Favorable results from a competency-based freshman writing course. (AA)

Describes the role and responsibilities of a high school principal in an outcome-based school, drawing from research on the role perceptions of the principalship. Concludes that an outcome-based school environment promotes student achievement and learning, and reduces stress and frustration for the principal. (DMM)

The Minimum Requirement Program (MRP) was introduced in Israel in the 1960s but was discontinued. The Parenthesis Program, a 1962 revision of the original program, restricted objectives in the syllabus which were deemed too difficult. Achievement gaps between population subgroups existed in the 1980s when a new MRP was developed. (GDC)

Describes a program designed to develop interactive, language-experience-based software to promote functional literacy among illiterate adults. The project uses the microcomputer with language-experience-based software to aid the teacher in providing highly individualized instruction to illiterate learners. (CT)

Three different competency-based vocational programs were analyzed to investigate how competencies are determined, how the programs are organized, and how students are evaluated. Results show that there is no set method for producing a high quality competency-based program. (CH)

Research was conducted to assess the level of mastery of Florida students enrolled in the Applied Principles program. Results are reported in the following categories: student achievement, current grade in school, previous enrollment in agriculture, membership in Future Farmers of America, SOEP (Supervised Occupational Experience Programs)…

Vocational education teachers' stages of concern over the implementation of competency-based instruction were analyzed in this study. A seven-stage model was used to assess changes in teachers' concerns over time and after instruction about the innovation. Results and recommendations are discussed with implications for educational change agents.…

On the occasion of the 20th anniversary of the National Center for Research in Vocational Education, the author provides an overview of center activities, including contributions in the areas of competency-based education, leadership development, equity and access, policy planning and evaluation, developing linkages, and dissemination of…

The research reported here sought to determine the extent to which the official position of the Swedish government is reflected in actual classroom practice. Detailed analysis of classroom interactions, coupled with survey responses from interviews with participants, teachers, and principals, revealed a substantial discrepancy between the…

Introduces and defines strategic planning in organizational training, describes four current schools of curriculum theory--subject-centered, experience-centered, objectives-centered, and opportunity-centered--and illustrates how each theory can be modified to make training anticipate as well as react to organizational needs. (MBR)

This article explains the research phase of the Adult Performance Level (APL) project, providing a brief history of how the APL life coping skills curriculum and Competency-Based High School Diploma Program evolved from the project's research and national survey of adult functional competency. Focuses on APL programs implemented within a…

Describes a comprehensive list of skills, personal qualities, and competencies considered essential for a child-care worker in India. This list was created by interviewing 30 training instructors from 10 agencies. It was found that these skills could be developed in the field worker through field-based, on-the-job training. (Author/CB)

Specific examples of competency-based vocational education programs in the United States demonstrate the advantages of the method in training youth and adults. The British New Training Initiative, Youth Training Scheme, and open tech concept additionally support the effectiveness of competency-based programs and self-paced learning materials. (SK)

Discusses methodological implications of a proficiency orientation focused on speaking, placing proficiency in the context of grammar, communicative competence, and functions/notions. Discusses repercussions in foreign language teaching of the varying emphases on these contexts. Asserts that a proficiency orientation allows tailoring of teaching…