21. Education World® : Vocational Community Center : Vocation : Computers software for classes in Providence (Rhode Island) schools. have become more commonplaceas school officials discover for workers with handson technical skills http://www.education-world.com/vocational/vocation/computers.shtml

Vocational Ed Community Administration Education Vocation ... Vocation Computers C O M P U T E R S Articles Tools for Teaching Cyber Ethics Are our schools filled with budding cyber criminals unaware of the consequences of their online activities? Should educators scramble to institute a formal cyber ethics curriculum? Or should schools ban the use of the Internet? Read what one expert says! Included: Ten guideline of computer ethics, online resources for teaching ethics and Internet safety, *and* eight tips for establishing a "culture of proper use" of technology in the classroom! Applying Fair Use to New Technologies If experts can't agree on acceptable fair use guidelines for works created using new technologies, what can educators do? Fortunately, some resources are available! University Students Design Custom Software for Local Schools Students enrolled in a computer software seminar at Brown University design and develop custom software for classes in Providence (Rhode Island) schools. Could your local university do the same for you? Included: Students and teachers talk about the software created for them plus links to custom software teachers can download and use today! My First PowerPoint Presentation Jean Napier-Faeih, a teacher at Holy Trinity School in Lenexa, Kansas, submitted this week's lesson, which is about creating a first PowerPoint presentation.

22. Blackstone Valley Tech High School - About Us To increase general knowledge and to improve our links to colleges, technical schoolsand businesses. technology with academic and vocational/technical learning http://www.valleytech.k12.ma.us/about_us.html

BLACKSTONE VALLEY REGIONAL VOCATIONAL TECHNICAL HIGH SCHOOL 65 Pleasant St. Upton, MA 01568 Blackstone Valley- Tech High School - Educating for a Global Advantage With an educated work force steeped in a history of innovation, invention, and business success, the historic Blackstone Valley region offers the community an exceptional quality of life. Its position, at the intersection of rail, road and air networks, makes it ideal for local, regional, and international business efforts. Twelve major colleges are situated within thirty minutes of the Blackstone Valley, including leaders in business, technology, medicine, and liberal arts. Located in the heart of the region, Blackstone Valley Regional Vocational Technical High School is easily accessible within an hour's drive of Boston, Providence, Worcester, and Hartford. In partnership with local colleges, businesses and economic development agencies, Valley Tech works toward enhancing the economic, social, and historic strengths of the region. The school acts as a focal point for the region by sponsoring local, regional, and state level conferences on the economy, technology, and education; establishing regional technology and school-to-career initiatives; completing hundreds of hours in community service projects which draw on students' and instructors' vocational technical skills; and actively participating with government agencies, chambers of commerce, educational collaboratives, and the media.

23. HB1222I-Introduced Bill Text (3) Do not offer a general track of in addition to the grants to public schools authorizedby degree or any public community college or vocational or technical http://www.house.state.mo.us/bills98/biltxt98/intro98/HB1222I.htm

SECOND REGULAR SESSION HOUSE BILL NO. 89TH GENERAL ASSEMBLY INTRODUCED BY REPRESENTATIVES SHIELDS, HEGEMAN, KELLY (27) AND LAWSON (Co-sponsors) Read 1 st time January 8, 1998 and 1000 copies ordered printed. ANNE C. WALKER, Chief Clerk AN ACT To repeal section 160.545, RSMo 1994, relating to the A+ schools program, and to enact in lieu thereof one new section relating to the same subject. Be it enacted by the General Assembly of the state of Missouri, as follows: Section A. Section 160.545, RSMo 1994, is repealed and one new section enacted in lieu thereof, to be known as section 160.545, to read as follows: 160.545. 1. There is hereby established within the department of elementary and secondary education the "A+ Schools Program" to be administered by the commissioner of education. The program shall consist of grant awards made to public secondary schools that demonstrate a commitment to ensure that: (1) All students be graduated from school; (2) All students complete a selection of high school studies that is challenging and for which there are identified learning expectations; and (3) All students proceed from high school graduation to a college or postsecondary vocational or technical school or high wage job with work place skill development opportunities.

