Provides 10 guidelines to follow in implementing a competency-based curriculum. The guidelines include not imposing the program from above, matching measurement devices to instructional goals, stimulating student support of the program, and allowing for easy adjustment of competency measures. (IRT)

Discusses the need to include state librarianship as a key curriculum component in the M.L.S. program, identifies current curricular offerings by library schools and competencies for state librarians and notes curriculum modules. (FM)

Results of a literature review and a survey of the qualifications of public librarians who work with preschool children indicate that these professionals lack sufficient understanding of the development and learning process of their young clientele. (Author/FM)

Describes a locally developed writing program that includes a diagnostic device for pretesting and posttesting, a writing skills checklist, an individualized educational program format, a series of parent notification letters, and a remediation system involving all staff members. (Author/IRT)

The state of Virginia approach to the development and implementation of competency-based instruction in industrial arts programs is outlined. Development of various activities is described: position paper, curriculum research project, and industrial arts catalogs research project. Figures illustrate the details of each area. (CT)

Curriculum developers in agricultural education are designing and recommending that teachers teach a one- or two-year competency-based core curriculum to all students in agriculture/agribusiness. Specialized vocational agriculture programs are built on the knowledge, skills, attitudes, and experiences developed by the core curriculum. (LRA)

Educators from Fullerton Union High School District, Newport-Mesa Unified School District, Capistrano Unified School District, and Huntington Beach Union High School District describe their efforts toward developing competency-based curriculum to meet state mandates. (SJL)

The results of a two-year study at Worcester Polytechnic Institute is a new set of degree requirements, including a qualifying project and a competency examination. (BB)

Before jumping on the minimum competency bandwagon, school board members should make sure they understand what is involved in setting up minimum competency standards, consider pooling resources with other boards, involve teachers early in the planning, keep the public informed, and not expect successful programs to develop overnight. (Author/IRT)

Task analysis provides a means of effectively incorporating current learning theory and practice into instructional development methodology. It yields results applicable to specifying performance objectives, designing instructional activities, determining teaching strategies, and evaluating performance. (Author/BP)

In its firm commitment to competency-based vocational education, Kentucky has gone beyond its V-TECS catalogs to develop modules that will give teachers almost complete flexibility in individualized instruction. Implementation of the model is fully described. (HD)

Examines reasons for social promotion of students. (IRT)

Asserts that deprofessionalization trends in Britain (funding cuts, privatization, commodification of learning) are morally reprehensible. Calls for the reintroduction of ethical principles that include respect for professional knowledge, skills, and experience. (SK)

In the view of a continuing education unit in a rural health education center in Australia, competency-based training emphasizes what a person can actually do as a result of training. Professional continuing education courses are being developed using accredited guidelines from the national Vocational Education Training Assessment Board. (SK)

Describes an economics department framework that incorporates the William Lee Hansen curriculum proficiencies. Identifies tools students should be able to use to complete specific activities, significant prerequisite changes for upper division courses, and the development of a capstone project to employ student skills and knowledge. (JEH)