DOCUMENT RESUME ED 114 615 Plan For The Improvement
DOCUMENT RESUMEED 114 615TITLEINSTITUTIONPUB DATENOTEEDRS PRICEDESCRIPTORSIDENTIFIERSCE 005 479Plan for the Improvement of Vocational Education.Area 5 Vocational Planning Committee, Pleasant Hill,Calif.Apr 7377p.; For related documents, see CE 005 478 and CE005 480-481; Appendix B removed as it will notreproduce in microficheMF- 0.76 HC- 4.43 Plus PostageEducational Opportunities; *Educational Planning;*Educational Problems; Educational Programs;Educational Quality; *Vocational EducationCalifornia (Alameda County); *California (Area V) ;California (Contra Costa County)ABSTRACTTen problem areas identified by the State Legislatureof California in regard to vocational education are reviewed in termsof Alameda and Contra Costa Counties, California. The problem areasare discussed in terms of present status and required direction andspecific activities needed to achieve objectives. They include: (1)assessment of opportunities for vocational education, includingfinancing vocational opportunities, funding procedures, organizationof labor market information, and vocational discrimination practices;(2) quality standards, including vocational competency, occupationalanalyses for teaching, vocational instructional packages,certificates, instructional costs, and financial incentives forquality; (3) followup, including comprehensive monitoring system; (4)prevocational education, including curriculum; (5) vocationalguidance, including vocational competency--self guidance andvocational counselors; (6) dual attendance, including college creditsfor college work; (7) advanced placement, including vocationalcompetency evaluation; (8) remedial programs, including evaluation;(9) work experience, including promotion, work experience credits andeducation placements, and training of teacher-coordinators; and (10)informing the publics, including coordination of public informationactivities. The Area Five Planning Committee members and evaluationand participation form to be filled out in response to the documentare appended. *************************Documents acquired by ERIC include many informal unpublished* materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal ** reproducibility are often encountered and this affects the quality ** of the microfiche and hardcopy reproductions ERIC makes available** via the ERIC Document Reproduction Service (EDRS). EDRS is not* responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from the ******************************
withramarel,-D1146 1 5004*.H. .3t. ot2J0t2it21At40
TABLE OF CONTENTS.Page.1Introduction.Assessment of Opportunities for VocationalEducation ,Financing Vocational OpportunitiesFunding ProceduresOrganisation of Labor Market InformationVocational Discrimination PracticesQuality StandardsVocational CompetencyOccupational Analysis for TeachingVocational Instructional PackagesVocational CertificatesVocational Instructional CostsFinancial Incentives for Quality2813Follow4:UpComprehensive Monitoring System-Prevocational EducationCurriculum4,15Vocational GuidanceVocational Competency--Self GuidanceVocational Counselors17Dual Attendance20College Credit for College WorkAdvanced Plat emery"21Vocational Competency EvaluationRemedial Programs22EvaluationWork ExperiencePromotionWork Experience CreditsWork Experience Education PlacementsTraining of Teacher-Coordinators24Informing the PublicsCoordination of Public Information Activities29
I11rrTable of ContentsPage 2AppendixA. Area V Planning CommitteeB.State of California Education Code, Article 10.4C. AcknowledgementD.Evaluation and Participation Form
INTRODUCTIONThe Vocational Planning Committees were established because of perceivedan objective and independent analysis of certain specific problem areas in vocat*The present document s part of a series which has provided an analysis oftrying to provide needed vocational education programs and services in AlamedAlthough several specific problem areas have been recognized by the Legisside red in this document, many of these problems are symptomatic of more serlie much of vocational education but which in large part are beyond local districtThis report recognizes three needs which permeate most of these problemtion and which must be resolved: (1) the need for valid, current information andtern of certification of levels of competency acquired by those trained in vocatiotern of financing vocational education which links level of funding to quality of prneeds will provide the key to improvement in the other areas of concern.The Committee, which recognizes the significance of these three needs, hascern requested by the State Legislature and has provided recommendations.-1-
INTRODUCTIONional Planning Committees were established because of perceived need by legislators ford independent analysis of certain specific problem areas in vocational education.nt document is part of a series which has provided an analysis of difficulties encountered inde needed vocational education programs and services in Alameda and Contra Costa Counties.everal specific problem areas have been recognized by the Legislature, and they are condocument, many of these problems are symptomatic of more serious conditions which underational education but which in large part are beyond local district control.t recognizes three needs which permeate most of these problem areas in vocational educa-must be resolved: (I) the need for valid, current information and data, (2) the need for a sysation of levels of competency acquired by those trained in vocational progiams, and (3) a sysg vocational education which links 1,:vel of funding to quality of program. Resolt.tion of these"de the key to improvement in the other areas of concern.ittee, which recognizesthe significance of these three needs, has reviewed each area of con.by the State Legislature and has provided recommendations.-1-
A. Arsessment of OpportunitiesGoal:VocatiorlalEducation Code 6268.4 (a). Assess whether a proper assortment, as measured by skill demands determined from localand area employment surveys, of programs in the educationalcurriculum is offered in the area, while avoiding unnecessaryAll residents andconvenient accessto an occupation ofduplication of programs.".11.mmor01.1.10 REQUIRED DIRECTION TO.ACHIEVE OBJECTIV,ESPRESENT STATUS1. Financing vocational opportunities.The autonomy of schools and colleges has made it possible to besensitive to the particular needsof students and has resulted in theestablishment of some of the morecommon training programs. Unfortunately, because of the broadrange of interests and abilities ofstudents, only a few schools or colleges can offer more than a minimalselection of vocational education.In general, when students want avocational program or if they wantto enroll in vocational courses,they take what is available. Withthe present limited number ofchoices, the probability of studentsatisfaction is low. To a high degree, local school financial limi-7SPECAC1.1.Each county superintendent ofschools (Alameda, Contra Costa)should establish countywide ROP'swhich contract with schools andThe cschoolmay alinesgionalengagecolleges, employers, and privateorganizations. Each county ROPis required to have a managementadvisory board with carefully constructed management controls.The county management advisoryboard should have representationfrom various community and vocational interest groups.These agencies should specify andpublish their procedures, policies,and rules for membership on allocation boards.ducerseducatenablerloyervateof accupatiThe Aprimasuper'a jointand lopersothe folings a-2-
rtunities for Vocational EducationGoal;.4 (a). Assess whether a proper assortby skill demands determined from localt surveys, of programs in the educationald in the area, while avoiding unnecessaryAll residents and workers in Area V will haveconvenient access to a training program leadto an occupation of his, or her choice.s."REQUIRED DIRECTION TOACHIEVE OBJECTIVESUSSPECIFIC ACTIVITIES: TOACHIEVE OBJECTIVES1.1.fools and col)ssible to be;icular needsresulted in theme of the moreograms. 'One of the-broadnd abilities ofschools or cole than a minimalnal education.Each county superintendent ofschools (Alameda, Contra Costa)should establish countywide ROP'swhich contract with schools andcolleges, employers, and privateorganizations. Each county ROPis required to have a managementadvisory board with carefully constructed management controls.The county management advisoryboard should have representationfrom various community and vocational interest groups.The county superintendent ofschools (Alameda, Contra Costa)may authorize and provide guidelines for a county-operated regional occupational program whichengages the participation of all producers and recipients of vocationaleducation in Area V. This wouldenable every school, college, em-udents want aor if they wantThese agencies should specify andortunities.al courses,allable. Withpublish their procedures, policies,and rules for membership on allocation boards.number oflinty of studentTo a high deIfinancial limi-7-2-ployer training program, and private organization to become partof a county-operated regional occupational program.The Area V Committee, with theprimary assistance of each countysuperintendent of schools, assemblesa joint task force consisting of Stateand local education agencies andpersonnel training directors withthe following objectives: (1) findings and recommendations for (a)8