24. Hb0062i_3.ps (3) Do not offer a general track of in the school district unless such other schoolsmeet the fees to any public community college or vocational or technical http://www.house.state.mo.us/bills03/biltxt/intro/HB0062I.htm

FIRST REGULAR SESSION HOUSE BILL NO. 92ND GENERAL ASSEMBLY INTRODUCED BY REPRESENTATIVES PHILLIPS AND CUNNINGHAM (86) (Co-sponsors). Pre-filed December 5, 2002, and copies ordered printed. TED WEDEL, Chief Clerk AN ACT To repeal section 160.545, RSMo, and to enact in lieu thereof one new section relating to the A+ program. Be it enacted by the General Assembly of the state of Missouri, as follows: Section A. Section 160.545, RSMo, is repealed and one new section enacted in lieu thereof, to be known as section 160.545, to read as follows: 160.545. 1. There is hereby established within the department of elementary and secondary education the "A+ Schools Program" to be administered by the commissioner of education. The program shall consist of grant awards made to public secondary schools that demonstrate a commitment to ensure that: (1) All students be graduated from school; (2) All students complete a selection of high school studies that is challenging and for which there are identified learning expectations; and (3) All students proceed from high school graduation to a college or postsecondary vocational or technical school or high-wage job with work place skill development opportunities.

25. Magazine DISCOVER 1/2001 At the vocational school in Amberg, there is a telelearning and telelearning; a packagefinding intense use at the schools. editorial and general terms of use. http://www.ad.siemens.de/fea/html_76/discover3_projects.htm

Deutsch Espanol Francais Italiano ... Newsletter Practice-oriented training with Simatic PCS 7. Motivation in the lab Highly qualified employees are the guarantee for success in a world of international competition. When training tomorrow's experts, post-secondary technical schools and higher technical colleges in Austria can rely on solid partners like Siemens Innovative equipment One example of cooperation between actively involved schools and industry is the realization of a process control system lab at the post-secondary technical school in Pinkafeld/ Burgenland. For the first time, the concept of a jointly financed and utilized process control engineering lab was established between a technical school and a higher technical college. The concept was arranged jointly by the department head at the technical school Wilhelm Seper and the director of studies at the higher technical college, Dr. Maximilian Steinkeilner. Competent young talents With this set-up, students can already gain practical experience during their training and start reaping the benefits, at the latest, when they join the workforce. This model for practice-oriented training will surely set a precedent for others to follow.

26. Welcome To Professional-Technical Education! general Advisory Council Ted Clark • 3547315 David Spokane Public schools is representedalong with the organized as a regional vocational Advisory Council http://www.spokaneschools.org/ProTech/Advisory.stm

Advisory Councils Applied Technology Career Focus Horticulture ... District Home Search Spokane Area Professional-Technical Advisory Consortium Providing leadership for Professional-Technical Education General Advisory Council Ted Clark David Brown, Chair • 358-7066 • Inland Automobile Association 'At Large' Business Representatives Pathway Committee Chairs School Administrators Scott Oakshott Shane Hatcher, Chair Spokane Teachers Credit Union Environmental Science/Natural Resources Tessa McCray Jeff Gullikson, Chair Spokane Country Club Scott Oakshott Ev Hopkins, Chair Spokane Teachers Credit Union Tessa McCray Rob Fischer, Chair

27. Union County Public Schools The high school offers general, college preparatory foreign language, sample highschool vocational courses and school level, Union County schools provide high http://georgiamagazine.com/counties/union/schools.htm

