This article uses findings from a project on engagement with graduate outcomes across higher education institutions in New Zealand to produce a toolkit for implementing graduate attributes in geography curricula. Key facets include strong leadership; academic developers to facilitate conversations about graduate attributes and teaching towards…

This article addresses the core competences, attitudes and knowledge that the authors believe will promote transformative learning in the 21st century and should, therefore, feature in curriculum design. It first defines the purpose of curriculum, stressing the need for a coherent worldwide understanding of what is meant and intended by…

Based upon the principles of the Engaged University (Kellogg Commission 2001), The Institute of Gerontology (IOG) at the University of the District of Columbia developed a model for the scholarship of engagement by building communities of practice within the aging network which may support and enhance student learning outcomes and experiences. The…

In order to be able to discuss, in meaningful ways, how school leaders should be educated one needs to sketch the context in which they are going to lead, that is the visions and purpose of education and the schooling, which is dominant in society. In most societies one sees clashes of many discourses and cultural/political fights. In order to…

This paper discusses certain developments in education policy in the European Union since the implementation of the Lisbon strategy. Greater focus on lifelong learning as a means of increasing the competitiveness of the European Union, and establishment of several new, efficient policy tools (above all the "open method of coordination")…

The current focus on school leader preparation reflects the importance societies around the world are placing upon the goal of improving their educational systems. The investment of substantial new resources into leadership preparation and development activities is based upon "the belief that school leaders make a difference" in both the…

Describes the implementation of a minimum competency testing program in North Boone Senior High School in Poplar Grove (Illinois). Includes eight questions to be asked in planning for such a program. (Author/WD)

This article examines the goals of secondary vocational education, considers the validity of those goals in light of the existing educational climate, and assesses the extent to which vocational education is meeting those goals. Recommendations are made. (MT)

The instructional delivery system of traditional school practice consists of fixed time, single opportunities for learning a vague-referenced, variable, and private curriculum. While a minimum competency testing program ensures that academic standards are criterion-referenced, fixed, and public, the time allotted for learning may still be fixed.…

This booklet describes the test development process used to upgrade New Jersey's basic skills competency test, the High School Proficiency Test (HSPT). Ninth-grade students in New Jersey public schools must pass this test of reading, writing, and mathematics skills in order to receive a state endorsed high school diploma. Test development…

Parkrose School District's goal-based instructional program is designed to meet state minimal-competency requirements, keep the district's students abreast of national and local performance, and inform parents and the community of district students' progress. In response to public concern over students' declining basic skills, the state of Oregon…

This 2004 revision represents a refinement of the competencies to reflect current technologies and to incorporate future technological developments. The three Competency Goals are unchanged from those adopted for the 1992 Standard Course of Study. They are: (1) The learner will understand important issues of a technology-based society and will…

Legislation dealing with competency testing in general falls into the following categories: (1) mandating uniform statewide minimum competency testing, to which high school diplomas and/or grade promotion is related; (2) mandating uniform statewide minimum competency testing to be used for improvement of instruction but not tied to grade promotion…

The College Board has issued standards for academic preparation in high schools for college-bound students. The standards identify skills areas that apply in all subject areas and desirable outcomes in six major discipline areas, including social studies. The significance and impact of the standards for social studies are discussed. (RM)

This document includes a 3-page brochure describing the main report and the main report. The report explores competency-based models in postsecondary institutions and other learning environments. It is intended primarily as a guide for postsecondary educators who are interested in establishing such efforts at their institutions. The following…