41. STRUCTURE OF EDUCATION SYSTEM IN THE CZECH REPUBLIC year courses at the vocational schools, they prepare general schools and secondarytechnical schools are trained officer Marie Fojtíková, Secretarygeneral. http://www.euroeducation.net/prof/czechco.htm

EuroEducation. net The best choice for education in Europe A Guide to Graduate Programmes in Arts, Business, Economics, Engineering, Humanities, Management, MBA, Science Match All Any term in Index: Study Europe Study USA Study Canada Czech Republic Structure of Educational System Admissions to Higher Education and Recognition  of Foreign Credentials  Student Life  International Cooperation and Exchanges    Types of higher education institutions: Univerzita (University) Technická Univerzita (Technical University) Akademie (Academy) Vysoká škola (Higher School) School leaving and higher education credentials: Inženýr Inženýr architekt Magistr Teaching Qualification Doktor Medicíny Doktor Veterinární Medicíny Doktor Farmacie Doktor Filozofie Doktor Práv Licentiát Teologie Doktor Doktor teologie STRUCTURE OF EDUCATION SYSTEM Pre-higher education: Duration of compulsory education: Age of entry: Age of exit: Structure of school system: Basic Type of school providing this education: Basic School (2 stages: 1-5, 6-9) Length of program in years: Age level from: to: Certificate/diploma awarded: General Secondary Type of school providing this education: General School (Gymnasium) (admission after 5th year of basic school) Length of program in years: Age level from: to: Certificate/diploma awarded: General Secondary Type of school providing this education: General school (Gymnasium) (admission after 7th year of basic school) Length of program in years: Age level from: to: Certificate/diploma awarded: Academic Secondary Type of school providing this education:

42. AFT: K-12/Educational Issues Department: World-Class Standards: A Profile Of Fra at vocational upper secondary schools (lycées professionnel between vocational coursesand general academics years and obtain various vocational certificates at http://www.aft.org/edissues/standards/francncb.htm

AFT Home Welcome and What's New Policy Briefs Teacher Quality ... Related Links Academic Standards A Profile of France's Education System Non-College-Bound Students Compulsory education in France officially begins at age 6. All students-regardless of ability, achievement, future career aspirations, region of the country, or neighborhood-take the same common national curriculum during their five years of primary school ( école primaire , grades 1-5) and the first two years of lower secondary school (the equivalent of grades 6 and 7). More than three-quarters of the students will continue with an essentially common national curriculum for another two years (the equivalent of grades 8 and 9). At the completion of 9th grade, French students can earn the lower secondary diploma, the brevet de collége . To do so, they must earn satisfactory course grades in a wide range of academic courses and perform well on brevet examinations based on the national curriculum in French, mathematics, and history/geography. The brevet diploma itself is not a formal requirement to exit 9th grade or to enter the university-bound track at upper secondary school. However, it appears that students must achieve a level of performance in their coursework equivalent to passing the

43. ALICE - Switzerland of such federal subsidies are the vocational schools and Higher encreasingly triedto acknowledge the vocational utiliy of of the socalled ‘general’ or non http://www.kaapeli.fi/~vsy/alice/cou/swi.html

Non Formal Adult Education in Europe Switzerland ALICE Network Member: Mr Hugo Neuhaus T. +41.1.311 6455 F. +41.1.311 6459 e-mail: hneuhaus@magnet.ch www: http://www.alice.ch History, types of providers In the 1960s, the training departments of companies began to add continuing education to their main involvement in apprentice training in the dual system. After expansion in the early 80s, one could observe a tendency to outsource the more general elements of these offers. Therefore, the propriety institutes in the field of general vocational education (languages, computer skills, communication, leadership skills etc.) have strongly expanded in the 80s. The vocational schools of the cantons (some of them founded originally by towns or by Mercantile Societies) have intensified their continuing education component in the 80s but still mainly serve diploma holders in the fields of their initial education programme. At a higher level, the same may be said of the 20 Higher Institutes (something like the British polytechnics, either of technical or business type). In the 80s local associations began to offer elementary education for native Swiss functional illiterates, who for a long time were thought to be inexistant. Immigrant organisations, mainly those of the Italians, had come accross the problem earlier and offered literacy courses in the framework of their integration efforts.

44. School Directory Edutech Training Centres, Winnipeg, Accounting/Bookkeeping, Business, Computer, GeneralUpgrading, Secretarial Patal vocational Preparation schools Ltd http://www.nacc.ca/schools.htm

ACTIVE AND ASSOCIATE MEMBERS LISTING To go directly to listing, please select a province below: (All schools within their province are listed in alphabetical order) Alberta British Columbia Manitoba New Brunswick ... Associate Members ALBERTA: Back to Index Name City Type Academy of Learning Airdrie Accounting/Bookkeeping, Business, Computer, Desktop Publishing, Entrepreneurship, Life Skills, Secretarial/Clerical/Receptionist Academy of Learning Calgary Accounting/Bookkeeping, Business, Computer, Desktop Publishing, Entrepreneurship, Life Skills, Secretarial/Clerical/Receptionist Academy of Learning Calgary Accounting/Bookkeeping, Business, Computer, Desktop Publishing, Entrepreneurship, Life Skills, Secretarial/Clerical/Receptionist Academy of Learning Edmonton Accounting/Bookkeeping, Animal Care, Business, Computer, Computer Animation, Computer Networking, Computer Programmer/Analyst, Computer Repair, Desktop Publishing, e-Commerce, Entrepreneurship, Health Care, Internet, Life Skills, Secretarial/Clerical/Receptionist, Web Design Academy of Learning Edmonton Accounting/Bookkeeping, Animal Care, Business, Computer, Computer Animation, Computer Networking, Computer Programmer/Analyst, Computer Repair, Desktop Publishing, e-Commerce, Entrepreneurship, Health Care, Internet, Life Skills, Secretarial/Clerical/Receptionist, Web Design

45. Triangle Journals -- Journal Of Vocational Educationand Training The Conundrum of general National vocational Qualifications initial training in thosevocational alternatives that Secondly, schools which choose to teach GNVQs http://www.triangle.co.uk/vae/50-04/vae-50-04.htm

Volume 50 Number 4 1998 Simon McGrath . National Policies and Institutional Practices: the credibility gap in South African education and training reform Paul Hager . Recognition of Informal Learning: challenges and issues Jan Smith . Beyond the Rhetoric: are General National Vocational Qualifications (GNVQs) doing students any good? . Work-based Learning of Commercial Cookery Apprentices in the New South Wales Hospitalities Industry John Butcher . The Conundrum of General National Vocational Qualifications: a case study of the training needs of school-based GNVQ teachers Jocelyn Robson . A Profession in Crisis: status, culture and identity in the further education college . The Experience of Students in a Gender Minority on Courses at a College of Higher and Further Education Book Reviews JULIA A. KIELY Bournemouth University, United Kingdom; JULIA RUHNKE Economic Development Unit, Isle of Wight Council, United Kingdom Top National Policies and Institutional Practices: the credibility gap in South African education and training reform SIMON MCGRATH University of Edinburgh, United Kingdom

46. A+ Schools - Fulton Public Schools general Information. basis a Missouri public community college or vocational ortechnical for tracking students enrolled in the A+ schools Student Financial http://www.fulton.k12.mo.us/programs/apfinincen.html

A+ Explained/Resources Resources of Interest to A+ Schools and A+ Coordinators' Tools A+ in a Nutshell Missouri Government and A+ Related Legislation DESE/MO A+ Schools Program Links Curriculum and Instruction Fulton Public Schools Curriculum Career Information Career Resources on the Internet Exploring Career Paths Community Colleges and the A+ Scholarship A+ Student Financial Incentive Program Information Community College Information Distance to Missouri Community Colleges from Fulton General Information Email the Coordinator Fulton Public Schools' Homepage A+ Schools Student Financial Incentive Program Information GPA Calculator . To see what your non-weighted GPA could be, try this calculator. This page provides explanation of the A+ Financial Incentive Program and downloadable files (in .pdf format) that were developed at Fulton High School. The A+ Student Financial Incentives Program is designed to help students set a career goal for themselves and achieve that goal. For many of our most academic students, this has not been a problem, historically. About 27 members of an entering high school freshman class will actually follow their goal and graduate for a 4-year college or university and get a job in which they use their degree. Unfortunately, schools often try a one-size-fits-all policy, and all 200 students spend all of their time preparing for only this option.