North Georgia Internet Magazine Union County Public Schools The Union County School System operates four schools and is the fiscal agent for the Mountain Education Center, the Union County Head Start Program and the Pre Kindergarten Program. The staffing and enrollment figures for the 1995-96 school year are presented as follows: Cert. Para SCHOOL GRADES Enrollment Staff Prof. Union County Elim. Pre K-5 958 63 32 Union County Middle 6-8 516 30 4 Union County High 9-12 585 39 5 Woody Gap K-12 103 15 2 Mountain Ed. Ctr. 9-12 350 8 Head Start PK 40 1 2 Pre-K PK 59 4 2 Personnel: The Union County School System employs almost 300 certified and classified personnel. Certified personnel includes teachers, administrators and support staff. Seventy percent of the 160 certified staff members hold an advanced degree Approximately 44% have Master's Degrees, 23% have Education Specialist Degrees and 3% have Doctorate Degrees All certified staff receive a local salary supplement and participate regularly in professional development activities. Included as classified personnel are the secretaries, paraprofessionals, maintenance, custodians, food service workers and bus drivers. Although these employees are not required to have a college degree, they are highly skilled and knowledgeable individuals.

28. Education Indicators 2000:The Danish Education System - 1999 Basic school 1), 50, 52. general upper secondary education, 8, 8. educ.2), 159,151, 150. vocational colleges etc. 3), 262, 253, 252. Folk high schools, adult education,, http://eng.uvm.dk/publications/tal/1.htm

The Danish Education System - 1999 Note: The age is the theoretical minimum age for the formal courses of education, i.e. excluding adult education. After basic school, the pupils are often older due to sabbati-cals, waiting time, change of study programme etc. The arrows illustrate general connec-tions between basic school, upper secondary and higher education but not alle actual transitions. Total public expenditure on education andtraining by level of education Public expenditure (1998-prices) DKK Billion Total Basic school education Upper secondary education - including awarded SU-grants Higher education - including awarded SU-grants Adult education Administration, support etc. Number of young people by age group - Historical figures - Prognosis figures 6-15-year-olds 16-19-year-olds 20-29-year-olds Pupil/student population on 1 October of the year -Number Total Basic school (incl. pre-school class) Upper secondary education, total General upper secondary education Vocational upper sec. education 1)

29. Educ_System national rules, and for inspecting schools on a will enter technical colleges or technicalprograms at a BEP), which is a general vocational certificate, or a http://www.limousin.iufm.fr/lettrangl/SystEduc.htm

A Profile of Primary and Secondary Education in France The French National Curriculum The French national Ministry of Education has legal authority over all aspects of curriculum and assessment. It mandates the number of hours elementary and secondary students must spend in each subject at each grade level, and for each course it outlines both general principles of instruction and specific concepts to be mastered. Certain functions are nonetheless delegated to twenty-eight regional administrative districts, called " académie" . The académies are responsible for developing and grading brevet exams, in accordance with clear national rules, and for inspecting schools on a regular basis to ensure instruction is consistent with the national curriculum. Despite this strong centralization, individual teachers have a great deal of freedom to choose their own instructional techniques and construct their own lessons. It is not true that on any given day in a given grade the lessons taught are the same. École Primaire Although compulsory education in France does not officially begin until age 6, nearly all 3, 4, and 5 year olds attend preschool. At age 6, all children -regardless of ability, achievement, future career aspirations, region of the country, or neighbourhood- begin five years of

30. VOCATIONAL TRAINING ACT general provision. accumulate their seniority on the years of service in vocationaltraining institutions a pro rata basis with the seniority in schools of the http://www.evta.gov.tw/lawevta/vocational.htm

VOCATIONAL TRAINING ACT Promulgated by the President to cover all forty-four articles on December 5 th , 1983 by the Order of Tai-Tong-I-Tze-No. 6687. Amended Article 2, promulgated by the President on July 19 th , 2000 by the Order of Hwa-Zhong-I-Tze-No. 8900177610. Amended Article 33, promulgated by the President on May 29 th , 2002 by the Order of Hwa-Zhong-I-Tze-No. 9100108400. Chapter I General Provision Article 1 With a view to the operation of vocational training for the purpose of fostering technical manpower in national reconstruction, the raising of the technology of work, and promoting national employment, the present law is hereby enacted. Article 2 Competent authorities in charge of vocational training shall be the Council of Labor Affairs of the Executive Yuan at the central government level, the municipal cities at the municipal government level, and the counties/cities at the county/city government level. Vocational training mentioned in this law denotes the prevocational training for the nationals who have not entered employment, and the in-job training for those who are already employed .The manner of training shall include rudimentary training, apprenticeship training, further training, job-transfer training, and vocational training for the disabled. Article 4 Vocational training shall be undertaken in close cooperation with vocational education, supplementary education, and employment services.