PRESENT STATUSREQUIRED DIRECTION TOACHIEVE OBJECTIVESSPECIFIACHIEI. (cont. )I. (cont. )tations prevent any degree of realchoice in vocational education.Through county-operated regional occupational programs, substantialState school apportionment funds areavailable for financing a greater variety and amount of vocational education in Area V.,This c'bunty-operated approach tofinancing vocational education is already practiced in San Diego andSanta Cruz Counties.Senate Bill 90 of the 1972 Legislature makes it possible for Area V,like other areas, to serve all occupations equitably.First, SB 90 lumped local overridetax revenues for ROP/ROC into thegeneral public school budget.Second, SB 90 provides 950 basicADA (less deductions).County-operated ROP's and ROC's arealso eligible. for 950 ADA, but there-30""a countypational pwith prodcation andtrol boardmary coests; andlocal vocation in the
REQUIRED DIRECTION TOACHIEVE OBJECTIVESSPECIFIC ACTIVITIES TOACHIEVE OBJECTIVESI. (cont. )a county-operated regional occup%tional program, which contractswith producers of vocational education and (b) a management control board representative of primary community vocational interests; and (2) assistance to assurelocal vocational agency participation in the county regional program.ree of realcation.ed regional ocsubstantialent funds area greater va-cational edu-pproach tocation is alDiego and72 Legislafor Area V,rve all oc-cal overrideROC into theudget.s 950 basics and ROC's areDA, but there-3-10
PRESENT STATUS1.REQUIRED DIRECTION TOACHIEVE OBJECTIVESSPECIF2.Z.The procedures and policies forfunding of training programsshould be readily available totraining agencies.The AreCommitACHIE(cont.)are no deductions. County ROP'sand ROC's may contract with vocational agencies.Third, the net gain for school districts and ROP's and ROC's willvary from district to district.2. Funding Procedures.Procedures governing allocations ofState and Federal Manpower Boardsand resources are unclear or unknown to community groups. For example, these programs include:1. MAPC funded programs2. Health Manpower3. Law enforcementassistanof Humaa ss embla c cumulthe polifundingprepareAlthough this provides independencewhich pof action, it results in a lack of coordination and encourages a duplicationof effort and waste of resources.3. Organization of labor market infor-3.3.Coordination of effort is neededamong the agencies representingThe Aremation.It is generally thought that vocationalprograms are initiated or continuedon the basis of student interest, fac-ulty interest, program costs, job: 11major sources, processors andusers of labor market information.-4-primarDepartDevelop
REQUIRED DIRECTION TOACHIEVE OBJECTIVESSPECIFIC ACTIVITIES TOACHIEVE OBJECTIVES2.2.The procedures and policies forfunding of training programsshould be readily available totraining agencies.The Area V Vocational PlanningCommittee, with the primaryassistance of the State Departmentof Human Resources Development,ounty ROP'sct with vo-r school disROC's willdistrict.allocations ofpower Boardslear or unroups. For exs include:ramsindependencea lack of cages a duplicationresources.market inforthat vocationalor continuedinterest, faccosts, jobassembles a task force to (I)accumulate from funding agenciesthe policies and procedures forfunding training programs; (2)prer?re and distribute a brochurewhich provides this information.3.3.Coordination of effort is neededamong the agencies representingThe Area V Committee, with theprimary assistance of the StateDepartment of Human ResourcesDevelopment, assembles a jointmajor sources, processors andusers of labor market information.-4-12
PRESENT STATUS3. (cont. )market needs, and licensure regulations. However, the presentlack of coordinated effort and appropriate funding procedures result in duplication of function, alimited number of offerings, alack of vertical relatedness andlimited evidence of labor marketneeds.The development of labor marketand occupational information hasbeen the responsibility of theDepartment of Human ResourcesDevelopment. But, unfortunately,these types of services have notbeen budgeted, with few exceptions.REQUIRED DIRECTION TOACHIEVE OBJECTIVESAC3. (cont. )3.Initiation of a comprehensivelabor market information systemis needed for the Bay Area.task fState and national policies shouldreflect the desirability of a comprehensive labor informationmarket system.(localsonnefoliomulti(a) coinforprehethndpeInitiation of a comprehensive educational inventory and projection system for the Bay Area isneeded.toRe uiLabofor aMargLanestitutUniveNoveIt has been assumed that, becausethe Department of Human ResourcesDevelopment is a State agency, itspriorities and guidelines are thoseestablished by the Legislature.The plater(ThissporesGuida.Actually, the Department of HumanResources Development is financedalmost entirely by federal funds,and federal priorities must be followed to acquire this funding. Thus the1-5-13SPEC
