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Adults; Educational Attainment; Postsecondary Education; Adult Education; Certification; Educational Certificates; Noncredit Courses; Credentials; National Surveys; Pilot Projects; Incidence; Individual Characteristics; Age Differences; Employment; Comparative Analysis; Error of Measurement

Abstract:
Education and training beyond high school are important for securing opportunities for high-wage jobs in the United States. Academic degrees awarded by institutions of higher education represent a key component of the post-high-school credentials available to the American labor force. Other credentials, such as industry-recognized certifications, occupational licenses, and subbaccalaureate educational certificates have also emerged as key credentials with potential labor market value. This report describes work undertaken by the federal Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA) to develop a short set of survey items to measure the prevalence of these credentials. The development of survey measures to enumerate adults with certifications, licenses, and certificates culminated in the Adult Training and Education Survey (ATES) Pilot Study, a national household survey of noninstitutionalized adults ages 18 and over. The primary objective of the study was to evaluate a set of survey items in order to determine the most parsimonious set of items needed to accurately measure the prevalence of certifications, licenses, and certificates in the U.S. adult population. The purpose of this report is to present the results of this evaluation and make recommendations for survey items to use in existing and future federal data collections. The research effort described in this report was undertaken for questionnaire and procedural development purposes only. The information collected and published from this effort should not be used to generate or cite population estimates or other statistics. Appended are: (1) Details on the Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA); (2) ATES Pilot Study Design and Methodology; (3) Supplemental Tables; (4) Standard Error Tables; (5) ATES Pilot Study Annotated Extended Interview Questionnaire; (6) ATES Focus Group Report; and (7) ATES Cognitive Interview Report. Individual chapters contain footnotes. (Contains 61 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Credentials; Temporary Employment; Nurses; Foreign Workers; Foreign Countries; Vocational Education; Health Personnel; Nursing Education; Professional Associations; Licensing Examinations (Professions); Economic Factors; Political Influences; Social Influences; Public Policy

Abstract:
The purpose of this article is to explore the experiences of Temporary Foreign Workers in health care in Alberta, Canada. In 2007-2008, one of the regional health authorities in the province responded to a shortage of workers by recruiting 510 health-care workers internationally; most were trained as Registered Nurses (RNs) in the Philippines. However, the Association of RNs required them to complete an assessment, and in many cases, to complete further training leading to an examination before they could actually work as RNs in the province. Furthermore, economic recession and restructuring of the health authority meant that many of the short-term contracts were not renewed, despite initial promises made by recruiters. This article looks at the assessment of foreign credentials and processes that followed as a part of the vocational education and training system that is often ignored. Drawing on social closure theories, we look at the experiences of foreign workers whose positions are extremely precarious in terms of employment and residency status. Our analysis suggests that the use of temporary workers to address "short term" labour demand has implications for the workers themselves as well as larger political, social and economic implications that need to be acknowledged. (Contains 12 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Occupational Therapy; Vocational Education; Curriculum Design; Course Descriptions; Program Descriptions; Standards; Job Skills; Postsecondary Education; Certification; Licensing Examinations (Professions); Core Curriculum; Competency Based Education; Minimum Competencies; Equipment; Student Evaluation; Community Colleges; Associate Degrees; Allied Health Occupations; Allied Health Occupations Education; Multiple Literacies; Paraprofessional Personnel; Qualifications; Clinical Experience

Abstract:
As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Career-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local career-technical programs. The Occupational Therapy Assistant curriculum is a two-year program of study that prepares an individual to work under the direction of a certified Occupational Therapist to administer treatment pertinent to restorative, preventive, and maintenance programs. The focus is on the development and maintenance of capacity to perform those tasks essential to productive living and to the mastery of self and the environment. This program prepares the graduate to practice in a variety of health care and community settings as a member of a professional team. Opportunities for employment are varied and extensive. Admission to the program is selective and competitive. An associate's degree is granted upon successful completion of the program. Industry standards referenced are based on the Accreditation Council for Occupational Therapy Education of the American Occupational Therapy Association, Inc.'s "Standards for an Accredited Educational Program for the Occupational Therapy Assistant." Appended are: (1) Standards for an Accredited Educational Program for the Occupational Therapy Assistant; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Postsecondary Education; Educational History; Public Agencies; Organizations (Groups); Educational Policy; Agency Role; Institutional Role; Higher Education; Government Role; Vocational Education; Professional Associations; Advocacy; Canada Natives; Faculty Organizations; Student Organizations; Educational Administration; College Faculty; College Students; College Administration

