georgia's Area Vocational-Technical Schools.

Institution	Athens Area Vocational-Technical School, GA.
Titel	A Pre-Vocational Developmental Program for Georgia's Area Vocational-Technical Schools.
Quelle	(1977), (77 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Career Guidance; Communication Skills; Educational Counseling; Guidance Programs; Instructional Materials; Post High School Guidance; Postsecondary Education; Program Administration; Program Descriptions; Remedial Instruction; Remedial Mathematics; Remedial Programs; School Counseling; Student Placement; Technical Education; Vocational Education; Georgia + Suchen Sie Ihr Suchwort? Berufsorientierung; Kommunikationsstil; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Post-secondary education; Tertiäre Bildung; Förderkurs; Förderprogramm; School counselling; Pädagogische Beratung; Schülerpraktikum; Technikunterricht; Ausbildung; Berufsbildung
Abstract	A model program was developed to provide remedial experiences that would allow individuals who fail to meet minimum entrance requirements for postsecondary vocational education to reach an acceptable level for admission into regular programs. The project encompassed three major areas of instruction: vocational/technical mathematics, vocational/technical communications, and vocational guidance. Entering students took a Test of Adult Basic Education (TABE) and participated in an intake interview designed to set individual goals and develop an individually prescribed curriculum which could contain instruction in either or all of the three major curriculum areas. At the end of the individually prescribed program (approximately six weeks) the individual was re-evaluated with possible options of entry into a regular program, placement in an evaluation lab, referral to an outside agency, or recycling through the prevocational lab. During the first year's operation 106 people were served. Of these, fifty-eight completed their work and met required scores upon posttesting, with twenty-six enrolling in regular programs and thirty-two being placed on waiting lists for their particular program. Forty-eight students dropped out of pre-tech before completion. (Instructional materials used in the program are described, and charts, comparative tables, and statistical data on the students are included.) (BL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC