The seventeenth Lake Okoboji Educational Media Leadership Conference addressed itself to the various applications of media accountability to the total educational process. The keynote speech emphasized the media professional's responsibility to meet changing needs for educational improvement. Seven work committees studied and reported on…

The author defines the human services professional as one who is "able to establish professional relationships, to counsel, to teach, supervise, research, to work with the community and to act as a change agent." Historical factors leading to the emergence of the human services professional are outlined. Also described is an educational model and…

This quarterly publication seeks to gather the most current speculation on competency based education, its philosophical basis, and problems involved in its effective implementation. This issue presents the thoughts of five educators in the field. Parsons examines the notion of competence and competency as educational objectives, stressing the…

The structure and budget for a proposed center for nontraditional learning are delineated. Establishment of sponsored and unsponsored divisions is advocated. The center would help students determine life goals, learning goals, and learning styles. Development of a credentialing procedure for unsponsored learning is described. (Author/LBH)

This article is a summary of the final report (ED 138 810) of a National Student Educational Fund Study, 1977, to identify the current state of the art of education and work programs at the postsecondary level and to make recommendations and provide information for planning. (MF)

Describes the five-phase CAP (Competency Analysis Profile) system for developing competency-based training programs for adults. The five phases are development of the profile, validation of the profile, specification of competencies, preparation of learning resources, and establishment and management of delivery systems. (EM)

A project to develop competency-based teaching modules in home economics is reported by its principal investigator. Ten modules for job cluster training were developed and found effective in field testing for nongraded, competency-based curriculums that can be used in any number of situations. Instructions for ordering the modules are included.…

A sample of student personnel practitioners was surveyed to determine training program objectives necessary to effectively equip master's students with entry-level competencies. Practical acquisition of skills, competencies in human relations, leadership and creative abilities, and the role of a change agent were most prominent among the…

Describes an approach to faculty selection in a competency-based human development counseling program, the development of which enabled candidates to demonstrate their actual level of mastery for a wide range of skills associated with professional effectiveness. Successes and setbacks of this model are presented. (Author)

Results of exploratory research into learning contract planning at SUNY's Empire State College are described. A paradigm was designed for describing and analyzing conference between mentors and their students focusing on the functional tasks of contract planning and the decision-making process. Case materials are included. (Author/LBH)

Reviews the status of competency-based high school graduation requirements in Oregon, Minnesota, and Alaska; explores problems of testing certain competencies; and presents a directory of 10 competency-based programs. (AV)

Discusses seven important issues that should be considered by educators in developing a minimal competency testing policy. (JG)

Discusses the efforts of some cities and states in applying competence-based graduation requirements for high school students. Considers how competence can be tested and the problems of inadequate tests in judging student abilities. (RK)

While there is a substantial trend toward competency-based methods for training counseling personnel today, this movement faces three obstacles. After discussing these problems, the authors report on the development and field testing of two sets of competency-based training materials. (Author)

Minnesota's 916 area vocational institutes which use a competency-based instructional system are described. Components of this instructional system delineated in the article are the setting, mainstreaming approach, grading system, program goals, educational advantages, curriculum and model development, evaluation, and teacher inservice. (BM)