Context and input measures offer potential for vocational education program evaluation. Problems of measurement in context evaluation are primarily related to decisions on the appropriateness of data and how data should be interpreted. When program goals have been established, input evaluation is used to determine how available resources can be…

The study has as its purpose the examination and comparison of career education movements in the United States and Great Britain and is perhaps best described as a pilot effort. Specific questions addressed included: (1) How do career education efforts in the two nations compare in terms of national commitment, philosophy, and students served? (2)…

The performance of teachers is generally assumed to be a function of the quality of their own preparation. Unfortunately, traditional methods and procedures may not permit teacher educators to attain the level of effectiveness to which they aspire. One of the alternatives to traditional practices is competency-based teacher education (CBTE). The…

The international vocational education research collaboration between the University of Jyvaskyla (UJ) and Virginia Polytechnic Institute and State University (VPISU), which began in 1993, was studied. Information for the case study was gathered from questionnaire and interview data from linkage participants from VPISU, seven UJ researchers, and…

The paper provides a brief survey of the rationale for and problems associated with performance-based teacher education (PBTE). Reviewing the research and activities of the Center for Vocational and Technical Education (Ohio State), the document identifies five elements that appear to distinguish PBTE from more traditional programs. These elements…