47. NSU Library - Technical Services -- State Textbook Adoption Process II Keyboardingypewriting I II vocational Office Education, I II Consumer MathematicsGeneral Mathematics Geometry textbooks for the public schools of this http://library.nsuok.edu/Ts/dicurmts.html

John Vaughan Library Broken Arrow Library Muskogee Library New books ... Logo Oklahoma State Textbook Adoption Procedures : Northeastern State University serves as a Congressional District Review Center for the state textbook adoption process. During the review process (August through November) materials are kept in a closed stack area. They are available for viewing or review by the general public. Please ask in the Library Room 106 for help with the use of materials. After textbooks have been adopted, they are cataloged into the library's Curriculum Materials collection. Oklahoma State Textbook Committee Recommended Schedule of Textbook Adoption See the Textbook Review Cycle at the Oklahoma State Department of Education http://sde.state.ok.us/pro/textbooks/cycle.html Oklahoma Statutes pertaining to textbook review centers. UPCOMING STATE TEXTBOOK COMMITTEE SELECTIONS: Languages (July 1, 2003-June 30, 2009)

48. Adult Education helped to launch technical High schools in several Adult Education Committee to encouragevocational classes for for correspondence courses in general had been http://www.mala.bc.ca/homeroom/Content/PostSec/adulted.htm

Adult Education Governments have been among the more visible participants in adult education in British Columbia for well over a century. Many of the initiatives had economic motives to enhance labour force skills, but municipal, provincial, and federal funds also supported social, cultural, and recreational programs. The following brief overview of government support for adult education in British Columbia is but a small part of the much larger "invisible giant" that is adult education. Colonial explorers, miners, and fur traders in pre-confederation British Columbia had little public assistance in learning how to survive in a rugged new land, learning much from the First Nations people and each other. Hudson's Bay Company officers early introduced library services for their own use, followed by more broadly accessible reading rooms and literary institutes that prepared the way for libraries and Mechanic's Institutes in the larger towns of the province. Missionaries also provided educational services to colonial immigrants and the native people, teaching English or French, literacy, and the norms of European society, although these efforts were not always well received. Early farmers and professionals organized societies to improve their own vocational skills, while the few who could partake in "high culture" organized cultural societies in such urban centres as Victoria and New Westminster. The British Columbia Institute in New Westminster received funds from the Mainland colony government in 1865, making it perhaps the first use of public funds in support of adult education.

49. Main The ideal path to the schools with university for advanced technical colleges, respectivelyvocational Matura, a specific technical or the general Matura in http://www.schulnetz.li/eni/fl_bildung_E.html

Education in the Principality of Liechtenstein - An overview Illustration - Structure of the Liechtenstein education system at a glance (click here) Insights into individual school levels Kindergarten (nursery school) The Kindergarten is the first step in our school system. Attending Kindergarten is voluntary and free of charge. There is an exception for children of foreign mother tongues. For them, the second year of Kindergarten is obligatory. During it they receive German lessons, which are tailor made for their particular requirements. Children, once accepted into the Kindergarten, have to attend regularly. The Kindergarten supplements and supports the education of the child in the family. The child is supported holistically in its development. Additionally the Kindergarten has its own mission of education and formation. Special emphasis is placed on social development and formation of the personality, language, senses and training in movement, musical and rhythmical education and sculptural composition. The educational contents follow the curriculum for the Principality of Liechtenstein. In order to be able to take into account the individual degree of development of the children in a better way, the Kindergarten is organised flexibly. At the changeover from Kindergarten to primary school the Kindergarten teacher will make appropriate recommendations based on her specific observations.

50. EdNA Online - Search site contains lesson plans in vocational Education in packages for VET in Schoolsprograms It includes general information, professional development, assessment http://www.edna.edu.au/go/browse/0:schooled:resources:vetschools:genvetschl