Abstract:
This report describes agencies (established by government) and organizations (established by others) that dealt exclusively with postsecondary education in British Columbia, Canada and which had at least one professional employee and/or were separate legal entities. Of the fifty groups described since 1960, about two dozen existed in 2012. The current groups tend to have special interest or self interest mandates, whereas system-level bodies providing educational and other leadership were more common in previous decades. Although the information is presented thematically rather than chronologically, four eras are evident: (1) launch of a comprehensive postsecondary system (to 1973); (2) helping the young system to mature (to 1987); (3) supports in particular areas (to 1997); and (4) transition into the next generation postsecondary system. Agencies are categorized as either decision-making or facilitative. Categories for organizations include institutional advocacy, students, employers and employees, and information and infrastructure. The report is descriptive rather than interpretative, but quotes in sidebars convey the character and context of the various bodies and a few concluding thoughts are provided. A list of acronyms is appended. (Contains 3 footnotes.) [For Volume 5, see ED532003.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Radiology; Certification; Vocational Education; Curriculum Design; Course Descriptions; Program Descriptions; Standards; Job Skills; Postsecondary Education; Educational Certificates; Licensing Examinations (Professions); Core Curriculum; Competency Based Education; Minimum Competencies; Equipment; Student Evaluation; Community Colleges; Associate Degrees; Medical Services; Allied Health Occupations; Allied Health Occupations Education; Multiple Literacies; Paraprofessional Personnel; Qualifications; Clinical Experience

Abstract:
As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. The Nuclear Medicine Technology curriculum is a flexible program designed to offer a 2-year Associate of Applied Science degree program of study and/or a certificate of completion in Nuclear Medicine Technology. The program is designed to prepare the technologist to perform imaging procedures by administering radioactive materials to patients in a clinical setting. The nuclear medicine technologist is a highly specialized health-care professional who works closely with the nuclear medicine physician. The program is designed to provide the student the knowledge and skills to enter the field as a nuclear medicine technologist and successfully write the certification examinations of the American Registry of Radiologic Technologists (ARRT) and/or the Nuclear Medicine Technology Certification Board (NMTCB) upon successful program completion. To be admitted into the Nuclear Medicine Program, students must meet the following requirement: completion of an accredited program in radiologic technology. The curriculum was written to follow the American Society of Radiologic Technologists (ASRT) core curriculum. Standards are based on ARRT content specifications for the examination in Nuclear Medicine Technology and the NMTCB components of preparedness. Appended are: (1) Industry Standards; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Job Applicants; College Graduates; Communication Skills; Employees; Career Centers; Education Work Relationship; Surveys; Adjustment (to Environment); Problem Solving; Personnel Selection; Employment Qualifications

Abstract:
Employers value a four-year college degree, many of them more than ever. Yet half of those surveyed recently by "The Chronicle" and American Public Media's "Marketplace" said they had trouble finding recent graduates qualified to fill positions at their company or organization. Nearly a third gave colleges just fair to poor marks for producing successful employees. And they dinged bachelor's-degree holders for lacking basic workplace proficiencies, like adaptability, communication skills, and the ability to solve complex problems. What gives? These days a bachelor's degree is practically a prerequisite for getting one's resume read--two-thirds of employers said they never waive degree requirements, or do so only for particularly outstanding candidates. But clearly the credential leaves employers wanting. While they use college as a sorting mechanism, to signal job candidates' discipline and drive, they think it is falling short in adequately preparing new hires. The tension may lie partly in changes in the world of work: technological transformation and evolving expectations that employees be ready to handle everything straightaway. And perhaps managers are right to expect an easier time finding employees up to the task--after all, three times the proportion of Americans have bachelor's degrees now as did a generation or two ago. While some institutions tout their career centers, internship offerings, and academic programs designed with industry input, others argue that workplace skills ought to be taught on the job. Higher education is meant to educate broadly, not train narrowly, they say: It is business that is asking too much. And if college graduates are not up to scratch, some campus leaders ask, why do employers keep hiring them? The unemployment rate for Americans with bachelor's degrees, after all, is less than 5 percent; for those with only high-school diplomas, it is nearly double. Well, because even though employers may kvetch about college graduates, they generally make better employees than those who finished only high school. If nothing else, having gone through four--or five or six--years of schooling proves that they can stick with a task. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Federal Legislation; Educational Legislation; Educational Objectives; Labor Force Development; Education Work Relationship; Postsecondary Education; Credentials; Alignment (Education); Educational Change; Technological Literacy; Accountability