ATUSlicensure regr, the presentd effort and approcedures reof function, aofferings, alatedness and1 labor marketf labor marketormation hasility of thean Resourcest, unfortunately,vices have notfew exceptions.REQUIRED DIRECTION TOACHIEVE OBJECTIVESSPECIFIC ACTIVITIES TOACHIEVE OBJECTIVES3. (cont. )3. (cont. )Initiation of a comprehensivelabor market information systemis needed for the Bay Area.task force consisting of State andlocal education agencies and personnel training directors, with thefollowing objectives: drafting of amulti-county plan which integrates:(a) comprehensive labor marketinformation system and (b) comprehensive educational inventoryand projection system, pursuantto the design recommendations ofRequirements and Design of aLabor Market Information Systemfor a Large Metropolitan Area, byMargaret Thal-Larsen, StephenLoner, and Donald Mayall (Institute of Industrial Relations,University of California, Berkeley,State and national policies shouldreflect the desirability of a comprehensive labor informationmarket system.Initiation of a comprehensive educational inventory and projection system for the Bay Area isneeded.November 1972. )d that, becauseHuman ResourcesState agency, itsThe plan is submitted to the Legislature for funding.elines are those(This function falls within the responsibilities of the CaliforniaLegislature.Guidance Center (AB 814)).rtment of Humanpment is financedfederal funds,ies must be followfunding. Thus the-5-314
PRESENT STATUSREQUIRED DIRECTION TOACHIEVE OBJECTIVES3. (cont. )priorities are those of the fundingagency rather than the Legislature, generally.Because the Department of HumanResources Development has notbudgeted that occupational information service needed by theschools, the educational agencieshave by necessity expended theirown funds for the same purpose.But the Department does have ahigh budget priority for job placement and counseling services.The Department has also found itnecessary to budget large sumsfor supplementing school and college training programs, whichsorely need occupational informa-tion services. Thus the Department is a rival, rather than aservice resource, to the educational system, as originally intended.Schools and colleges continue tofinance occupational and labormarket information services without the resource base of the Department.15-6-SPA
TUSREQUIRED DIRECTION TOACHIEVE OBJECTIVESSPECIFIC ACTIVITIES TOACHIEVE OBJECTIVESe of the fundingthe Legislatment of Humanment has notpational inforded by thetional agenciesexpended theirame purpose.t does have ay for job place-g services.s also found itt large sumsschool and colams, whichtional informaus the Departther than ato the education inally intended.es continue toal and laborn services withase of the Di--6-16
PRESENT STATUS4. Vocational discriminationpractices.Despite numerous civil rightsstatutes and Constitutional protections, systematic exclusionpractices often prevent minorities, women, and the handicapped from whole categoriesof occupations due to arbitrarylicensure, experience, and academic degree requirements. Noareawide survey exists in AreaV to detail the magnitude of thenumbers of persons involved,yet such a survey would providegoal targets for overcomingspecific discrimination handicaps suffered by women, thosewith physical abnormalities, andthe respective minority groupsin Area V.REQUIRED DIRECTION TOACHIEVE OBJECTIVESSPE4.4.ACAn accounting should be made ofCie composition of minorities andwomen in training programs, andspecifically the number in highcost and low cost programs.TheA manpower sampling survey(audit) is needed to determinethe specific occupational needsof women, the physically abnormal., and minority communities.Such a survey would provideconcrete goals for occupationaltraining programs to be established for these groups.munitsonnelthe foprimaDeparDeveltask flocallish band prsults;re coneedegramsand (3schoolbodiesgrouptionalgroup-7-