Search or Browse Related Sites Alliances Discussion Lists ... Advanced Quick Links School Education Higher Education International Education Technical Standards ICT Leading Practice ICT Research National Software Evaluat... OzProjects The Learning Federation UNESCO Standard Search Advanced Search Find: Look for: All the Words Any of the words The Phrase in All the Browse Categories General References Higher Education Educational Organisations School Education Search in: EdNA Evaluated pages Australian sites World-wide sites EdNA Collections Items linked to EdNA evaluated pages or: External collections G.E.M. VOCED Top Level School Education Curriculum Resources VET in Schools General documents were found. Page 1 of 2 1 to 10 shown below. Full Description Show Titles Only View by URL Legend Ask ERIC - Lesson Plans - Vocational Education URL: http://askeric.org/cgi-bin/lessons.cgi/Vocational_Education Category: General This site contains lesson plans in Vocational Education in the areas of Agriculture, Business, Careers, and Occupational Home Economics. Lessons plans tend to be suitable for years 10 -12, although Am... Benchmarking Workshops -ECEF URL: http://www.ecef.com.au/benchmarking

51. ILR Program On Employment And Disability : Next S.T.E.P. Collaborative Outreach school, Staten Island Vanguard High school, Manhattan The collaborative relationshipsand schools where collaboration between general and special http://www.ilr.cornell.edu/ped/tsal/next.html

Program on Employment and Disability Jump to an ILR Site School of Industrial and Labor Relations ILR PED Transition from School to Adult Life : Next S.T.E.P. Collaborative Outreach Project Transition from School to Adult Life Next S.T.E.P. Collaborative Outreach Project View Next S.T.E.P. Video The Next S.T.E.P. Outreach Project is sponsored by a grant from the U.S. Department of Education - OSERS, and is a collaborative venture between the University of Oregon Secondary Special Education (principal investigators), Cornell University's Program on Employment and Disability, the New York State Education Department, Steuben-Allegany BOCES and the New York City Board of Education. This Outreach Project researches the use of a student self-determination curriculum, titled Next S.T.E.P. (Student Transition and Educational Planning) , within inclusive general education settings, utilizing a collaborative instructional approach. Goal of the Outreach Project: The goal of the project is to replicate a promising practice, the Next S.T.E.P. curriculum, to a variety of urban and rural secondary educational settings. Each participating classroom was asked to utilize a collaborative (team) teaching approach to deliver instruction. Each team was to be composed of a special educator, a general educator, a student leader and a parent or parent advocate. Additionally, classrooms were asked to be inclusive of students with and without disabilities. After two years of implementation and data collection, professional development staff was recruited and trained to disseminate grant findings to local school districts for further implementation.

52. SUNY Cobleskill Financial Aid General Information Financial Aid general Information. community colleges, junior colleges, vocationalschools, technical institutes, hospital schools of nursing and http://www.cobleskill.edu/financialaid/General.asp

Quick Navigation Academic Programs Admissions Alerts from ITS Athletics Blackboard Bookstore Bulletin Campus Computing Campus Map Campus Offices Career Development Catalog CobyCard Contact Cows For Coby Dining Menu Dining Services Directions Email Faculty Student Assoc. Financial Aid Honors Program Human Resources International Education Knowledge Base Library Publications Registrar Residential Life Search Site Map Student Affairs Student Government Student Handbook Student Life Tech Support Telecommunications Web Registration Access Financial Aid General Information How to Apply for Financial Aid Independent Students Responsibilities and Rights Deferred Payments, Waivers, and Unanticipated Expenses ... Financial Aid Forms How to Apply for Financial Aid Mail a completed Free Application for Federal Student Aid (FAFSA) or go online at www.fafsa.ed.gov any time after January 1. The final page of the FAFSA must clearly indicate . The College's Title IV Code number is In order to be considered for aid from Cobleskill, a student must be accepted by the College, pay deposits by April 1, and mail the FAFSA so that it is received by the FAFSA processor by March 15. If you are a New York State resident a separate TAP Application will be sent to you by New York State Higher Education Services Corporation.

53. Adult Education If the announcement does not specifically mention Middlesex County Vocationaland technical Adult Evening schools, we will be open. http://www.mc-votech.org/adult/gen_info.htm

