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Admission (School); Adult Education; Colleges; Continuing Education; Developed Nations; Education Work Relationship; Educational Cooperation; Educational Needs; Electricians; Electronic Technicians; Electronics Industry; Foreign Countries; Job Skills; Job Training; Labor Market; Postsecondary Education; Recruitment; School Business Relationship; Technical Education

Abstract:
A project examined skills shortages and gaps in the electrotechnical industry and to what extent stakeholders' training provision was addressing them in two areas in England--the eastern region, and Liverpool with the Wirral peninsula in the northwest. The national training organization called the National Electrotechnical Training (NET) and work-based learning providers were of particular interest. Findings on partnership issues indicated organizations involved in training varied in size and role, and it was found to be problematic when stakeholders competed for recruits while contracting with each other for provision. Other findings related to declining recruitment, deficiencies in the corporate culture, effects of colleges' wider responsibilities and the impact of funding. Findings on skill needs indicated NET had difficulty influencing training provision, and the main learning needs were updating of knowledge of regulations and legislation, maintaining and updating technology and workers' knowledge of it, and knowledge of how to manage people. Other findings were communication problems in the sector, skill gaps, skills shortages, and recruitment difficulties. Findings on provision or learning opportunities indicated problems in changes in qualifications, training relevance, responding to demand and gaps in provision, responsiveness to industry needs, progression and coherence, and integrated provision. A range of solutions were offered to solve recruitment difficulties, including using online learning, improving employers' knowledge of funding for training, and providing awards for students choosing to go into engineering. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adult Education; Competence; Competency Based Education; Computer Oriented Programs; Degrees (Academic); Educational Certificates; Electromechanical Technology; Electronic Technicians; Electronics; Graduation Requirements; Integrated Curriculum; Job Skills; Labor Force Development; Postsecondary Education; Repair; Secondary Education; State Programs; Statewide Planning; Technology Education; Troubleshooting

Abstract:
This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; and overview of the electronics field; an list acknowledging the professionals who helped develop the competency list; and the comprehensive listing of the professional or occupational competencies deemed essential for graduates to perform proficiently when they graduate from an Ohio specialization workforce development program on electronics. The introduction explains the following: (1) critical academic, employability, and information technology skills have been integrated throughout the list to support the technical skills; (2) the competency profile can be used as the basis for curriculum development in Ohio's secondary, adult, and postsecondary programs; (3) the specialization competency profile is organized so that it can be clustered or grouped in a modular approach. The overview of the electronics profession describes general duties, some specific tasks, employment opportunities, length of program, type of program (classroom instruction and/or work experience), and types of certificates and/or degrees. The competencies are grouped under broader skills that are, in turn, categorized under these nine major topics: electronics orientation; basic electronic theory; basic electronic skills; basic troubleshooting and repair; troubleshoot and repair common consumer and business office equipment; computer applications and servicing; electro-optic technology applications and servicing; professionalism in electronics; and academic skills in electronics. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Aviation Mechanics; Change Strategies; Comparative Analysis; Cost Effectiveness; Delivery Systems; Distance Education; Educational Change; Educational Finance; Educational Needs; Educational Policy; Electronic Technicians; Enlisted Personnel; Instrumentation Technicians; Job Training; Labor Needs; Learning Modules; Military Personnel; Military Training; Needs Assessment; Outcomes of Education; Policy Formation; Program Costs; Program Effectiveness; Technical Occupations; Training Methods