'ATUSillationcivil rightstutional prow exclusionvent minorthe handicategoriesto arbitraryrice, and aca-irements. Noists in Areanitude of thes involved,ould provideercomingtion handiomen, thoseREQUIRED DIRECTION TOACHIEVE OBJECTIVESSPECIFIC ACTIVITIES TOACHIEVE OBJECTIVES4.4.An accounting should be made ofthe composition of minorities andwomen in training programs, andspecifically the number in highcost and low cost programs.A manpower sampling survey(audit) is needed to determinethe specific occupational needsof women, the physically abnormal, and minority communities.Such a survey would provideconcrete goals for occupationaltraining programs to be established for these groups.malities, andority groups-7-The Area V Committee, with theprimary assistance of the StateDepartment of Human ResourcesDevelopment, assembles a jointtask force consisting of State andlocal education agencies, community action groups, and personnel training directors, withthe following objectives: (1) publish brochure(s) describing plansand procedures of survey and results; (Z) describe findings andrecommendations for providingneeded occupational training programs among the target groups;and (3) provide assistance toschools and colleges, licensurebodies, employers and communitygroups in fulfilling the occupational training needs of the targetgroups.18
Goal:B. Quality StandardsEducation Code 6268.4 (b). "Review quality standardsof vocational instruction in the area. "PRESENT STATUSI. Vocational competency.Accreditation and professionalassociations set standards forschools, home-study, and onthe-job instructional programs,but ultimately the setting ofstandards and evaluation of aprogram in terms of standardsare primarily a local instructional responsibility. Contemporary Area V standards are sogeneral as to be without meaningto teachers, counselors, employers, and students.2. 22s2altismaLajitiy122192.12ELEthi .Most training programs today aredesigned and evaluated in terms ofregulations that specify hours ofinstruction required, use of properly credentialed teachers,19Each training agentof instruction in voand services.REQUIRED DIRECTION TOACHIEVE OBJECTIVESSPECACA1.1.The purpose of vocational programs is to prepare students forjobs (and for upgrading in jobs).An age]GuidanEducatiVocational educators, from highschool through graduate schools,must set standards which providereasonable assurance that the students will be effective in the occupations for which prepared.dinate 1riculurgachievetificati4The curriculum services and instruction must be designed so thatall students can move efficientlytoward acquisition of competenciesrelative to desired, demand oc-San Fr]competIn coopC miniforce dcupations.supporta Bay )brochuilated.2.2.Current detailed occupationalanalyses must be available on abasis for the development of instructional objectives for eachvocationally-related curriculum.-8-The ArComm/as sistaof Humas semi
Goal:.4 (b). "Review quality standardstion in the area. "USofessionaldards for, and onprograms,tting ofHon of astandards1 instrucContem:-.ards are soEach training agency will maximize the qualityof instruction in vocationally-oriented programsand services,REQUIRED DIRECTION TOACHIEVE OBJECTIVESSPECIFIC ACTIVITIES TOACHIEVE OBJECTIVES1.1.The purpose of vocational pro-An agency, such as a Californiagrams is to prepare students forjobs (and for upgrading in jobs).Vocational educators, from highschool through graduate schools,must set standards which providereasonable assurance that the students will be effective in the occupations for which prepared.Guidance Center, (Section 3700011,Education Code) is needed in theSan Francisco Bay Area to coordinate the effort in developing curriculum units, evaluating vocationalachievement, and establishing certification procedures for occupationalcompetencies.cupations.In cooperation with the Area VComtnittee, a multi - county taskforce develops plans and localsupport for the establishment ofa Bay Area Guidance Center. Abrochure is published and circulated.es for teachin2.2.ams today areted in terms ofcify hours of, use of propachers,Current detailed occupationalanalyses must be available on abasis for the development of instructional objectives for eachvocationally-related curriculum.-8-The Area V Vocational PlanningCommittee, with the primaryassistance of the State Departmentof Human Resources Development,out meaninglors, emts.19The curriculum services and instruction must be designed so thatall students can move efficientlytoward acquisition of competenciesrelative to desired, demand oc-assembles a joint task force,20