31. SOŠ Technická A SOU Skláøské Glaverbel Czech, A.s. vocational school of the glass industry, founded in 1949 and located in Teplice. History, course details, Category Regional Europe Regions Usti nad Labem Teplice...... The first class is combined general preparation PHARE The offer of Secondary vocationalschool of Glass Industry 1994 and with other schools Naestved and http://www.sostgvb.cz/english.htm

Our credo First-rate equipment, constant modernising and possibly the best schooling leads to the success of your children. From the history of the school The present time: Nowadays the school has been fitted with modern equipments and facilites - four modern labs of computing, three fitted labs for administration, a few modern labs and workshops (for electronics, the low voltage electrical engineering, engineering, informatics, pneumatics), language labs, the fitness centre etc. The offer of Secondary Technical School Glaverbel Czech, a.s. Informative technology - application of personal computers The first class is combined - general preparation PHARE (with the chioice of further grades after finishing the first class) Sales manager (with the choice of specialization from the third class) The offer of Secondary Vocational School of Glass Industry Glaverbel Czech, a.s. Study lines - for 4 years - ended up with a leaving certificate Mechanic - electronic for automation Mechanic - operator for glass machines and equipments Technology of pottery and porcelain production Apprentice lines - for 3 years - ended up with a final examination Mechanic - serviceman of enginery and machinery Electro-mechanic - distribution machinery Electro-mechanic - enginery and machinery Ceramist - pottery and porcelain Painter - glass and pottery International co-operation The school international co-operation has been widely developing since about 1992. At first, there were activities developed with German educational centres InterDACT Freiberg and Brand Erbisdorf, then with Saxonia Halsbrücke and KAS Köningsbrück. The co-operation with Danish centres AOF Nykobing and AOF Vordinborg has started since 1994 and with other schools Naestved and Koge Business College since 1995.

32. Burns Report - Summary The general ethos underpinning the proposals; Introduction of not mutually exclusive,academic, vocational and technical specialisms within schools; http://www.allianceparty.org/html/burns_report_-_summary.html

33. Citations From State Law for Higher Education, and the State Board of vocational and technical obtaining andreporting data to the high schools and to the general public regarding http://www.schoolreportcards.org/law.htm

Locate a topic from this site. About the O of A Contact Us Latest News Questions You Should Ask Reports District Reports School Report Cards State Report Sign Guest Book Useful Links Education Oversight Board-Membership There is hereby created the Education Oversight Board. The membership of the Education Oversight Board shall consist of: 1. The Chairperson of the Education Committee of the Oklahoma House of Representatives; 2. The Chairperson of the Education Committee of the Oklahoma Senate; 3. Two members, who are not legislators, appointed by the Governor; 4. Two members, who are not legislators, appointed by the Speaker of the Oklahoma House of Representatives; 5. Two members, who are not legislators, appointed by the President Pro Tempore of the Senate; and 6. One member, who is not a legislator, appointed jointly by the president Pro Tempore of the Senate and the Speaker of the House of Representatives. A chairperson and vice-chairperson shall be elected annually from the membership of the Board. A quorum which shall consist of four voting members must be present for the transaction of any business. Members shall be reimbursed for travel in the performance of their official duties in accordance with the State Travel Reimbursement Act.