Abstract:
The potential of distance learning (DL) to expedite the U.S. Army's efforts to redress personnel shortages in Army enlisted occupations was studied by evaluating how DL-based training strategies might affect skill shortages in the following occupations: helicopter repairer; electronic switching system operator; microwave systems operator/maintainer; and signal support systems specialist. The criteria used to assess the effectiveness of DL-based training strategies were changes in shortages and changes in costs per shortage filled. The study established that, with proper support and monitoring, DL could make basic noncommissioned officer course and advanced noncommissioned officer training possible earlier in the select-train-promote sequence. DL could begin before scheduled residence training courses are available, be taken in small pieces on a "continuous" basis, and occur at trainees' home station. Furthermore, modularized DL courses could allow "testing out" of already mastered material and enhance the type of self-development training that can accelerate the institutional training process. The study also indicated that using DL in the contexts identified could significantly lower the marginal cost of reducing skill shortages. (Information on measuring the effects of DL-based and non-DL-based strategies on shortages and the length of reclassification courses under DL is appended. Thirty tables/figures are included. Contains 19 references.) (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Age Differences; Apprenticeships; Comparative Analysis; Economic Climate; Education Work Relationship; Educational Attainment; Electrical Occupations; Electricians; Electronic Technicians; Electronics; Employment Patterns; Employment Projections; Employment Qualifications; Enrollment Influences; Enrollment Trends; Foreign Countries; Geographic Location; Job Training; Labor Market; Labor Needs; Labor Supply; Occupational Clusters; Occupations; Outcomes of Education; Paraprofessional Personnel; Participation; Postsecondary Education; Rural Areas; Secondary Education; Semiskilled Occupations; Skilled Occupations; Student Certification; Student Characteristics; Tables (Data); Technical Occupations; Telecommunications; Trade and Industrial Education; Trainees; Trend Analysis; Urban Areas; Work Environment

Abstract:
Statistics regarding Australians participating in apprenticeships and traineeships in the electrical and electronics trades in 1995-1999 were reviewed to provide an indication of where skill shortages may be occurring or will likely occur in relation to the following occupations: electrical engineering associate professional; electronics engineering technician; electrical and electronics tradespersons; and electrical and telecommunications trades assistants. The review focused on the following items: commencements, number in training, and completions; age; Australian Qualifications Framework level; geographic region by state/territory; school attendance status; other training; and enrollment figures versus projected employment trends. The following were among the main findings: (1) for all selected electrical and electronics trades together but excluding electrical and telecommunications trades assistants, commencements and numbers in training grew but completions declined from 1995 to 1998; (2) of the specific occupations reviewed within the four occupational categories, two (electronics and office equipment tradespersons and electrical distribution tradespersons) declined; (3) in 1995-1998, electrical and electronics trade commencements increased in every state and territory except Tasmania; and (4) the communications tradespersons occupation category had the highest forecast average annual growth rate (5.4%) and has also experienced one of the greatest growth rates (44.7%) for apprentices and trainees from 1995 to 1998. (Contains 12 tables.) (MN) 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:
Building Trades; Classroom Techniques; Construction (Process); Course Content; Electric Circuits; Electrical Occupations; Electrical Systems; Electricians; Electricity; Electronic Technicians; Entry Workers; Job Skills; Learning Activities; Postsecondary Education; Secondary Education; Teaching Methods; Test Items; Trade and Industrial Education; Transparencies; Units of Study

Abstract:
This revised curriculum guide for teachers and students includes the additional technical knowledge and applications required to help prepare students for job entry in the commercial and industrial wiring trade. The curriculum guide contains 16 units that cover the following topics: (1) blueprint reading and load calculations; (2) tools and equipment; (3) service; (4) transformers; (5) rough-in; (6) lighting; (7) motors and controllers; (8) electrical diagrams and symbols; (9) two- and three-wire controls; (10) separate control circuits; (11) sequence controls; (12) jogging controls; (13) reversing starters; (14) special control circuits; (15) programmable logic controllers; and (16) projects. The introductory pages in the Teacher Edition, contain information on use of the publication, a training and competency profile, a duty and task crosswalk, an instructional and task analysis, information on basic skills icons and classifications, a basic skills matrix, and a list of required tools, equipment, and materials. Teacher pages within the Teacher Edition include suggested activities, answers to assignment sheets, written tests, answers to written tests, learning activities sheets, teacher supplements, and transparency masters. The student edition includes objective sheets, information sheets, student supplements, focus assignment, assignment sheets, and job sheets for each unit. (KC) 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:
Building Trades; Classroom Techniques; Construction (Process); Course Content; Electric Circuits; Electrical Occupations; Electrical Systems; Electricians; Electricity; Electronic Technicians; Entry Workers; Job Skills; Learning Activities; Postsecondary Education; Secondary Education; Teaching Methods; Test Items; Trade and Industrial Education; Transparencies; Units of Study