PRESENT STATUSREQUIRED DIRECTION TOACHIEVE OBJECTIVESSPECAC2. (con2. (cont. )consistcationtrainintive ofsquare footage of instructionalspace, etc., and not in termsof the attainment of designatedskills or knowledge levels ofthe students.3. Vocational instructional packages.Instructional objectives are largelyused as general curriculum planningaides and sometimes as evaluationmeasures but only occasionally as(1) written goals and objectives forclassroom and on-the-job instruction correlated to a detailed occupational analysis, or as (2) an orientation brief for an occupation, or as(3) a communication device amongteachers of related instruction, oras (4) a medium for articulation between educators and employers andtrainees.oc cupatagencieornia Gvide thiin the S3.3.Administrators, teachers and stu-The Ardents of each vocational programshould have access to (1) a resourcefile regarding required textbooks,equipment, and instructional materials needed for Vocational LearningActivity Packages and the locationof said resources throughout theArea V, (2) an evaluation checklist,including advisory committee ratingpanel, for measuring achievementfor specific modules of the LearningActivity Packages, and (3) thestandards of achievement of eachphase of the iirograrn.C ornmiVocational instructional modules(Vocational Learning Activity-9-21sistancof Educof reprlocal efor theeffort tdissemcationatypicaland uniobjectie qui pmso fortand preis deve1
USREQUIRED DIRECTION TOACHIEVE OBJECTIVESSPECIFIC ACTIVITIES TOACHIEVE OBJECTIVES2. (cont.)consisting of State and local education agencies, and personneltraining directors with the objective of making available detailedoccupational analyses to trainingagencies as needed. (The California Guidarce Center will provide this service when implementedin the San Francisco Bay Area. )tructionalin termsdesignatedlevels ofnal acka es.ves are largelyiculum planningas evaluationccasionally asobjectives fore-job instrucdetailed occupas (2) an oriencupation, or asdevice amongnstruction, orarticulation beemployers and3.3.Administrators, teachers and stu-The Area V Vocational Planningdents of each vocational programshould have access to (1) a resourcefile regarding required textbooks,equipment, and instructional materials needed for Vocational LearningActivity Packages and the locationof said resources throughout theArea V, (2) an evaluation checklist,including advisory committee ratingpanel, for measuring achievementfor specific modules of the LearningActivity Packages, and (3) thestandards of achievement of eachphase of the Program.nal modulesActivity0Committee, with the primary assistance of the State Departmentof Education, forms a task forceof representatives of State andlocal educational training agenciesfor the purpose of coordinatingeffort to establish, maintain anddisseminate a resource file. Vocational Learning Activity Packages,typical course outlines, programand unit guidelines, instructionalobjectives, facility descriptions,equipment lists, textbooks, andso forth. An Area V in-serviceand pre-service staff training planis developed utilizing teacher-9.22
PRESENT STATUSREQUIRED DIRECTION TOACHIEVE OBJECTIVESSPEAC3. (co3. (cont. )trainiPackages), based upon detailedoccupational analyses, are seldom used in program planningby Area V teachers.(ThewhenSan Fan apthis s4. Vocational certificates.Although trainees may be granteddiplomas, degrees or certificatesbearing technical titles, thesecredentials seldom contain standardized specifications of occupational competencies. Consequently, these credentials have almostno utility to either employers ortrainees. Notwithstanding TitleVII of the U.S. Civil Rights Act of1964, Area V employers still favortraining certificates containing thehighest possible prestige content,that is, training preceded by highlevel academic degrees.4.4.A uniform system is needed forcertifying the competencies ofstudents. Each school, college,and formal on-the-job trainingprogram should offer the traineea certificate of competency(based upon training methods andprocedures adopted under the fairemployment practices codes) toexpress the specific vocationalskills and knowledges attained.Ideally, certification should entitle the bearer to receive placement services from any agencyissuing comparable certificateswithin Area V.TheThose state boards and commissions issuing occupationallicenses and journeyrnanshipcertificates should specify pro-10-23Cosistaof thelegesforceeducatrain'ing owidemittedons;estabing cOr MOinstruand wrecoGuidai(Educegard*
