Author(s): |
Torpey, Elka |
Source: |
Occupational Outlook Quarterly, v56 n4 p2-13, 15-17 Win 2012-2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Awards; Community Colleges; Certification; Allied Health Occupations; Fire Protection; Police; Maintenance; Welding; Business Administration; Information Technology; Building Trades; Employment Qualifications; Employment Opportunities
Abstract:
Certificates are nondegree awards for completing an educational program of study after high school. Typically, students finish these programs to prepare for a specific occupation. And they do so in a relatively short period of time: Most certificates take less than a year to complete, and almost all are designed to take less than 2 years. Among the questions about certificates that one will need to have answered are the following: (1) What occupations can certificates prepare me for?; (2) What are some benefits and drawbacks to getting a certificate?; and (3) How can I find a program that's right for me? This article answers these and other questions about certificates and certificate programs. The first section of the article describes certificates and some of the occupations that require them. The second section explains some potential benefits and drawbacks to these educational awards. The third section offers advice on evaluating certificate programs. The final section provides additional sources of information. (Contains 7 tables.)
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Pub Date: |
2010-07-00 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Feedback (Response); Teacher Characteristics; Program Evaluation; Quality Control; Program Effectiveness; State Standards; Teacher Education Programs; Educational Policy; Student Recruitment; Selective Admission; Teacher Competencies; Teaching Skills; Teacher Persistence; Knowledge Base for Teaching; Academic Achievement; State Programs; Accreditation (Institutions); National Standards; Federal Government; Program Design; Teacher Effectiveness; Labor Turnover; Pedagogical Content Knowledge
Abstract:
Our current system for holding U.S. teacher education programs accountable doesn't guarantee program quality or serve the needs of schools and students. State oversight for teacher preparation programs mostly ignores the impact of graduates on the K-12 students they teach, and it gives little attention to where graduates teach or how long they remain in the profession. There is no evidence that current state policies hold programs to high standards in order to produce teachers who can help students achieve. Moreover, every state does its own thing when it comes to program oversight--another barrier to effective quality control. New ways of preparing teachers have been created in the last few decades in large part because they offer solutions to serious problems that many university-based teacher preparation programs appear unwilling to address. Academically strong college students as well as school districts, foundations, and policymakers are proponents of initiatives such as Teach for America, the New Teacher Project, other teaching fellows programs such as those of the Woodrow Wilson National Fellowship Foundation, and teacher residency programs. Despite these competitive developments, however, states have done little to focus traditional preparation programs on issues like selective recruitment through high standards for entry into programs, carefully constructed and monitored clinical experiences for teacher candidates, and program evaluation focused on important outcomes. The redesigned accountability system proposed in this paper is an effort to direct regulatory oversight to things that matter: whether or not K-12 students are learning, how well teachers have developed the classroom teaching skills to be effective with their students, a graduate's commitment to teaching as a professional career, feedback from graduates and employers, and high-quality tests of teacher knowledge and skills that are tied to classroom teaching performance and K-12 stud learning. [For the full report, see ED518518.]
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Pub Date: |
2010-07-00 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Feedback (Response); Teacher Characteristics; Program Evaluation; Quality Control; Program Effectiveness; State Standards; Teacher Education Programs; Educational Policy; Student Recruitment; Selective Admission; Teacher Competencies; Teaching Skills; Teacher Persistence; Knowledge Base for Teaching; Academic Achievement; State Programs; Accreditation (Institutions); National Standards; Federal Government; Program Design; Teacher Effectiveness; Labor Turnover; Pedagogical Content Knowledge
Abstract:
State oversight for teacher preparation programs mostly ignores the impact of graduates on the K-12 students they teach, and it gives little attention to where graduates teach or how long they remain in the profession. There is no evidence that current state policies hold programs to high standards in order to produce teachers who can help students achieve. Moreover, every state does its own thing when it comes to program oversight--another barrier to effective quality control. New ways of preparing teachers have been created in the last few decades in large part because they offer solutions to serious problems that many university-based teacher preparation programs appear unwilling to address. Academically strong college students as well as school districts, foundations, and policymakers are proponents of initiatives such as Teach for America, the New Teacher Project, other teaching fellows programs such as those of the Woodrow Wilson National Fellowship Foundation, and teacher residency programs. Despite these competitive developments, however, states have done little to focus traditional preparation programs on issues like selective recruitment through high standards for entry into programs, carefully constructed and monitored clinical experiences for teacher candidates, and program evaluation focused on important outcomes. The redesigned accountability system proposed in this paper is an effort to direct regulatory oversight to things that matter: whether or not K-12 students are learning, how well teachers have developed the classroom teaching skills to be effective with their students, a graduate's commitment to teaching as a professional career, feedback from graduates and employers, and high-quality tests of teacher knowledge and skills that are tied to classroom teaching performance and K-12 student learning. (Contains 35 endnotes.) [For the executive summary, see ED518519.]