Abstract:
This revised curriculum guide for teachers and students is designed to help prepare students for entry-level employment in the residential wiring trade. The curriculum guide contains six units that cover the following topics: (1) blueprint reading and load calculations; (2) service; (3) rough-in; (4) trim out and troubleshooting; (5) low voltage wiring; and (6) home automation. The complete teacher edition consists of introductory pages, teacher pages, and the student edition. Included in the introductory pages are information on use of the publication, a training and competency profile, a duty and task crosswalk, an instructional and task analysis, information on basic skills icons and classifications, a basic skills matrix, and a list of required tools, equipment, and materials. Teacher pages include suggested activities, answers to assignment sheets, written tests, answers to written tests, learning activities sheets, teacher supplements, and transparency masters. The student edition includes objective sheets, information sheets, student supplements, focus assignment, assignment sheets, and job sheets for each unit. (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adult Education; Allied Health Personnel; Auto Body Repairers; Career Development; Career Education; Career Ladders; Continuing Education; Dental Hygienists; Education Work Relationship; Educational Needs; Educational Opportunities; Electronic Technicians; Employment Level; Employment Patterns; Employment Practices; Employment Qualifications; Entry Workers; Fringe Benefits; Income; Influences; Interviews; Job Performance; Managerial Occupations; Medical Laboratory Assistants; Nurses; Outcomes of Education; Physical Therapists; Plumbing; Questionnaires; Role of Education; Social Workers; Success; Work Attitudes

Abstract:
A study examined the career progression of individuals in the following occupations: registered nurse; physical therapist; medical laboratory technologist; paramedic; ranked corrections officer; dental hygienist; electronic technician; pipefitter/plumber; social worker; and auto body shop manager. Researchers conducted face-to-face interviews in the Austin, Texas, metropolitan area with 5-10 individuals in each occupation. Participants were identified and recruited through professional or employer associations, training or educational providers, and personal referrals. One half of the respondents entered their occupation directly at the apex position. Little more than one-third began their careers at the identified entry occupation. Success appeared to be associated with continuous education and training, persistence in the occupational field, and hard work. Persistence was associated with truly enjoying the work, income opportunities, and employment benefits. Higher degree expectations appeared to be becoming the norm for most of the occupations studied. Employers commonly provided continuous training opportunities on the job to keep their work force viable and/or maintain licensure. Seniority played virtually no role in promotions. Career advancement was associated with ability, experience, and education. The study confirmed the importance of continuous training and higher education in today's labor market. (The interview guide and contact strategies for the Career Pathways Project are appended.) (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Communications; Competence; Computer Assisted Design; Drafting; Electricity; Electronic Equipment; Electronic Technicians; Electronics; Equipment Maintenance; High Schools; Job Skills; Occupational Information; Profiles; Quality Control; Repair; Tech Prep; Technical Occupations; Technology Education; Two Year Colleges