TUSREQUIRED DIRECTION TOACHIEVE OBJECTIVESSPECIFIC ACTIVITIES TOACHIEVE OBJECTIVES3. (cont.)training and employer facilities.(The California Guidance Center,when established in theSan Francisco Bay Area, will bean appropriate agency to provideupon detailedses, are selam plannings.this service.)4.ates.4.may be grantedA uniform system is needed forcertifying the competencies ofstudents. Each school, college,and formal on-the-job trainingprogram should offer the traineea certificate of competency(based upon training methods andprocedures adopted under the fairemployment practices codes) toexpress the specific vocationalskills and knowledges attained.Ideally, certification should entitle the bearer to receive placement services from any agencyissuing comparable certificateswithin Area V.or certificatestitles, thesecontain standons of occupas. Consequentls have almostemployers orstanding Titlevil Rights Act ofloyers still favores containing therestige content,receded by high-grees.Those state boards and oommissions issuing occupationallicenses and journeymanshipcertificates should specify pro-The Area V Vocational PlanningCommittee, with the primary assistance, of the Chancellor's Officeof the California Community Colleges, establishes a joint taskforce consisting of State and localeducation agencies and personneltraining directors with the following objectives: (1) creation of areawide vocational competency committees for major demand occupations; (2) recommendations forestablishing procedures for certifying competencies, based upon oneor more of the following: classroominstruction, home-study instruction,and work station experience, (3'recommendations for the CareerGuidance Center Advisory Committe(Education Code Section 37022) re-garding procee.ures for crediting-10-24
PRESENT STATUSREQUIRED DIRECTION TOACHIEVE OBJECTIVESSPEA4. (cont.)4. (ccedures whereby vocational certificates of occupational competency (described above) are givenfull credit toward a state licensevocatlicenor certificate.der tilia,to otaprentEac
DOCUMENT RESUME. ED 114 615. CE 005 479. TITLE Plan for the Improvement of Vocational Education. INSTITUTION. Area 5 Vocational Planning Committee, Pleasant Hill, Calif. PUB DATE Apr 73 NOTE 77p.; For related documents, see CE 005 478 and CE. 005 480-481; Appendix B removed as it will not
Me/my 113 You/your 113 PE 113 Swimming 113 Shopping 113 Riding 113 Massage 114 Friend 114 Home 114 Birthday 114 Drink 114 Eat 114 Music 114 Song/singing 114 Dance 114 Walk 115 Bus 115 Outing/out 115 Morning 115 Afternoon 115 Evening 115 Please 115 Thank you 115 Physio 115 Buggy/wheelchair 116 People and places Man 116 Woman/lady 116 Nurse 116 .
SPN FMI PID/SID PID/SID ID FLASH CODE FAULT DESCRIPTION 615 3 SID 155 1615 Compressor Differential Pressure Outlet Failed High 615 14 SID 155 1615 Doser Metering and Safety Unit Valve Seals Check 615 14 SID 155 1615 High Pressure Pump, Leakage or TDC Position Wrong 615 4 SID 155 1615 Flap In Front of EGR Cooler Circuit Failed Low 615 3 SID 155 1615 Flap In Front of EGR Cooler Circuit Failed High
Veterans Outreach Specialist Veterans Employment Representative Tel: (615) 898-8050, ext. 115 Tel: (615) 494-4280 Fax: (615) 898-8068 Fax: (615) 898-8068 Peter.Prichard@tn.gov Rodger.Murray@tn.gov Serves as an outreach to veterans
& carb. stens stens dia./ model no. model no. repair kit gasket set . (zama equipped) ms-30 brushcutter c1u-dm4a 615-370 c1u-dm4b 615-370 echo – kioritz (tillotson equipped) cs-60 hs-25a 615-104 615-013 .
DPI 610/615 Series - 10/99 2 D P I 610/615 S e r i e s Portable Pressure Calibrators SETTING THE STANDARD FOR PORTABLE PRESSURE CALIBRATORS The technically advanced Druck DPI 610 and DPI 615 po
R/615/1342 Establish project procurement arrangements in construction management 7 Y/615/1343 Manage procurement processes in construction management 7 D/615/1344 Prepare and submit estimates, bids and tenders in construction management 6 H/615/1345 Ensure that contracts are prepared, negotiated and concluded in construction management 7
2225 Erin Mills Pkwy. 905-615-4815 16 South Common Library 2233 South Millway Dr. 905-615-4770 17 Streetsville Library 112 Queen St. S. 905-615-4785 18 Woodlands Library 3255 Erindale Station Rd. 905-615-4825 Parking at Central Library is free weekdays after 6 pm and on weekends. P 3
Astrophysics Research Institute The Astrophysics Research Institute (ARI) is one of the world’s leading authorities in astronomy and astrophysics. Its work encompasses a comprehensive programme of observational and theoretical research, telescope operation, instrument development, academic learning and outreach activities. The ARI has been honoured with various awards and prizes including: n .