34. Russia.Net - Politics: Who Is Who - Government Higher schools of the Ministry of Science, Higher schools and technical On August14, 1996 was appointed Minister of general and vocational Education of http://www.russianet.ru/~oldrn/politics/people/KinelevVG.html

WHO IS WHO IN RUSSIAN GOVERNMENT KINELEV Vladimir Georgiyevich Minister of General and Vocational Education of the Russian Federation Born on January 28, 1945. Graduated from the Bauman Higher Technical School, specializing in durability of flying vehicles. Doctor of Technical Sciences, professor, full member of the International Engineering Academy. Fluent in English. After graduating from the Bauman Higher Technical School worked at the Central Experimental Machine-Building Design Bureau (now NPO named after Sergei Korolev), then at the Bauman Higher School - as an assistant, professor, pro-rector for educational work. 1990-1991 - First Vice-Chairman of the State Committee of the RSFSR for Science and Higher Schools, in 1992-1993 - Chairman of the Committee for Higher Schools of the Ministry of Science, Higher Schools and Technical Policy of the Russian Federation; concurrently, first deputy-minister. From April 1993 - Chairman of the State Committee of the Russian Federation for Higher Education.

35. Index The Mississippi State Board for Community and Junior Colleges is a coordinating agency for the 15 Community and Junior Colleges in the State. Affiliated programs with this State Board are the Workforce, Adult Basic Education, general Education Diploma (GED), Proprietary schools, Quality Award, vocational technical, Distance Learning Education programs along with the Community and Junior Colleges. http://www.sbcjc.cc.ms.us/

36. Queensland Independent Education Union The professional development which would be necessary in schools for existing Thenotion of a convergence of general and vocational curriculum adds certain http://www.qieu.asn.au/voced.html

QIEU Policies Appraisal Structures and Processes Class Contact Time for Secondary Schools Convergence of General and Vocational Education ... Policy on Graduate Teachers.pdf Convergence of General and Vocational Education QIEU POLICIES Convergence of general and vocational education POLICY 98.04    CONVERGENCE OF GENERAL AND VOCATIONAL EDUCATION The convergence of General and Vocational Education clearly poses a number of curriculum considerations for schools and for teachers involved in the delivery of the curriculum. As such it is an issue of considerable interest to QIEU and its members, who support the principle of the convergence of general and vocational education, where it is relevant and leads to meaningful outcomes for students within a total curriculum experience. The industrial issues associated with convergence cannot be viewed in isolation from the broad curriculum issues, nor can they be divorced from the structure and processes associated with the management of the curriculum, be that at the level of evaluation and certification or at the level of resource provision. Finn and Carmichael identified multiple pathways within vocational education for post compulsory schooling. Clearly the implication of these reports was that there should be a number of options available to students which reflect more flexible work and study. This notion creates tensions with the BSSSS' preferred model of embedding to the exclusion of existing linking arrangements with TAFE and vocational elements already identified in Board Registered Subjects and work experience.

37. TUI - Post Primary Circular Letters general. 23/97, Allowance for Teachers with 35 Years Service vocational schools. ofActual Service Given in Secondary, Community and Comprehensive schools. http://www.tui.ie/pages/pp_circular_letters.asp

Post Primary Circular Letters Appointments/Appeals EPT/Part-Time Examinations General ... Superannuation Appointments/Appeals Circular Letter PPT21/02 Circular Letter PPT15/02 Computation of Service for the Purposes of Apppointment to Assistant Principal and Special Duties Teacher Posts in Designated Greenfield Community Colleges Circular Letter PPT14/02 Computation of Service for the Purposes of Appointment to Assistant Principal and Special Duties Teacher Posts in Designed Community Colleges Established as a Result of Amalgamations of Two or More Second Level Schools Circular Letter PPT13/02 Revised Selection Procedures for the Appointment and Promotion of Teachers in Designated Community Colleges Circular Letter PPT07/02 Circular Letter PPT06/02 Revised arrangements for eligibility for promotion posts in Vocational Schools and Community Colleges to include certain non-permanent teaching service Circular Letter 44/00 Computation of Service for the Purposes of Appointment to Assistant Principal and Special Duties Teacher Posts in Vocational Schools Circular Letter 43/00 Revised Selection Procedures for the Appointment and Promotion of Teachers in Vocational Schools Appointments to Assistant Principal and Special Duties Teacher Posts Circular Letter 22/00 Circular Letter 21/00 Irish Requirement for Appointment as a Teacher in 2nd Level Schools (VEC) Circular Letter 46/98 Appointment to Assistant Principal and Special Duties Teacher Posts in Vocational Schools Circular Letter 27/98 Circular Letter 25/98 Implementation of Revised In-School Management Structures in Community and Comprehensive Schools