Home Calendar Course Descriptions General Information Entrance Requirements Any person 16 years of age or over may attend. Some courses require trade experience while others have specific prerequisites. Registration Registration will take place at all three schools on September 9, 10, 11, and 12, 2002 from 6-8 PM and January 6, 7, 8 and 9, 2003 from 6-8 PM. Students should enroll at the school in which their particular course is given. Students who are unable to register at this time must do so after classes start. Attendance Most courses are from 7:00 to 10:00 P.M. one evening per week from September to the end of March. Others are from 7:00 to 10:00 P.M. one evening per week for one semester form September to December or January to March. Certificates Persons who complete a course or series of courses will receive appropriate certificates. Cost The fee for nine-week courses is $75.00 per course and the fee for twenty-week courses is $125.00 per course. Out-of-county students pay the course fee plus $30.00. In-county senior citizens (55 years of age and older, not working full time) pay one-half of the appropriate course fees. Students are expected to purchase the required textbooks and eye protective devices. In certain courses there is a minimal charge for instructional materials and/or lab fees. A set charge for instructional materials will be made in most shop courses. An additional charge will be made for materials that are used for other than instructional purposes.

54. ACTE Publications Career Education Career Opportunities general Resources. 4teachers.org Assessment Rubrics CATER free materials Free VocationalEducation Materials Fouke FFA Power Points Puzzlemaker USDE schools. http://www.dese.state.mo.us/divvoced/resources.htm

Resources General Resources Office of Vocational and Adult Education US Department of Education Success Link Blackboard.com ... Vocational Education Resources Cip 2000 MyFreeGrants.com U.S Department of Labor, Employment and Training ... Safe Facilities Guide Approved Vocational Courses by Cip Code Area Vocational School Map Screen 29/PS and Adult Follow-up Reporting Instructions Missouri Department of Insurance - Teen Sheets Help with PDF files Adult Education and Literacy American Association for Adult Continuing Education Laubach Literacy Action Learning and Literacy ... Literacy Agriculture Education Missouri Adult Agricultural Educators (AgEBB) The Urban Rancher Yahoo! Finance - Investment Challenge Registration National Center for Agricultural Law Research and ... The GLOBE Program Business Education American Accounting Association EduStock NICE Jump $tart ... Post Office Information (zip codes, addressing information,

55. C:\PROGRAM FILES\SOFTQUAD\HOTMETAL PRO 4\gifs\LEPQ&A00.htm http://www.cleweb.org/lep.htm

CENTER FOR LAW AND EDUCATION Reply to: Main Office: 197 Friend Street, Ninth Floor 1875 Connecticut Ave., NW Boston, Massachusetts 02114 Suite 510 Phone: 617/371-1166 Washington, D.C. 20009 Fax: 617/371-1155 Phone: 202/986-3000 Fax: 202/986-6648 Federal Education Law and Language Minority Students Are children whose primary language is not English entitled to special services to help them in school? Yes. Two federal anti-discrimination laws require states and school systems to give students with limited English proficiency a meaningful, equal opportunity to master the same body of skills and knowledge that all other students are expected to learn: Title VI of the Civil Rights Act of 1964 and the U.S. Department of Education regulations enforcing it,(1) and the Equal Educational Opportunities Act of 1974.(2) In addition, the federal statute that provides funding to state and local school systems for bilingual education was amended in 1994 to emphasize programs that help children develop proficiency in English and their native language, and to "meet the same challenging State content...and student performance standards expected for all children...."(3) What specific services are required?

56. C:\PROGRAM FILES\SOFTQUAD\HOTMETAL PRO 4\gifs\factdisa.htm http://www.cleweb.org/factdisabstw.htm

Issue Brief: Students with Disabilities, School-to-Work Transition and the School-to-Work Opportunities Act Introduction all all School-to-Work Act: Purpose, Operation and Funding The School-to-Work Act is designed to facilitate the creation of a universal, high-quality school-to-work transition system. The School-to-Work Act is distinct from other education reforms because it does not create another separate program with federal mandates. The Act uses federal funds as venture capital to underwrite the initial costs of planning and establishing statewide systems that will be maintained with other resources (including funds available under other federal education, training and workforce development programs). These systems are to provide all students with the opportunity to participate in programs that integrate school- and work-based learning, vocational and academic education, and secondary and postsecondary education. The School-to-Work Act channels funding to states and local partnerships to create school-to- work systems. All 50 states, the District of Columbia and the territories have received non- competitive school-to-work development grants, which were used to design statewide systems and to write state plans. One-time, five year implementation grants are awarded through a competitive process when the states present a comprehensive school-to-work plan and demonstrate the capability to implement the plan. The expectation is that all states will have received implementation grants by the time the School-to-Work Act sunsets in the year 2001.(3)

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