The Community Experimental Education Center (CEEC) serves 50 disadvantaged students, ages 16 to 20, unable to function well in traditional schools. Each student must complete 33 competencies in career, consumer, and life skills. This report discusses the program design, funding, and staffing and lists the 33 competencies. (SJL)

Describes national and state competency assessment programs and presents suggestions for outlining basic competencies in social studies. Contends that social studies goes beyond basic skills, and that competencies should be self-serving as well as complementary to other subject areas. Notes the responsibility of social studies in promoting social…

Describes what is happening in California regarding minimum competency testing and what the counselor's role will be in this area. (Author)

Discusses examples of community-based, performance-oriented community college programs, those emphasizing mastery of identified competencies, rather than grades or degrees. Outlines requirements for developing performance-oriented modules, which include establishing course scope and units of knowledge to be progressively mastered. (AYC)

Describes the activities of Florida's Career Education Center, including the design and production of competency-based curriculum materials for use in vocational education, technical assistance, consulting services, information services, in-service training, and the development of a system that focuses on the availability and development of…

A report on a consortium which is pooling the efforts of 13 states to produce and field-test catalogs of performance objectives, criterion referenced measures, and performance guides for vocational learners. Acknowledgment is made to the training services, materials, and processes made available by the military. (Editor/HD)

This is a review of the recent Report of the National Commission of the Reform of Secondary Education sponsored by the Charles F. Kettering Foundation. (JD)

Community colleges must become community-based if they are to meet the needs of new students. They must emphasize life-long learning and competencies, rather than grades and degrees. Sample community-based programs are described. (DC)

Discusses the importance of teaching thinking skills in a rapidly changing environment and describes a framework for developing school material that cultivates decision-making skills. An instructional model that describes decision-making strategies, necessary cognitive skills, and the educational objectives for the promotion of each skill is…

A survey of community hospital residents' understanding of and attitude toward the psychiatry curriculum in a family practice residency program found generally negative attitudes and low levels of completion of the required program competencies, despite generally favorable attitudes and completion rates in other disciplines. (MSE)

Describes a study of teachers' priorities as a step in analyzing their compatibility with the focus on proficiency in modern language education. The study shows an overall compatibility of attitudes of the surveyed teachers with the notion of oral proficiency as the principle in modern language teaching. (SED)

Describes the junior high homemaking program at the Navajo Indian Reservation in Arizona. Discusses program origin and development, preparing traditional foods, the competency-based program, and addressing the changing attitudes and values among the students. (CT)

A competency-based systems approach to job training is presented that ensures that trainees are taught the knowledge and skills essential for successful job performance. The procedural model for this instructional system is comprised of five phases: analyze, design, develop, implement, and control. Each phase is described in detail. (CT)

Presents a model of a conceptually integrated career development program. The model uses the notion of competencies to integrate a career development program into an organization, since the goals and objectives of any organization, in some way, are linked with human resources requirements. (CT)

Technology education planners must evaluate, change, and modify content to match rapid international advancements. Verification of seen and unseen factors that would improve technology education output is possible through periodic assessment of student learnability competence. The ultimate tool in researching student learnability is the assessment…