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Author(s): |
N/A |
Source: |
Alberta Advanced Education and Technology |
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Guides - Classroom - Learner |
Peer Reviewed: |
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Descriptors:
Foreign Countries; Course Descriptions; Engines; Apprenticeships; Program Descriptions; Training; Safety; Certification; Educational Policy; State Policy; Public Agencies; Technical Education; Technical Institutes; College Instruction; Postsecondary Education; Curriculum Design; Paraprofessional Personnel; Industry; Training Methods; Equipment Maintenance; Motor Vehicles; Auto Mechanics
Abstract:
The graduate of the Heavy Equipment Technician apprenticeship program is a certified journeyperson who will be able to: (1) diagnose repair, and maintain by skills and knowledge gained through training and experience any of the working parts of diesel engines as well as the various components of mobile industrial equipment; (2) use, competently, both hand and power tools in order to carry out repairs according to manufacturer's specifications; (3) read and understand work orders, prepare estimates, and interpret technical manuals; (4) write service reports, diagnose the cause of failures and keep service analysis records; (5) when fully competent in all phases of general repairs, a Heavy Equipment Technician may specialise in any one of several areas of the trade such as, fuel pumps and injectors, track equipment, engine overhaul, hydraulic controls, power shift transmissions and allied equipment; (6) outstanding individuals may advance to service representatives or supervisory positions; (7) be familiar with the work in related trades such as Machinist and Welder; (8) understand the fundamentals of operating a small business; and (9) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Heavy Equipment Technician Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
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Author(s): |
N/A |
Source: |
Alberta Enterprise and Advanced Education |
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Guides - Classroom - Learner |
Peer Reviewed: |
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Descriptors:
Foreign Countries; Auto Mechanics; Apprenticeships; Motor Vehicles; Industry; Course Descriptions; Program Descriptions; Training; Safety; Certification; Educational Policy; State Policy; Public Agencies; Technical Education; Technical Institutes; College Instruction; Postsecondary Education; Curriculum Design
Abstract:
The graduate of the Motorcycle Mechanic apprenticeship program is a certified journeyperson who will be able to: (1) repair and maintain motorcycles and ATVs which are powered with internal combustion engines; (2) comprehend work orders, technical bulletins and estimates, and relate the information to the job at hand; (3) interpret warranty policy in terms of service reports, component failures and analysis records; (4) when his/her Journeyperson Certificate has been earned, the Motorcycle Mechanic may opt to specialize in the repairing, rebuilding and servicing of any one or more of the many assemblies of the modern motorcycle; (5) have executive and supervisory opportunities in the motorcycle industry which are frequently available to trained and certified mechanics with above capabilities and motivation; (6) be able to familiarise him/her with the work experience of closely allied equipment: e.g. snowmobiles, outdoor power equipment; and (7) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Motorcycle Mechanic Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Nurses; Academic Education; Professional Training; Quality Control; Geriatrics; Foreign Countries; Vocational Education; Social Work; Educational Quality; Educational Gerontology; Transfer Policy; College Credits; Accountability; Standards; Occupational Mobility; Accreditation (Institutions); Primary Health Care; Caseworkers; Older Adults; Higher Education; Guidelines
Abstract:
Quality assurance (QA) in gerontological and geriatric education programs is regarded as essential to maintain standards, strengthen accountability, improve readability of qualifications, and facilitate professional mobility. In this article the authors present a summary of international developments in QA and elaborate four international trends, including the pros and cons of QA. Furthermore, the authors focus on accreditation and credit transfer opportunities in vocational and academic education programs for primary care practitioners, including nurses, home care workers, social workers, physiotherapists, and family doctors involved in the care of older people in nine European countries and highlight changes that have occurred over the last decade. Vocational education and professional training in elderly care at the basic and postgraduate specialization level remains extremely diversified, reflecting the lack of standardization for programs outside the higher education sector. The situation is ripe for the implementation of the European Qualifications Framework, which is intended to promote transparency, comparability and portability of qualifications at different levels and the introduction of a credit transfer system for vocational education to be established in 2012. (Contains 1 note and 1 figure.)
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