Abstract:
The Adult Education and Economic Growth Act (AEEGA) was introduced in the House of Representatives in June 2011 by Rep. Ruben Hinojosa (TX-15) and in February 2012 in the Senate by Sen. Jim Webb (VA). The Act (H.R. 2226 and S. 2117) would amend the Workforce Investment Act (WIA) to encourage the use and availability of career pathways for low-skilled adults, strengthen the focus of adult education on postsecondary and career success, increase the number of adult education students receiving marketable postsecondary credentials, and modernize the adult education system to meet the needs of 21st century jobs. Although AEEGA could substantially improve WIA--particularly the Title II provisions that govern adult education--it could be strengthened by incorporating stronger provisions that promote better alignment between WIA Titles I and II, including a shared system of accountability. By 2018, economists predict that 63 percent of jobs will require a postsecondary education, yet, today, only 55 percent of adults have at least some college education. A growing wage gap between higher- and lower-educated workers also increases the urgency of helping workers access further education and training. Lower-educated workers are more likely to earn lower wages, be unemployed, have children who do not go to college, and have health problems that impact their longevity and economic well-being. AEEGA addresses these challenges by raising expectations for the adult education system from one that simply helps adults gain basic literacy or a secondary school diploma to one that helps adults get on a sustainable path to postsecondary and career success. It shifts the goals and purpose of adult education from a focus on receipt of a high school diploma or GED to a focus on postsecondary access and success. To fulfill this new purpose, AEEGA focuses on improvements in four main areas: (1) strengthening the focus on postsecondary "transition and success" for students at every basic skill level; (2) encouraging the use and availability of career pathways for low-skilled adults; (3) improving the likelihood that adult education students and individuals in workforce training will earn credentials as a result of their program; and (4) modernizing adult education delivery systems to align with 21st century technology and skill demands. (Contains 4 footnotes.) [For previous edition, see ED538032.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Geography Instruction; Standards; Educational Policy; Government Role; Politics of Education; Professional Autonomy; Teaching (Occupation); Geography; Professional Associations; Content Analysis; Standard Setting; Policy Formation

Abstract:
In a world where governments increasingly attempt to impose regulation on all professional activities, this paper advocates that professional standards for teachers be developed "by the profession for the profession". Foucauldian archaeology is applied to two teacher standards documents recently published in Australia, one developed at national governmental level and the other by geography teachers through their professional associations. The excavation reveals that both students and geography teachers themselves are better served when teachers assert their own definition of professionalism and thus reclaim their professional territory, rather than being compliant with generic governmental agendas. Whilst we use Australia as an illustrative example, our findings are applicable to all other countries where governments attempt to impose external professional standards on the teaching profession. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Productivity; Occupational Safety and Health; Compliance (Legal); Organizational Effectiveness; Certification; Vocational Education; Curriculum Design; Course Descriptions; Program Descriptions; Standards; Job Skills; Postsecondary Education; Licensing Examinations (Professions); Core Curriculum; Competency Based Education; Minimum Competencies; Equipment; Student Evaluation; Community Colleges; Associate Degrees; Multiple Literacies; Public Health; Work Environment; Allied Health Occupations; Allied Health Occupations Education

Abstract:
As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. Occupational Safety and Health Technicians, (OSHT) also known as safety and health practitioners or occupational health and safety inspectors, help to prevent harm to workers, property, the environment, and the general public. They promote occupational health and safety within organizations by advising management on how to increase worker productivity in the 21st Century Workforce through raising morale and reducing absenteeism, turnover, and equipment downtime while securing savings on insurance premiums, worker's compensation benefits, and litigation expenses. In addition, OSHT assist employers in complying with Occupational Safety and Health Act (OSHA) regulations and standards. Employment opportunities are available at all levels of government agencies and with public and private businesses. Upon completion of the two-year program the student will be awarded the Associate of Applied Science Degree. Industry standards referenced are from the "Council on Certification of Health, Environmental and Safety Technologists (CCHEST), Occupational Health and Safety Technologist (OHST)/Certified Loss Control Specialist (CLCS) Examination Blueprint." Appended are: (1) Council on Certification of Health, Environmental and Safety Technologists; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Federal Legislation; Educational Legislation; Educational Objectives; Labor Force Development; Education Work Relationship; Postsecondary Education; Credentials; Alignment (Education); Educational Change; Technological Literacy; Accountability

Abstract:
The Adult Education and Economic Growth Act (AEEGA) was introduced in the House of Representatives in June 2011 by Rep. Ruben Hinojosa (TX-15). The bill (H.R. 2226) would amend the Workforce Investment Act (WIA) to encourage the use and availability of career pathways for low-skilled adults, strengthen the focus of adult education on postsecondary and career success, increase the number of adult education students receiving marketable postsecondary credentials, and modernize the adult education system to meet the needs of 21st century jobs. Although AEEGA could substantially improve WIA--particularly the Title II provisions that govern adult education--it could be strengthened by incorporating stronger provisions that promote better alignment between WIA Titles I and II, including a shared system of accountability. The AEEGA provides a framework for a new vision of adult education--one that better prepares adult students to access and succeed in postsecondary education, earn credentials that employers value, and obtain 21st century skills. Together with a comprehensive reauthorization of the Workforce Investment Act, provisions in AEEGA could go a long way toward ensuring low-skilled adults can access the education and skills training they need to build careers in a changing economy. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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