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Descriptors:
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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Apprenticeships; Comparative Education; Developed Nations; Developing Nations; Education Work Relationship; Educational Improvement; Educational Needs; Educational Policy; Electronics Industry; Entry Workers; Foreign Countries; Information Industry; Job Skills; Job Training; Partnerships in Education; Policy Formation; Postsecondary Education; Public Policy; School Business Relationship; Secondary Education; Skill Development; Technical Education; Tourism; Trainers; Vocational Education; Work Experience Programs

Abstract:
A study described the general and vocational education and training (VET) systems in Korea and Australia, focusing on the role of training providers and industry in the delivery of entry-level vocational education and training in both countries. The study also analyzed the nature of the linkages established between VET institutions in the two countries and their respective tourism and hospitality, electrical and electronics, and information technologies sectors. The study identified these benefits derived from industry linkages to training providers for students, training institutions, and businesses in both countries: (1) national recognition and portability of qualifications; (2) opportunities for students to develop vocational skills and awareness of occupations and organizations; (3) opportunities for businesses to influence the off-the-job training programs of their apprentices or trainees; (4) centralization of arrangements for work experience programs; (5) opportunities to recruit new employees from student trainees; and (6) opportunities to fulfill community obligations and present a positive corporate image. Policy implications were noted for each country. The study concluded that nurturing of linkages between training providers and industry in both Australia and Korea is necessary for provision of adequate and relevant skill development for students. (Contains 61 references.) (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:
Behavior Patterns; Electronics Industry; Informal Organization; Social Networks; Teamwork; Time Management

Abstract:
Uses a network study of 120 projects undertaken by 41 divisions in a large electronics company to examine development of new products in the least amount of time. Weak interunit ties help project teams search for useful knowledge in other subunits but impede transfer of complex knowledge. (49 references) (MLH)

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Conflict; Electronics Industry; Emotional Problems; Group Dynamics; Job Performance; Models; Teamwork

Abstract:
Tests an integrative model of the relationships among diversity, conflict, and performance, using a sample of 45 electronics-industry worker teams. Functional background diversity drives task conflict; multiple types of diversity drive emotional conflict. Task conflict affects task performance more favorably than does emotional conflict. (102 references) (MLH)

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Demonstration Programs; Education Work Relationship; Educational Improvement; Electronics Industry; Elementary Secondary Education; Manufacturing Industry; School Business Relationship; Semiconductor Devices

Abstract:
The U.S. semiconductor industry, now the nation's largest manufacturing industry, displays its commitment to training its current workers and educating future workers by supporting educational efforts on the K-12 level. This catalog describes innovative actions by 16 Semiconductor Industry Association companies to improve education at the K-12 level. Examples of these programs include the following: an integrated classroom and internship program; involvement in developing state workplace skills standards; support of Public Broadcasting System television series; and an international science and engineering fair. Projects from the following companies are profiled: Advanced Micro Devices, Analog Devices, Harris, Hewlett-Packard, Intel, IBM, LSI Logic, Lucent Technologies, Micron Technology, Motorola, National Semiconductor, Rockwell Semiconductor, SEMATECH, Semiconductor Research Corporation, Texas Instruments, and VLSI Technology. An appendix describes the work of the Maricopa Advanced Technology Education Center, founded to promote the development of a world class semiconductor manufacturing work force. (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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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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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; Occupational Safety and Health; Postsecondary Education; Secondary Education; Semiconductor Devices; 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 semiconductor devices and circuits 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 three units, each designed for use in more than one class period: Discrete Semiconductor Devices and Circuits, Linear Integrated Devices and Circuits, and Power Supplies. 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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Descriptors:
Biotechnology; Educational Objectives; Educational Technology; Electronics Industry; Engineering Education; Federal Programs; Higher Education; Industry; Information Industry; Interdisciplinary Approach; Manufacturing; Research and Development; Resource Allocation; Science Education; Scientific Research; Systems Approach; Technological Advancement

Abstract:
This publication consists of colorful data sheets on the National Science Foundation's Engineering Research Centers (ERC) Program, a program designed to strengthen the competitiveness of U.S. industries by bringing new approaches and goals to academic engineering research and education. The main elements of the ERC mission are cross-disciplinary and systems-oriented research, education and outreach, and industrial collaboration and technology transfer. Data sheets on each of the 20 ERCs are grouped into the following technological areas of emphasis: biotechnology and bioengineering; design and manufacturing; infrastructure; materials processing for manufacturing; optoelectronics: microelectronics and information technology; and resource use and recovery. Each data sheet typically includes the Center's name, associated institution, area of major emphasis, a summary of the research being done, summary of educational activities, summary of efforts in industrial collaboration/technology transfer, description of facilities, director's name, address, e-mail address, phone and fax numbers. (CK) 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; Career Change; Career Education; Electricity; Electronics Industry; Emerging Occupations; Employment Opportunities; Employment Patterns; Employment Potential; Equipment; Financial Services; Job Development; Labor Force Development; Labor Needs; Occupational Information; Postsecondary Education; Professional Services; Secondary Education; Semiconductor Devices; Supply and Demand; Technological Advancement; Telecommunications; Transportation; Utilities; Vocational Education; Wholesaling

Abstract:
This report presents a process for identifying emerging and significantly evolving occupations within key Texas industries. It explains findings of a research project that provided a current information resource to help job seekers make informed career and training choices. Chapter 1 is an introduction. Chapter 2 examines the projected mismatch between work force capabilities and needs and the reality of workplace change. Chapter 3 presents results of an industry analysis with an explanation of the variables used to determine employment growth and job quality potential. It examines two of the most significant driving forces behind industry change--consumer demand and technological innovation. Chapters 4-10 examine each targeted industry or industrial grouping in detail, discussing specific technological innovations and specialty areas. Each chapter opens with a brief, one-page summary highlighting the chapter's most important findings and lists the emerging and evolving occupations related to that industry or industry grouping. The industries and industrial groupings are as follows: electronics, electrical equipment, and semiconductors; financial services; professional services; telecommunications; transportation; utilities; and wholesale trade--durable goods. Chapter 11 presents conclusions and recommendations. (Contains 76 references. Appendixes include methodology; step-by-step replication manual; complete industry analysis listing; and detailed results from analyses of Texas and Florida follow-up.) (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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