Abstract:
This tech prep competency profile covers the occupation of electronics technician. Section 1 provides the occupation definition. Section 2 lists development committee members. Section 3 provides the leveling codes--abbreviations for grade level, (by the end of grade 12, by the end of associate degree), academic codes (communications, math, or science related), and depth (introduce, reinforce, proficient). Section 4, the table of contents, also indicates whether the entire or partial unit is required for each of the occupations. Section 5 provides the competencies categorized into 35 units. Each unit consists of essential or local competencies divided into builders. Competencies and builders are listed in columns and followed by the codes that indicate depth and related academic area for each grade level. Unit topics are as follows: employability skills; professionalism; teamwork; professional practices; workplace safety; project management; problem analysis; general administrative functions; economic and business principles; basic computer concepts and applications; quality assurance; technical recording and reporting; drafting technology; computer-assisted design and drafting (CADD) fundamentals; intermediate CADD; basic electricity; fundamentals of electronics technology; electronic noise; analog circuits; digital logic circuits; microcomputer electronics technology; instrumentation and control technology; electro-optic technology; electronics troubleshooting and repair; programmable logic controllers; communications electronics technology; industrial electricity; electrical test and measurement equipment; electromechanical technology; hydraulics and pneumatics; computer-aided engineering; wiring methods; electronic assembly and repair; local area network operations; and mechanical power transmission. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Career Development; Competence; Competency Based Education; Course Content; Course Organization; Electronic Control; Electronic Equipment; Electronic Technicians; Electronics; Electronics Industry; Foreign Countries; Integrated Curriculum; Robotics; Secondary Education; State Curriculum Guides; Teaching Methods; Technology Education; Vocational Education

Abstract:
With this Career and Technologies Studies (CTS) curriculum guide, secondary students in Alberta can do the following: develop skills that can be applied in their daily lives; refine career-planning skills; develop technology-related skills in electro-technologies; enhance employability skills, especially in electro-technologies industries; and apply and reinforce learning developed in other subject areas. The curriculum is organized in strands and modules. This guide encompassing the electro-technologies strand contains 37 modules that define what a student is expected to know and be able to do (competencies). The guide is organized in the following parts: (1) program rationale and philosophy, learner expectations, program organization, curriculum and assessment standards, and types of competencies in career and technology studies; (2) strand rationale and philosophy and strand organization for electro-technologies studies; (3) planning for instruction for career and technology studies and for electro-technologies courses; (4) module curriculum and assessment standards for introductory level electro-technologies competencies; (5) module curriculum and assessment standards for intermediate level electro-technologies competencies; (6) module curriculum and assessment standards for advanced level electro-technologies competencies; (7) assessment tools; (8) linkages and transitions; (9) learning resource guide; and (10) sample student learning guides. Modules cover the following broad topics: electro-assembly; conversion and distribution; power supply; digital technology; control systems; analog, electronic, and radio communication; security systems; robotics; circuit wiring; electro-optics; magnetic control; electronic servicing; generation/transformation; microprocessors; amplifiers; motors; and control applications. (KC) 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:
Career Education; Career Exploration; Career Guidance; Critical Thinking; Electric Circuits; Electricity; Electronic Technicians; Electronics; Electronics Industry; Laboratory Procedures; Laboratory Safety; Learning Activities; Lesson Plans; Microcomputers; Occupational Safety and Health; Postsecondary Education; Secondary Education; Shop Curriculum; Teaching Guides; Teaching Methods; Technological Advancement; Technology Education; Thinking Skills; Units of Study; Vocational Education

Abstract:
These instructional materials include a teacher's guide designed to assist instructors in organizing and presenting an introductory course in general electronics focusing on logic circuits and microprocessors and a student guide. The materials are based on the curriculum-alignment concept of first stating the objectives, developing instructional strategies for teaching those objectives, and then evaluating based on the objectives. The course contains two units, each designed for use in more than one class period: Logic Devices and Circuits and Introduction to Microprocessors. Each unit in the teacher edition includes some or all of the following: suggested activities, answers to assignment sheets, answers to written test, written test, unit evaluation form, teacher supplements, and transparency masters. In addition, the teacher edition includes a section on use of the publication, a competency profile, instructional and task analyses, academic and workplace skill classifications and definitions, a related academic and workplace skills list, and a correlation to the Electronics Industries Foundation skills list. Each of the instructional units in the student edition includes some or all of the following components of a unit of instruction: objective sheet, information sheet, assignment sheets, and job sheets. (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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