Technical education, as enshrined in the Nigerian national policy on education, is concerned with qualitative technological human resources development directed towards a national pool of skilled and self reliant craftsmen, technicians and technologists in technical and vocational education fields. In Nigeria, the training of technical personnel…

When educators think about what makes learning relevant to students, often they narrow their thinking to electives or career technical education. While these provide powerful opportunities for students to make relevant connections to their learning, they can also create authentic experiences in the core curriculum. In the San Juan Unified School…

Over the past seven years, research teams from the National Research Center for Career and Technical Education (NRCCTE) have been at work testing curriculum integration models. Each of three studies--Math-in-CTE, Authentic Literacy-in-CTE, and Science-in-CTE--has focused on the development of pedagogic frameworks and delivery of professional…

This contribution aims at informing readers about a current education and training design approach which is based on theory building and practical experience. It is about the development of comprehensive competence-based education, which is different from earlier attempts to develop competence-based education. In many education development…

This article reports on research into Chinese students' perceptions of a pilot key skills' communication course introduced in three vocational education institutions in China. The course was based on key skills' criteria formulated in 2004 by China's Vocational Qualification Appraisal Committee and produced in response to the changing demands of…

The Carl D. Perkins Act of 2006 creates a need for secondary school administrators to plan differently for professional development activities for Career and Technical education (CTE) teachers. No longer can professional development activities be comprised of short-term workshops or conferences. The legislation calls for professional development…

The period from the late 1970s to the late 1980s were transition years for most public(government) school systems in Australia. A reaction was developing against the neo-progressive and radical (neo-Marxist) innovations of the late 1960s and 1970s such as school-based curricula, activity methods, and "open education". By the early 1980s…

The inclusion of an Environmental Awareness Module (EAM) within Vocational Education and Training (VET) in Spain is considered a factor of overriding importance due to the current need to incorporate environmental awareness within society as a whole but also within particular occupations and professional practices involved both in jobs relating to…

The author discusses the change process and its necessity in the field of vocational education. (CH)

This discussion of educational changes needed for conversion to the metric system includes ways in which the local curriculum committee can efficiently facilitate the changeover in teaching and in materials. (TA)

Relates curriculum change theory to changes in vocational education and training. Defines dissemination as a central strategy in the change process. Examines the role of top-down educational management and bottom-up teacher collaboration in the change process. (Author/SK)

The Illinois Division of Vocational and Technical Education has applied the change strategy of commitment, resources, and organizational structure in the planning, implimentation, and improvement of vocational education personnel and curriculum development in the State. (EA)

Suggests techniques for vocational teachers who must implement a new curriculum that they did not develop. Techniques include (1) understanding the curriculum, (2) making a gradual change, (3) establishing communications with an expert, (4) establishing a user group, and (5) observing another teacher in action. (CH)

These five papers address various issues related to bringing about curriculum change. The first focuses on developing a strategy. It discusses the concept of performance gaps, identifying the cause of the performance gap, and involvement in decision making. Paper 2 on the nature of the proposed change provides a number of ideas or frameworks for…

Since the 1988 Education Reform Act, Gloucestershire College of Arts and Technology (Gloscat) in England has lost the bulk of its higher education provision and become a smaller, poorer, and largely vocational provider. This paper presents a case study of Gloscat's response to local changes and the need for competence-based curriculum. Reviews the…