Guidelines for teaching English as a second language (ESL) are directed at teachers and teacher trainees. With an emphasis on teaching ESL quickly and efficiently to adults, the six chapters address teaching ESL to competencies, teaching ESL to nonliterate adults, vocational ESL, ESL instruction in the workplace, teaching ESL in the multilevel…

Designed for use with the West Virginia competency-based education curriculum entitled "Competencies Common to All Occupations" (CE 122 269), this teacher's guide contains (1) a table of contents for student competency sheets, (2) a table of contents for competencies with reference materials, (3) evaluations for each competency, (4) a…

Developed for use in a manpower development and training program, these curriculum materials include: (1) occupationally-related language arts and mathematics courses of study (Appendixes A-J), (2) occupationally-related remedial lesson materials for native born illiterates and non-English speaking trainees (Appendixes K-O), and (3) discussion…

The article presents the rationale and structure for a functional curriculum sequencing model for teaching the severely handicapped. (Author/DLS)

The article is concerned with the school education of young adults who leave and go directly into employment, combined where possible with part-time further education. (ABM)

Although vocational education students can handle technical tasks, they often lack employability skills. The author identifies employability skills, addresses important questions about them, and recommends action for vocational educators to take in teaching employability skills. (JOW)

Reports on a study of the effects of students' sex, type of vocational program, and aptitude test scores on self-ratings and teachers' ratings of students' generalizable skills. Concludes that student self-ratings and teacher ratings may represent feasible, practical ways to assess students' skills. Includes recommendations for further research…

To meet future needs, secondary vocational education must shift from job-specific training and concentrate on producing literate workers with versatile mathematics and language skills. It should be responsive to individual needs, interests, desires, and abilities to ensure that they are addressed with maximum articulation and interface with…

Enumerates six arguments against teaching developmental students thinking skills. Counterposes such arguments as "It takes too much time" and "Basic skills should take priority over thinking skills" with 12 attributes which, if developed, enhance students' ability to learn, choose, and act effectively, e.g., seeing relationships and analyzing…

This document provides a methodology for reviewing all components of a cooperative vocational education program in order to increase the program's ability to benefit students. An introduction provides an overview of cooperative vocational education. It lists benefits to the student, school, employer, and community and discusses the relationship of…

An 18-month project researched the development of basic skills support in Further Education (FE) colleges in England and Wales. The methodology included 2 surveys of 206 colleges that provided basic skills support, and case studies of 8 colleges. The statistical surveys showed that many colleges were not collecting data relating to students…

This guide for further education teachers focuses on providing basic skills support. Chapter 1 defines basic skills support, outlines some factors that have influenced this development, and sets basic skills support into context within a rapidly changing further education sector. Chapter 2 looks at basic skills screening and explores some issues…

This booklet is intended to help vocational teachers identify students who need remediation in one or more of the basic skills areas and to provide suggestions for assisting students in acquiring the basic skills they will need for employability. The guide provides information about basic skills in each of five areas (reading, writing,…

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

Integrated programs provide students with a balanced mix of academic and vocational skills needed in the workplace and for lifelong learning. Basic skills in mathematics, science, and communication form the foundation for lifelong learning and the content for higher-order skills. Occupational skills depend on and do not exist apart from academic…