38. Historie Ustavu as well; the proportion of the general and vocational VET program is launched vocationalEducation and through the Nineteen Pilot schools Development project http://www.nuov.cz/english/aboutus/history.htm

PURPOSE AND ACTIVITIES ORGANIZATION STRUCTURE CONTACTS ... WHERE TO FIND US In September 1950 the Study and Information Center for Economic Teachings of Technical Schools (Studijní a informaèní støedisko pro hospodáøské nauky odborných škol) is founded. The Center is located in the State Stenography Institute building at Senovazne (formerly Soukupovo) Square. . In June 1953 the Center is transformed into the Study and Information Institute of Vocational and Technical Education (Studijní a informaèní ústav odborného školství). Five years later in September, the Institute is reorganized into the Institute of Vocational and Technical Education (ÚOŠ). At this time the Institute moves two times - first from Senovazne Square to Mezibranska Street and then, in 1959, to Nosticuv Palace at Maltezske Square. In November, the Institute becomes a scientific and research department - the Research Institute of Technical and Vocational Education (VÚOŠ) originates.

39. History Of The Vo-tech to act until the State general Assembly agreed CCCOES, San Juan Basin Area vocationalTechnicalSchool, and Pueblo The AVTS schools are all locally governed. http://www.sanjuanbasintechschool.org/history.htm

History of the Technical School In 1963, many citizens in Southwest Colorado were quite concerned about the future of their school children, as many did not finish high school. Many that did were not prepared to enter the world of work. With the passage of the National Vocational Education Act of 1963 (P.L. 88-210), there seemed to be a new tool available to enhance educational opportunities for youth. In 1964, the Mancos (RE-6) School District Board of Education first looked at establishing an area vo-tech school in southwestern Colorado and financed a study of vocational needs. The study was conducted by personnel from the University of Northern Colorado and included the feasibility of an Area Vocational School. The school at that time covered four different states and was quite a visionary idea. During that time, the project shrunk, due to a lack of available funds, from a four state concept to a three district concept. The next four years were a period of extreme frustration. School officials of Cortez, Dolores, Mancos, and Dove Creek worked on the area school project and financed two more local studies and applications for designation for an Area Vocational School. A Board of Cooperative Services was formed in 1967, with its primary mission to establish or obtain a Vocational School. Only Montezuma and Dolores Counties were left in the projected school boundaries as of the end of 1968.

40. SB 859 - Introduced Bill Text (3) Do not offer a general track of in addition to the grants to public schoolsauthorized by fees to any public community college or vocational or technical http://www.senate.state.mo.us/02info/billtext/intro/sb859.htm

SECOND REGULAR SESSION SENATE BILL NO. 859 91ST GENERAL ASSEMBLY INTRODUCED BY SENATOR RUSSELL. Pre-filed January 2, 2002, and 1,000 copies ordered printed. TERRY L. SPIELER, Secretary. AN ACT To repeal section 160.545, RSMo, relating to the A+ schools program, and to enact in lieu thereof one new section relating to the same subject. Be it enacted by the General Assembly of the State of Missouri, as follows: Section A. Section 160.545, RSMo, is repealed and one new section enacted in lieu thereof, to be known as section 160.545, to read as follows: 160.545. 1. There is hereby established within the department of elementary and secondary education the "A+ Schools Program" to be administered by the commissioner of education. The program shall consist of grant awards made to public secondary schools that demonstrate a commitment to ensure that: (1) All students be graduated from school; (2) All students complete a selection of high school studies that is challenging and for which there are identified learning expectations; and (3) All students proceed from high school graduation to a college or postsecondary vocational or technical school or high wage job with work place skill development opportunities.

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