Educating for the Future: The Effects of Some Recent Legislation on Secondary Vocational Education. State-of-the-Art Paper.

Autor/in	Ferqueron, Margaret
Institution	Tennessee Univ., Knoxville. Office for Research in High Technology Education.
Titel	Educating for the Future: The Effects of Some Recent Legislation on Secondary Vocational Education. State-of-the-Art Paper.
Quelle	(1984), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basic Skills; Competency Based Education; Educational Legislation; Employer Attitudes; Futures (of Society); Graduation Requirements; Industry; Minimum Competencies; Minimum Competency Testing; Required Courses; School Business Relationship; Secondary Education; State Legislation; State of the Art Reviews; Vocational Education + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsrecht; Schulgesetz; Arbeitgeberinteresse; Future; Society; Zukunft; Abschlussordnung; Industrie; Fundamentum; Mindestwissen; Pflichtkurs; Sekundarbereich; Landesrecht; Entwicklungsstand; Ausbildung; Berufsbildung
Abstract	Many states have mandated two possibly far-reaching legislative reforms within secondary vocational education: minimum competency requirements and increased course requirements for graduation. Most legislated educational reforms include only selected aspects of competency-based systems, primarily the specification of and testing for minimum competencies in reading and mathematics. The minimum competency movement often becomes a testing movement because testing is the most immediate way for legislators to satisfy the public. A particular danger in testing is that its advocates may have two different understandings of its purpose--accountability versus effectiveness. Because more state tests focus on basic language and computational skills, they may affect instruction by narrowing the curriculum. The increase in required courses may deny students a vocational track because they have fewer electives. School personnel may not be given sufficient time to develop plans to substitute vocational courses for academic requirements. Both reforms involve the issue of what constitutes a proper education for today's technological society. Within business and industry, two apparently contradictory factions have emerged. One group emphasizes vocational education, career education, and basic skills; the other emphasizes a strengthened liberal arts curriculum. Both advocate, ultimately, specialized knowledge as well as employability skills. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01