Summarizes research on how time is used in vocational-technical classes and how teachers can increase time on task. Found that secondary students spend less than three percent and postsecondary students less than one percent of class time on basic skills. (SK)

The skills and competencies considered key to participation in Australia's society and work force and the process used to identify them were examined against the backdrop of the development of New Zealand's essential skills and generic competency developments in England and Wales, Scotland, the United States, Canada, and Germany. It was concluded…

Florida's current State Comprehensive Plan identifies seven goals of education that define the scope of the state's commitment to public education and set up priorities of effort. This report analyzes enrollments and expenditures for 1974-75 and those projected for 1980-81 and 1985-86 in terms of these seven goals. It shows that in 1974-75…

This interview explores the pedagogical views of Ted Sizer, author of "Horace's Compromise," the report of a five-year study of adolescent education. Sizer insists that high schools can do better by doing less and by challenging students to develop intellectually and solve problems on their own. General education teachers learn valuable…

Consists of four articles on teaching basic skills in vocational agriculture classes. Topics include (1) a survey of the current situation, (2) developing the "new" basic skills for a changing society, and (3) teaching writing skills. (CH)

Cooperative learning is a set of instructional strategies in which students are grouped in teams working together toward a common goal. Cooperative learning provides for student interaction in a way that dramatically increases discussion and critical thinking without sacrificing achievement. (JOW)

Research into guidance efforts that successfully integrate basic skills into vocational education programs indicates that counselors play a key role in helping students gain the new basic skills. Their roles will have an impact on students and on the field of vocational education. (JOW)

This document presents lessons involving basic skills and the school counselor. The first lesson focuses on tenets and issues of integration of academic and vocational education. The second lesson focuses on helping school counselors understand different integration models, including their purposes, sources of support, and expected outcomes. The…

The secondary level program of Spring Lake (MI) Public Schools provides services necessary to develop community living skills. Students proceed through three phases: daily living courses (basic academic subjects); prescriptive programing based on the student's needs; and vocational orientation, preparation, and training (including a senior year…

In this synthesis of research and literature on the nature of occupationally-transferable skills, the author identifies skills that seem to be highly transferable in the sense of being general to a number of occupations. He then speculates about characteristics of skills that are generalizable or transferable and discusses some implications for…

Describes a computer-assisted instruction program used to enhance adult students' basic skills in the Jefferson County Schools (Kentucky). (MD)

Describes Florida's Individualized Manpower Training System (IMTS) which combines expanded curriculum (basic education, complementary skills, and work evaluation components), learning resource centers, and management procedures to assist students with basic skill deficiencies. Student motivation, open-entry open-exit study and minimum duplication…

BASICS: Bridging Vocational and Academic Skills is a resource package based on the premises that (1) academic skills are embedded in vocational tasks; (2) vocational tasks allow real-world application of basic skills; and (3) basic skills and vocational skills should be taught together. New Bern-Craven County Schools (North Carolina) have…