Exciting developments for New Zealand education have provided opportunities recently for teachers and other educators to express their professional aspirations in assessment. The mantle of fostering teachers' professionalism through strong relationships across the education sector and relevant stakeholder groups, and the provision of timely…

The following challenges confront cooperative education: making it central to academic programs; articulating multiple benefits to multiple audiences; defining it clearly; generating research on participation and outcomes; expanding general awareness and top-level support; building effective coalitions; and linking postsecondary education with the…

The Program Effectiveness Rating System evaluates educational programs by ranking the following factors: resources, student demand, accessibility, student achievement, cost effectiveness, and employability of graduates. This approach provides greater accountability to all stakeholders and increases responsiveness to changing demands. (JOW)

Although the primary mission of proprietary schools is to train students for immediate employment, there is evidence that they also help students develop in more general areas. Public and proprietary schools have about the same rate of completions, job placements, and earnings. (JOW)

The structure of postsecondary education has been reconceptualized in terms of distance education which can help two-year institutions serve more students without increasing staff levels. The focused preparation required for distance teaching may improve overall teaching quality. (SK)

Explores how educators can successfully provide quality continuing education to corporate America by addressing why industry and postsecondary educational institutions have not chosen to work together more closely in the past, models of successful partnerships, and what factors contribute to a successful partnership between business and…

Competency-based teacher education has provided institutions preparing students to become teachers of vocational agriculture with a basis for sequencing, unduplicated instruction, relevance, accountability, and some degree of measurability in the development of professional teacher education programs. (JOW)

Indicates that performance-based education (PBTE) falls short of its promises because of fundamental flaws. States that PBTE does not capture the complexity of teaching, is behavioristic, and lacks a research base. (JOW)

Focuses on the method of administering a continuing education program. Outlines administrative strategies that can be adapted for the success and survival of any program. (JOW)

Discusses various elements of linkages: informal agreements; formal written agreements; making agreements work; the non-financial agreement; how linkages work at the elementary, secondary, and postsecondary levels in Wisconsin; mandated linkages; and the importance of linkages in the vocational education and training arena. (CT)

Foresees a period of adversity for higher education, characterized by declining enrollments and financial resources. Urges colleges to look for ways to improve the quality of and expand their services, especially with regard to an increasingly part-time, adult student population. (AYC)

Information relative to what constitutes quality vocational programs is necessary as a basis for program evaluation. Moss (1968) has defined program evaluation as the process of attributing differences between actual and comparative outcomes to program characteristics under different conditions of student characteristics and intervening…

If community colleges are to continue democratizing postsecondary education and providing the labor market with the skilled manpower the nation needs to sustain a high level of economic growth, better quality data on the effectiveness of programs must be available to both administrators and instructors. (Author)

Reviews the Child Development Associate (CDA) program for training child care professionals, and suggests changes for both its immediate and long-range future. (Author/CM)

Lessons learned in guiding effective tech prep (TP) programs in agriculture include the constraints of Perkins funding, importance of the TP coordinator, necessity of continuous curriculum effort, teacher acceptance, pitfalls of articulation agreements, avoidance of remedial education, TP's place in overall reform, and emphasis on comprehensive…