Facilitator's Guide to Staff Training for the Rural America Series. Module XIII: Cooperative Agreements with Business, Industry and Labor. Research and Development Series No. 149N.

Autor/inn/en	Altschuld, James W.; und weitere
Institution	Northern Michigan Univ., Marquette. School of Education.; Ohio State Univ., Columbus. National Center for Research in Vocational Education.
Titel	Facilitator's Guide to Staff Training for the Rural America Series. Module XIII: Cooperative Agreements with Business, Industry and Labor. Research and Development Series No. 149N.
Quelle	(1978), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Education; Career Education; Contracts; Cooperative Programs; Elementary Secondary Education; Guidance Programs; Leadership Training; Learning Activities; Learning Modules; Postsecondary Education; Program Guides; Rural Schools; School Business Relationship; Small Schools; Staff Development + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Arbeitslehre; Vertrag; Führungslehre; Lernaktivität; Learning module; Lernmodul; Post-secondary education; Tertiäre Bildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Personnel development; Personalentwicklung
Abstract	This module provides guidelines for planning and implementing both written and oral cooperative agreements with business, industry, and labor. These guidelines will be of help to rural and small school counselors and educators as they plan, implement, and evaluate career guidance programs in rural schools. Characteristics of formal and informal cooperative agreements are compared. Steps in the cooperative agreement planning/implementation cycle are presented: assessing needs, developing objectives, assessing resources, developing strategies and programming, implementing plans, assessing and monitoring progress, and evaluating outcomes. The importance of appointing a coordinator to arrange cooperative agreements for the guidance program is stressed. Materials provided in the module for participants include a list of responsibilites and qualifications of a coordinator, an outline of a comprehensive cooperative agreement, sources and kinds of information for evaluating cooperative agreements, a coordinator's checklist for community cooperative agreement program planning, a checklist for recognizing and neutralizing hazards and liabilities, and a module specific evaluation questionnaire. Covering different aspects of the same topic, the module underscores the close ties between cooperative relationships and community relations and involvement and may be combined with Module X. (NEC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC