ED1

AUTHORTITLE'

IMITUTIONSPONS AGENCY

PUB DATENOTE

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EDRS *RICEDESCRIPTORS

pocumm HESINE

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Schram', DNayneCommon Core CurriculumCategory E: CurriculumEducation. E-1; DeveloVocational Education.California State-Univ.Bureau of OccupationalWashington, D.C.; CaliEducation, Sacramento,Instruction ServiCes,7830p.; Not'available. inPop relate documentsDire tor, School of PaScie San Diego StCalifornia 92182

HP -$0.83 Plus Postage.*Core Curriculum; *curDevelopment; Bigler EdLearning Modules:, PeriEducation; *Teacher tdEducation

ABSTRACTThis module on develo

of a set of three on curriculum desigpart of a larger series of thirty-foucurriculum for use in the professiona

e

CB 018 .960

for Vocational Education.Design in Vocational.ing Curriculum Design in

yredno.and Adult Eddcdtion (DHEW/OE) ,ornia State Dept. ofVocational Education

hard copy 'due to print size.ee CE 018 935 -971ily Studies and Consumerto University, San Diego,

HC Not Available from EDRS.iculum Design; *curriculumcation; Learning Activities;rmance Based Teachercation Curriculum; *Vocational

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ng a curriculum design is onein vocational education andsmodules constituting a corepreparation of vocational

edacators in the areas of agricultural, business, home economics, andindustrial education. Following the.moidule objective and overview anda bibliography of suggested resource materials (readings) tor the,entire ,modUle, six lessons are presented: (1) examining what is meantby curriculum; (2) examining the elements which go into determining

. 10e nature of curriculum design; (3) 'investigating relationship oftbe.vocatittnal education curriculum to curriculum design and to thegeneraA:curriculum'O4 a schoolc; (4) integrating vocational educationin the?Aesign of 'the general educational curriculum;.(5) exploringproceduresilfor,developingA vocational ndtpation curricuida; and (6)parti6ipnting in the development of, a vocational educationcurriculum, Each lessocontaint the objective, overview, a list atsuggested learning activities, and a list 41 suggested.resources- ,

(readings). Concluding the module is a pre/posttest and an answerkey, .(The.modules have' been field tested in various educationalbettings4 including bachelor and masters degree pOgrams, and areconsidered adaptable' many instructional styles and student entry-.levels. C1308. 935-937 Contain working papers and other materialsused in the development of the modUle series.) GM

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* Reproddctions sApplied by ,EDRS are the befit that can be mode' *

*. . .from 'the original document.* **********4***********************m************0o********t**********p

Common Core Curriculumfor Vocational Education

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DEVLOPIIIG?A CURRIIMAIM DESIGN

IN VOCATIONAL EDUCATION

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Module Writer: Dwayne Schramin, ,Ph.D.

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C,Itegary Et

CURRICULUM DESIGN IN VOCATIONAL EDLCATIQN

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Project DirectorGwen Cooke, Ph.D.I

'Assistant Project DirectorMaurine Vander Griend, M.S.

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NATIONAL NsTI:TE

OF

THIS DOCuroltri 11AS MEN REPRO.

DUCE° EKOCTLY AS Raceway FROMtHE PERSON OR OR ArtIZATION ORIGINAT 'NG it PEWITS* viewoR OPINION

STATED C NOT CESSAMY RePaa ..oHavitiSI4TUta Of

4ERTOCFICO 1.ALeoucoiom pos. OH OR POLICY

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ABUT THIS MODULAR CURRICULUM

This =Wine is one of a.series of 34 modules intended for use in the pro-fessional.pieparation. of vocational edvators in the vocational educationservice areas of agricultural, businesd6, hone economics, and industrialeducation. The curriculum dan be adapted'to various styles of instructionand to various, entry-levels''of students.

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It is recommended that an instructor planning to use these nodules revieweach category to determine if any modification is needed in the objectivesand suggested activities so that they conform with local institutional,policies and/or vocatlional edu4ation programs. It is also suggestedsthatresources°and activities be identified for the specific entry-level ofthe student to be -served.

The activities listed are suggested. The use of any other activity or' reading reference which the instructor believes would help to accomplish

the objectiVes of that lesson is encouraged. The choice of the teacherto use the entire module, either through group reports or individUalizedassignment, will be related to individual studentcbmpetency reqUirements.

Since many modules strongly, recommend the use of local administrativepersonnel and community rsources, it suggested thaall site visita-tions and requests for assistance in the community be coordinated by orcleared through the instructor. The instructor may wish to 'distribute ,

. these tasks among the student group and across the community with'the classreport system being used to disseminate the information gathered. ,'

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These modules have been field tested in various settings. They havebeen used with studentsgworking toward a bachelor's or master's degree, A

and with students seeking the designated subjects credential in.Calif-oinica. Sone modules were tested through student independent study,

. .others as part of total cliss assignment, end still others as an alter-nate activity. Workshop participants examined the materials in terms ofcontent, activities, and resources. The adaptability of.this curriculumis one of its strengths. '

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The materials could not have been completed without the participation and_contribution of many individuals. Chief among these persons Were themodule' writers, workshop. participants,, field-test instructor, and students.Conference presentors and evaluators also contributed to this project.

. Proceedings of the workshop are available upon, request.

If ye can provide you with information or'help in using this curriculum,please feel free to conact us..

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. Dr. Gwen. C. Cooke, Chairperson'Home Economics Department

4 California State University, Frftno .

Project Director

Assistant to Director.

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.Maurine Vander Griend, Adjunct Profbssor

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.Hone' Economics Department . , .

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*COMMON CORE CURRICULUM. ..

FOR

. VOCATIONAL EDUCATION

-?P.MODULE ,WRITERS

Williarn.Bain, M.A.1 Ann Bauer, M.S. -'

Lloyd Dewier, M.S.Prances Harkins, M.S,Hal Marsters,.M;S.

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This work tias developed -,:nder .a contrdct vrith the California$ Statd Department. of Education 1.:mair the, provisior.s of Pubic

4 Law 90-5-76, EPDA, Part F. Boveler, the opinions expressed- herein dQ not necessarily %reflect. the Position or policy of

the State Department of Education and no official endorsementby the State DePirtmeAti-AEducation should to inferred. .,.

Joan Martin, EcI.D.,.Kenneth Moshier, Ph.D.Dwayne Schramm, Pii.DGayle Sobolik, Ph . i5.. *-

Gary Winegar,,D.Ed. -

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TABLE OF CONTENTS 10. ;

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Module Objective.

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Module Overview. ...1

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Resouice,tiaterials for.Completing'the Activitje in this Module , 3Lesson One: ,Examining Ighat is Meant by "61,rried

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a., ,Objective .

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b. !Overv4ev.. " 4 .%. '../.. %

c. Suggested Activities. . . 4.-. .. 4 ; i .:td ouggested Resources

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Lesson: Two: Exe4mihinethe 41ements Vhidn,gc into Ntertiningthe .

Nature of a Currivlum DAsign. .. , .e. ... .. .. 7

a. bbjective .. ... '.% . .

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1:. t';'eriew . .. ,7

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c. Euzzeste4 .:%ct:f.-!.ties" . :. * 7

.1.. sugzestedResouxces . . .. . . 8

Lesson!Three:1

,..investigating tileReiationship"of the I1

ocatiotal .

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4 . Educ?.ti.T.t.g1 ":urriculum ':* Currialum lesigh ahi.

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' to the.Ge. neril Curriculum of a School. . .. -,.

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c. Suggested Activities........ . . .... 'i 9

1. Suggested Resources,

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Lesson 'Four: Integrating Vocational Education in the Degign of ". the Gaheral.Educational Curriculum . 12

a. Jblective . '% 12

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b. Oerview4 .-. . . . . . 12

c. Sliggested Activities % 12

d. Wggested Resources .t.. . , iS.Lessor Five! Explor,ing Procedures to4oDeveloping a Vocational

EduaatioR Curriculum - 14 . .a . Cbj eat i ve % , . . ., 14

1 b. CvervieW.

c. Suggested Activities .?; 14 .. .

4. Suggested Resources.% : : 15 i...s.

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'Legson Six: Participating in, theVeveloPmeht of a Vocational ,

Education Curriculum ft 16.

a. Objective .... , . 16 :' -

. b. Overview s. : 16 .

c. Suggested Activities led. Suggested Resources

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Module Pre/Postteit 18

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' Answer Key 0 . 21

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'.DEOLOPING.A CURRICULUM DESIGN FOR VOCATIONAL EDUCATION. .

Modple Objective

Upon the satisfictory completion of this module, the student pre-. Paring to4become a vocational teacher will have explored various

facets of 'curriculum desiin in vocational education. Specifically,upon satiafaci54py completion of the module, the student will be ableto do-thefollowingt

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(1) Dee4:ie-what 's'-eant ty "c-oeculum" 4' a schoe setting.

(2) Describe the critical elements comprising a curricul= de-, sign.

(3) Identify those elements in a curriculum which are unique tovocational eduction.

() Identify what.vocational education ctrricilla encompass.

(51 Explore the proceduresifor developing a vocational educationcurriculum.

t46) 'Assemble information to serve as supportive evidence ror''4 establishing a vocational education curriculum.

. , .Module Overview

Schools exist in order to carry out certain defined goals;ancfpurposes.For 'ample,. medical schools exist to prepare licenseddoctors; courtregertlpg schools exist to prepare people for jobs in court reporting;and.accountancy schools exist to prepare students to work in the field

2.of4Ublic and private accounting. Other schools exist to prepare stu-

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dents for broad general education backgrounds whose goals and purposes.

may beidentified from time to time by such groups as the National:c , Association of Secondary School Principals, the Council for the Advand`e-ment of Secondary, Education, or the Commission on Reorganization ofSecondary, Education. Thus, schools are created to fulfill certaingoals"andopurpos'es.A.

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- However, to.carry out the defined goals and objectives, it is essen-tial to.h4Ve an orgadized plan. This organized plan in edUpational

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jargon is referred twits curriculum design. The design encompassesnot only the content of the curriculum but also the instruction in-

4 vgIved with that content. In other words, s'elonta# of curriculum re-vOlves,around "What is tae' be ,taught," and instruction revolves. around

"Bpvit'is

to be taught." Evaluations of," th of these processes help.determine how eflictively content and ins ruction are being implemented

/These element Of goals and objectives, ontent and_instruction, andevdluation omprise the basic componente*of curriculum design.

The task of the curriculum designeris to establish an environment so.`that the learner may have a successful learning experience.

ghe purposeS-of-tple-siqule are to fielp the student further identify 1-

what is meant bytourr iculum design', to relat& curriculum desigitspe- t

cificaliv to vocational edAation, and to have the student experience_how curriculum design cap be developed. The.lessonS in ihii'modulewhich aee desizned e otrry out the identiPTed,purposes are as follows:

(1) Taaiining what is ,leant by "Curriculum.":

C) .ixar.-nIng --:-..e E1e=ents ::1-1i c: So into 2Aeterninice 1-..1-4e ".;ature

of a Cuxriv.:1= 7:esign..

(3) :nvestiE.ating the Pelationship of the Vocational pucation":urriculum to Zurric1:= :dsieand'to the .17enerdi, Cur:to»alum of a School.

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(4) integrating Vocational Education into the Design of theGeneral Et:ace:ion Currictilum. 4

(5) Exploring Procedures for Developing'a.Vocational Education.Curriculu

(6) Participating in the Development of a Vocational EducdtionCurriculum.

Note:

The activities for this mcduit have'been developed at two differentlevels as an aid to those instructors preparing students for theDesignated Subject Credential and for the Bachelor's and/or Master'sDegree. This does not ffeclude the use of this module for Other :

preparation in vocational education.-.

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Resource Materials for Coaraleting the Activities in this Module

Calhoun, Caffrey Clion: ConceptsPublishing Compa

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. and,Alton V. Finch. Vocational and Career Educe:And Cnerations. Belmont, California: Wadsworth

Mr, 19764./

Dewey, John. Demodracy and Education. New York: Macmillan, 1916.

Educational Policies Commission- -Education for all American Youth.''Washington, D. C.: National Education Association, /944. '

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Educational Policies Commission. Education for ail. An!eritan YOuth--,

'A Further Lock. Washington, D. C.:. National Education Association,1952.

hoover, Richard /ed.). The Ctrriculum: Context, Designs and Develop-7dinburrh: T;rer and Borl, 1971

JKaspke, Colonel':yle 7% "The Air ;ogre Systems Approach 1:o

Design," AzAr4:az .o'cAt4:rAl Septefcer, 19'6, 29-29, 32.

:gland, Siiney .7" "74ucasing for the Peal World," Business Ed4ca-

OVeMber, 9171, 3-5.ti on Forum.

Report of the Harvard Committee. General Education in a Free Society.

Cambridge, Massachusetts: Harvard University Press, 1945.

# ,\Report of the Panell'of,Consultants in Vocational Education. Education

* for a Changing Worldidf Work; Washington, D. C.: U. S. Department ofHealth, Education, and Welfare, 1963.

Rickover,

Et P.

F. G. American Educ ati on- -A National Failure. New York:

Dutton and Company, 1963-

lalen ana William M. Aletander. Planning Curriculum forSan Francisco: Holt, Rinehart, and Winston, 1974.

Saylor, .7.

Schools.

State of California. Aiif65lia Five-tear State Plan for Vocational

Education: A Planning Process---Sgramento: California State De-. partment of Education, 1977

Tanner, Daniel and Laurel N. Tanner. Curriculum Development. New York:

Macmillan PUblishing Company, 1975

"The Seven Cardinal Principles Reyisited," Today's Educations National

Education Association, SepteMber-October, 1916, 51-12.

AlsabamYY ...... 4.W.1/ This reference is an excellent one to use in this module; horever,

it was published after the writing of the module, so the activitieshave not been correlated with it. Instructors may. wish to-incorpor-

ate this text with the other resource materials cited. .

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4

NG A CURRICULUW DESIGN FOR VOCATIONAL EDUCATION

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Lesson One: Examining What Is Meant By PCurricululA

Objective

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Upon the satisfactory completion of this lesson; the student will beable to define .what is meant by the word "curriculum" in a schoolsetting.

7 Overview ,,...

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iBefore o9e can actually design curriculut,.he

----\ what curriculum itself is, -A. dictionary deft,

i saysit-comsists tf,"those'CturN off-Bred ::,"

:ion or cme of its branches." Ponall .. -:.7urrituluL Tm-crs-ten-ent iefines curriculunssare offered to :earners under the auSptces 3r

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or she needs to identifytition cf curriculum

eiucational institu-..1s textbook entitled

'all the.experiences vhIchdirection of the school."

tae zzaer hand, 7anner'and Tanner in their book 4n Curriculum Level-ovment state that a definition of curricultim is quite meaningless apart

fro; the 1.7hi.ch it is used'. Sach cf these definitions ta-Les

On a different interpretation of curriculum. The activities of thislesson are arranged sc that the student will examine the nature ofcurriculum and then reach a conclusion as to what is meant by the term

"curriculum:"

Suggested Activities

Level Ohe (The student. in the Designated Subject Credential component.-0-"eurriculum and Media" and students in the Master of

Arts in Vocational Edudation Program Lst complete all theI5activities described under Level One.)

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(1) Read Chapter 1; "The ,ilature of Curriculum," CurriculumDevelopment, by2.2aaier and Tan4er, Macmillan Publishing-

.Company, 1975, PP. 3J49..

(2) Write a short paper (no more than two pages, citable spaced)in which you relate:the various definitions and interpreta-tions that are given to the term "curriculum." Include a"summation where you define "curriculum" as you see it be-

-- cause of your experiences, readings, and investigations.

note: Bef e writing the assigned paper,I.cw6tinstructor, may wisht discuss the topic with.you or may want you to have a dis-cussion with other members of the class on an indiv dual or

a group-basii.

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Level Two (The student in the Master of Arts in Vocational Educationprogram must complete one of the aCtivAies described under

' Level Two.)r

(1) Read Chapter 4;-"Defining Goals and Objectives," Planning Curricu-lum for Schools, by Saylor-and Alexander.. Holt, Rinehart andWintton, Inc., (1974), pp. 14i1 -188. Upon completion of the readingpresent orally to the instructor (or to the class if appropiiate)commentaries on the following topics:

a. Why should there be defined goals and`objeetives for a school?

. b. What are several or the major general goal and oblebtive state-ments that have been developed? By whom were they deVeloted?C: what are these statements in i.alationshipto'thepresent day curricultim of schools?

2) Read "The Seven Cardinal Principles Revisited," Todayis EduCation,Sepcember-October, (1976), pp. 57-72. ,Uponcompletion of the read-ing, present .orlly tc the instructor-(or tc the class if appro-.priate) your reatticns to the following topics:"

a. :i7W muca the."Se7en :at:Una: Principles" been thanget c,,,,the years?

b. What relevance docation in general

c. What relationshipthis lesson whichulum" in a school

the "Seven Cardinal Principles" have to edu-today?

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do the "Seven Cardinal Principles" have toprimarily concerns the .definition'of !.:curric-

setting?

(3) Using a periodical guide to literatur%, locate three current articleson ourriculum which would give further clarification to the deli -- '--nition oT "curriculum." upon completion of the readingl'presentorally to the instructor (or to the class if appropriate) your obser-vation of those articles and point out bow each is related to thislesson which primarily concerns the definition of "curriculum" in.a school setting.

Note: Before writing the assigned paper, your instructor may wish todiscuss the topic with you.or may want you to have a discussionwith othe members of the class on an individual or a group basis-

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Sdggested Resources

Saylor, .1, Galen and Alexander, William M: Planning CurriculumFor SchooXs. P Holt, Rinehart and Winston, Inc., San Francisco;1974.

Tanner,-Daniel and Tanner, Laurel N. Curriculum Development.Macmillan Publishing Company, Inc., New York, 1975.

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"The Seven Cardinal Principles Revisited", Today's Educatiod.gational Education Association, September-October, 1976,,

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Upon'suc6essful completion ofassignedactivities,; proceed to Lesson P.w.

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bOETAPINo A CURRICULUM DESIGN FOR VOCATIONAL EDUCATION. nt

Lesson Two: Examining The Elements-Whi6h,Go Into DeterminingThe Nattre Of A Curriculum-Design

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Upon the satisfactory completion of this lesson, the student will beable to explain what the essential-elements axe in a curriculum designalong with the intirreletionship of these elemelits. /.%,

Overview

The ieadiIg matehal'in Lesson One identified c'ur'riculum design as con-taining three essential elements'. These elements are goals and objec-tives of a curric4lumi =tent and instructionan a curriculum; andevaluati.bn qf the gcals and objectrvps, content, and instruction of aourrioulum.

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A person concerned, with curriculum iesign needs to study and examinethe relationsaip these taree elements of curriculum design have to eachother. A curriculum designer should develop the abilitSr to look at thegoverall 4esign of the.currouI-4m as well at Locus on one of the elements.However, the overall piotlire of the curriculum de;ign must not_be lostbecatise of a narrow or overexposed view of one 44 the elenents:'

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In this lesson the student will examine the elements essential to curric-ulum design dni then,will attempt to determine the interrelationship-that

the elements have to each other.

Suggested Activities

,. Level One (The studen t in the- Designated Sub,Nat Credential componentof "Curticulum and Media" pnd students in the Master of Arts.in Vocational Education Program must complete' all actiVi-ties'described under'Level)me.)

(1) Read-Chapter TIi Subpart "The 'anctions ofa Conceptual ,

Framework for Curriculum Design", by Hilda Tabs as edited byRichard Hooper...in The' Curriculum: Context, Design and Development, Oliver and Apyd, Edinburgh, 1911, R. 134-152.

(2) Write a short paper (no more than tgiying yoUr interpretations of therW.ate what the interreletionshibf curriculum design have to do

Quoted from The Curriculum_, page1/

136 -------

"While the organization of .Vile school and .its ins i-

tutional facilities should be shaped to implement theIL a 1

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ovages double spaced)otat ion typed'beltw and ,

the essential elementshe quoted material.

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curricului, the rwerse ils, usually the case-. The- functioning currteulumis fitted into 'till. existing

arrangements and shaped by the Imitations ih theseoconditionso"

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.Notet Before writing the assigned paper, your instructor may, wish todiscuss the topic with you or may wanT you to havesa discussiodwith other members of the class. on an individual or a.group

'basis.

Level Two (The student in the Master of-Arts in Vocational Educationprogram must compete one of the activities:described under

2 , Level Two.)

a. Read "The Airforce Systems Approac!to Curriculum Design",_Am4-sicantVocational Journal, Septeciber,'1976, pp. 28L29, 32.Upail,the completion of the reading, present orally to the', II

instructor cr in writing (no more than two page's doublespacegyour ihterpretation ce haw the Air Force SystemsApproach to Curric4n.m.tew4n satisfies the requirement ofthe essential elemen-i:s In a currivalnmdesisp:

b. After consultation wit!: a lodal vocationaleducation director,report in Writing orytescrite *orally to the class and/orinstructor how that school's- curriculum design meets theessential. elements of currimlum-desiiin as these elements -

are described an tie reading material assigned under .Level'Ohe of this llisson.

('3) Using other texts and periodfcal,literature available tdiou,seek out reading material on the essential eletents of ourric-

.

ulum design. Report' in yriting.or describe orally thetionship the material you locate has to(this lessopcn-theessential elements which comprise curriculum design.

.Suggested Resources . ,

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Hooper,. Richard (ed.). The Curriculum; Context, Design and Deyel-onment. Oliver and Boyd, Edinburgh, 1971. -\--- .

'Kaapke, Colonel Lyle D. "The' Air Force Systems Approach to Curric-i

ulum Design", American VocItional !Journal. .$eptem.. b$eptember, 1976,pp. 2829, 32. v .

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activities; proceed to.Lesson

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a DEVELOPING A CURRICULUM DESIGN FOR VOCATIONAL hDWATION:,

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Less& Three": Investigating The Relatiodship Of The Vocational* , Edueation Curriculum To Curriculum Design*nd To

The General Curriculum Of A School % 14' ,

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Objective .

'Upon the satisfactory completion of this lesson, the student will be. able to describe the relationship of vocational education to general

education in fulfilling goals\knd objectives of students, and to relatethe necessity of having a curriculum design which includes vocationaleducation.

. Overview

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In commenting.on vocational education in Curriculum Deg; =..., =armor

and Tanner make the following statements:

"The issue is not whether .there should be a place for. vocational education in th.e curricuatmkbut hqw vocatiOnal

education' should be fashioned so as to reveal :bho fullest

4, intellectual and social meaning of work in a free society.This requires that vocational and general educatiOh be con-/'ceive& and designed as interrelated aspects of the curriculumand,not as independent or oppositional entities."

The purpose of this lesson is to investigate.how vocational educationand general eacation complement one another in fUlfillinva curriculumdesign anin determining haw the e± eats of curriculum design can tg

- -applied to the vocational education curriculum in paiticular.

Suggested Activities

Lei;e1 One' The student in thetUesignated Subject Credential comtionentof "Curriculum and Media" and students inthe Master of Artsin Vocational Education Program must complete all the activi-'ties, described: Under Level One.)

(1) Read, pages 44-539 tt Chapter 11, "The Curriculum and the .

EMetgent T nological Society", Curricul Develonment,'byTanner andRekner, Macmillan Publishing` Company, 1975.

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(2) On the basis` of the reading assigned in Activity 1, preparea time linebeginhing with the Morrill Act of 1862 and con-tinuing up to the present',tilewhere.the following are,iden-tified: ,:

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a. The significant piecei ofFederal legislation fosteringvocational education, -

b. The significant contributions of individuals, commissions,

or'aiencigs'which helped to mold vocational eaucatiOn

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(3) With previous lessons in this module as background and with

- the reading assigned in this lesson as a guide, relate inmTiting'(no more than two pages double &paced) how vocationaleducation and general education are'interrelatedo Include .

reasons for acknowledging thatevocational education is a partof the general education design in our country.

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Rote: Before writing the assigned paper, your instructor ilsy4rfsiK tit.discuss the topic with you or mai watt you to hallo a: 45'crussion -.. .

with other members of the class on ari individual or kkerpfip basis.

Level TwO (The student in the Master of Arts in VIcationel Educations. . . .

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program illat complete one of the activities described Under

v. Level Two.)

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(1) Read pages 539-561 of Chapter 11, t'7,-de"turriculum.-and the'

Emergent Technological Society," Curriculum Development, by'Tanner and Tanner, Macmillan Publishing Company, 1975.

(2) With:the reading assigned in Activity 1 as baCkgrcund, developnotes on 3 x 5 ,cards which could be ..:sedin presenting e. speech *to a school board, a 7:A, a secondary "school faculty, or an --

orgaezation cu-h as thereague cf Women Voters. 'In the speech,.present significant points which would.illustrate the emergence,: ,%

of vocational education during the social.orises of the 1960'sar.d

(3) To further appreciate the concepts developed in the assignedreading nateria! in Levels One and Two,'examine-55e of thefollowing and reporton it orally to the instructor (and classif .ppropriate).

a. Report of the Harvard Committee, General Education in aOir ?rei Society (Cambridge, Mass.; Harvard University Press),

1945.

b, John Dewey, Democracy and Education (New York: Macmillan.'Publishing Co., Inc.), 1916:

.

c. Educational Policies Commission,'EdOetion for all AmericanYouth. (Washington, D. C.: National Education Association),ZW7

A

1. Educational Policies Commission, Education for all AmericanYouth - -A Further Look. Washington., D. C.: National Edu-cation Association }, 1952.

e. H. G. Rickovert American'Education --A National Failure.(New, York: E. P, Dutton -and Co:, Inc.), 1963.

A

f. 'Report of the "Panel of Consultants in Vocational Education,Education fo, a, Changing World of tiork. (Washingtqn, D. C.;"U. S. Departient of gealth, Education, and Welfare); 1963.

1C. /.

4.

O

6

0

;

SUgaSteA.ReSOUrCe6

Devey, Sohn. :Democracy and Education.-lew Ydrk: Macmillan Pub-lishing Company, Inc., 1916. ,T

EAucational,Policies Commission. Educe ion for all American Youth.WaShingtoa,S.C.: lational,EducatiofikAssoclation, 104.

,Educatioaal Policies Commission. Education for all American Youth-.Fur%her Look. Wash4igeon, D. C.: NationalEducation Associa-

tion, 19527

'

.6

4

V

;.

Reports the HarvArdCopoittee. 'General Education in, a Free.

Society. Cambridge, 2ess.:' Harvard University Press, 1942.

0F:eportsf the Patel of4ctsultants n Vccatibnal Education. Edt:.

catidfi for a Changing World of Work.. Washington, D. C.: U. S.":DeRartm4kt of EvIen, Education, and Welfare, 1963.

dfr

packoveIa i. a. AnerIcat aziotal ?allure. New Zark:,i,/,E. P. "Littonn, and Ccipaty,

tanner, Daniel and TOmn'em, Laurel N. Cirriculum Develorment.Macmillan P4lishrng Comrat,y, :no., riew 'fork, 1975.

$

0

0.

# - .

(it

d'V

11.

Upon successtul completion of assigned/ Activities, proceed to Lesson 4.

A4.

,10

46itar

41,

,

t .

-6 1

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v.

st

/A

-'r.DEVEMIPtNIG A CURRICULUM DESIGN FO VOCATIONAL EDUCATION-:.

. N.46 . ,N

, 't

,

.. i: Lesson. Four: Integrating Vocational Education Into

: ..- '' the Design of the General Education

'CurriCulUM ',

't

,...-

. \14';6 0..bb ._jective. , ,

',I,

..

4, .,

I4

Upon the satisfactory completion of this lesson, the student will be 'able-Ci.discuss the signficance Of having vocational education as apart of'theprocess for completfnegenerareducation goals and objectives.,. - , I

Oveiview, /., -,. .

e

.15

12

In the preceding lesson in this module the objective was to observe therelationship_between vocational educaiion acid general education. _Doingso would s%:ggest that,there is a division betWeen the two. -Such ie not

intent of his modte; rather he intent is to point out a working re-lationship between -relations:, awe ceneral e#oation.and further:to illus-'trate that vocationaYeducation is am integril part of general education.

In the book entitled :urrictIlum Zevelopment, Tanner and Tanner have givensupport to the philosophy that vocational education is a vital part'ofgenersl educatiol. The follmdmg quote from Page 562 of that took illus-trates the pOint!

The ecological crisis of the 1970's has illustrated dramati- .

cally that 'social and intellectual'inteFests cannot be separatedfrom man's twork'in sciences, industry, agricultlire, transports,

tfoh, health,' government, and so on. Insofar as the curriculumis conderned,'altHough vocational education provides for special-

. ized competencies'and pursuits; it needs to e sufficiently broad,so'as to share with gene'rl education the c tivation of those '"

understandings and tympatlies that are co on to all citizensof a free society."

How, then, is yooational eduCation integrated into the general. curriculumso that it contributes to the broad goal of educating a person for livingip a tree societyl sAn attempt to.answer that question is the purpose ofthis lesson and its activities.

Suggested. Activities

Level' One (The student in.the DesignsZted Subject Credential componentof "Curricalum and Media" and students in the Masterof Artsin Vocational Education Program must complete all"the acti-vities described under Level One.)

(1) Read pages 561-572 of Chapter 11, "The Curriculum andheEmergent Technological Society", Curriculum Development,by Tanner and Tanner, Macmillan Publishing Company, 1975

1

A

1

. I\

.q

A

:(2) 'With the assigned reading in kaivity 1 As begkgroun4cxesolle'aj,chart or graph which would illustrate the integrAtiod of Cateereducation and vocational education into' the general ctoriculaof grades K-12. ..

tLevel Two (The student in .theMaster of Arts in Yocational Education pro-

gram, must complete one of the activities described under Level.Two.)

.

(1) Reza "Educating for the Real World", Business Education Forum,November 1971, pp. '3 -5, by Sidney P. Marland, Jr;

(2) ,Ath the reading' assigned,in Activity 1 as background,4various sources available to you ta'gather support for methodsii which vocational education and career education are inte.,grated into general education. Gather information on at 1.04tthree situations and eithel- present the gatherid eviden0 oralayor in writing to your instructor.' Possible sources for gather-

,Ens: miOnt be selected from the following:

.. .

(3)

a. learning Centers of School Districts.

b. ERIC information

c. Riferences to- Periodical Literature in collegiate

d. Eamphlts and bulletins from the U. S. DepartmentEducation, and Wtlfarel

libraries.

ce Health,

Design and carry, gut an activity which you believe wolild be.appropriate for this lesson in which you dem=strate the useof vocational and/or career, education in accomplishing tkegoals and'objectiVes Of(general ed!ation. Secure the approvalof your instructoc.befoie carrying out the activity.

t No.

Suggested Resources, .

Marland, Sidney P.,-3r; " Education for the RealBusiness Education Follucm, November 1971, pp.

ia

Tanner, Daniel and Tanner, Laurel N. Curriculum

Macmillan Publishing Company, Inc., New York,

AO.

World",

3r5;

Development.1975.

.1

( Upon ccessfill completion of assigned'activitie proceed to Lesson,5.

I

4

. , .

. . ... ,.. .

DEVELOPING A CURRICULUM DESIGN FOR VOCATIONAL EDUCATION. . . .

14.

Lesson Five: Exploring Preeedls for DevelopingA Vocational Education Curriculum

Objective,

.Upon the*satisfactory completion of this lesson, the student will be ableto relate how the elements pf curriculum design are used in developing avocational education: eurriculnm.

In addition, the student will be able to .describe in more precise detail.her deelop tte program the 'vocational education curriculum,particularly as it Pertaintp.the California State Plan fpriVocationalEducation.

0-rerviev

Lessons C'ne and Twe :f thisms-alle identified and exami:heA the essentialelements of crricultm design. The three elements identified were soilsand objectives of a curriculum; content-and instruction in 'a curriculum;and evaluation of the goals and objectives, Content, and instruction of a

_ass.,., inTo'7e relatinz those sane throe elements',to a vocational education curriculum. -PA.,

Since. many vocational education curricula are fininced with federal fund-ing thrdugh state agencies, and since the states have developed plans forthe developtent of vocational education'curricula, this lessen 4.11 examinethe California State Plan for VCcwonal ucation with particular etphasison the content (prcgrams) .element of,the pl . Other.state plans contain'elements similar to the California ttate P1

Suggested Activities

Level Ong' (The student in the Designated Subject Cre4dtia1 conronentof "Curriculum and Media and students in the !lter of Arts.in ocatfenal Education Program must complete all the aetivi-

,

ties described under Level One.)

(1) Read Part 3.0, "State Vocational Education Programs", California. State Plan for Vocational Education. State of California,

Sacramento, 1976, pp. 29-50..1114

(2) Using the reading described in' Activity 1. as background, createan outline which would present an overview of require tents for'the development of a vocational educitipn curriculum.' Presentthe outline to your instructor. Include thefollo4ng majorheadings:

a. Instructional Areas in Vocationhi Education.

'1

s

19,

A,A,,.`T ''4.t

.ii. .'eS 11

'04 It°.:.".O.J'.& 4

.1/.1.toO.% " a

, 15,..!, t. t .

, ..

b:.: Program Standards.' (As irelated to Goals end Objectives.)

k

c,' Allocation of Funds.

1,

. 1. Identification of Disad antaged Persons2. Identification of Handi apped Persons

Manpower Needs and Job Opportunities4. Vocational Education Needs of Group to be Served

Level No-(The student in the Master of Arts in Vocational Educationprogram must complete one ofithe activities described under

.

Level Two.)

Ir

(1) Obtain a State'Plan for Vocational Education for'a state otherthan California. Study the section of that State Plan thatpertains to progra=s. 'Orally describe to the'instructor orthe class (whichever is appropriate) the similarities and/ordifferences between the program element of that plan and theCalifornia State Plan for Vocational EdUcation.

Nt

:2) Examine .a district vocational..education.plan which has beenfederally funied to see how that plan has =et the reaufrementsof the California State Plan for Vocational Education forPart 3.0, "State Vocational Education Programs."; Or aLZ ie-scribe to the nstructor or the cliss 'whichever is appropriate)the result of your iwrestigation.

.(3) Secu a copy of tlie'most recent Vocational Education Act fromyour congressman and examine it for information concerning theprogram element'of a vocational education curriculum. Orallyrelate to the instructor or the class (whichever is appropriate)the stipulation cf that Act concerning program development..

Suggested Resources

Plans for Vocational Educati&a--State Plans Other than CalifoAia.-

State of California. California Five-Year State Plan for VocationalEducation: A Plannina. Process. Sacrame to: California State De-

,- partment.of Education, 1977. ,

.

4.

Upon successfill completion of assignedactivities, proceed to Lesson 6. ,

'

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47'...0

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:4 f "DEVELOPING A CURRICuLUM'DESIGN'FOR.JPEATIONAL EDUCTION:

:V". 44

rqs, '

Lesson ,Six: Participating 10, he Development. , Of a Vocational Educati.anrtkirriCuWum,

fer-.

f, ;,

Objective4

.

Upon the satisfactory completion'bf Ws.lessorh the stildent mill haveassembled information to sere allsOpoortive evidehce4orrestablishinga Vocational education curriculum ibis ;he area of heraiii choice. .

44 - ,1''.1I '

,UpOn the satisfactory completion of this lesson, theAtdent will have ."

--$compared the evidence scattered for establishing a vocationalfieducationcurriculum in the area of her /his choice with the informatioh requiredfor the granting of funding for vocational programs under tae CaliforniaFive-Year State Plan for Vo6ational Education. .

.0erView1

I

A

Reading about a.plan for lasianing a vocational' education curriculum isne thing; actually doing the designing and creating of 'currio".;:.-3=

is another. .In the previous lessons in this module, the student has-readabout the vtcational education curricql=. In this iessen the studentmill lase the California Fiie-Year State Plan for Vonational Education andfrom its diection and stipulations construe, a oition'.oe a vocationaleducation

Suggested Activities

Level One (The student in.the Designated Subject Credential componentof "Curriculum and Media" and. students in the.Mester of Arts

di

in Education Programmust complite e.11 the activities'described-under Level One )

.

(1) Read pp; 11-1,2 of the California .Five -Year 'State Plan forVocational Educationon "Introduction and Philosophy."

'(2) On the basis of the information presented in the reading inActivity I, put in writing"information on manpower needs and,.

' job opportunities asked.for in preparing a troposal for fund-ing. Select a vocational education training area and'inclndein your writing support for the follow/lig:

Information on current occupatiins.

b. Information on new and changing occupations,

c. Information about eduoationtraining and requirements.

d. Information on occupations and families of occupationsrequirin& similar patterns of abilities and interests,.

.

2;4

4

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3

17

e. Information on Iongtterm trends in major occupations andindustries. .

f. /nformation identifying specific, occupations that will em-ploy large numbers of workers, male and female, in thefuture.

. .

Level Two (The student in the Master ofrts in Vocalgonal Educationprogram must complete one of the activities' described underLevel Two.)

(1)( Read page 11-9 of The California Five-Year Plan for VocationalEducation (1977) on "Disadvantaged Students,'

(2) On the basis of the information presented in the reading-in Acti-vity :, prepare in uriting the necessary, information needed inpreparing a prolosal for funding which would identify "disadvan-taged persons." Selett a specific school or school district Openwhich to base yol:r evidence and secure the permission of en ad-.ninistrator to dizTely; such information.

(3) Read raze. 11-9, :0 of The Californi'a Five-Yelr Plan for Voca-

tional Education (1977) on "Handicapped Students."Cu

On the basis of the information presented in the reading inActivity 3, prepa in writing the necessary information neededin preparing a proposal for funding which would identify "hy-ndi-capped persons." Select a Tpecific school or school districtupon which to *nese your evidence and secure the pernission of anadministrator to develop such information.

.S%:c%Itsted4esc'.:rtes.../

. ,3

ti

State of '0alifornEducation. A

ip. The Californita Five-Year Kari for 'VocationalllannneProcess, 1977.

411111

c

. Upon completion of the assigned, activitiesin this module; you should be ready to takethe Module Posttest: See your instructor

'..c

4

for directions,and measurement. criteria.

r) J--

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_4

DEVELOPING A CURRICULM DESIGN FOR VOCATIONAL EDUCATION

MODULE FRE/POSTTEST

7

Stpde t

Inst

Date

18

Student: This nrePaosztest Wdesigned to assess your knovledge ofcurrigplm desig,neapd its application to vocational eelca, .

t!;W"alinge this mzdule is an individlAlized and competency-based.liir& device, you will need to:-stt47-6fily thoselessons vnat arepresented on the basis ceyour responseto this test.

AA." e term ir=i2u1 =."

State another definition of ple'tere"curricuIunrthat is different -

from your definition but -which may be that of other educatefts.,

2. The thre er. tial elements in 1. curriculum design are:

. a, Go .s and ob,ectives of a curricaumb. Content. and instruction in a curriculumc. Evaluation of the goals and objectives, content, aid instruction

of a curriculum

Describe the impotvce of these three elements and tho relationshipthat they have'to one another..

Identify two commissions. Am have'defined goals ar0 objectives for .

educating the youth of America and relate the signifisance of their

ftndings.

a,

b.

4

c .

19

Pie/posttest (continued)

4. What is the relationship of vocational education to general education?

5. List five significant pieces of federal legislation which have givensupport" and motenturL to vocational education. Also identifr'the sig-nificance of each'piece of legislation. ,

6. Describe the relevance of vocational education in the tednologicalsociety-of the 197Cis.

-%.

:rang j tAe '7alifcrria Five-Year State Plan f:r I/coati:nal crd'u

cation, what are five Of the ten 'criteria upon which vocational educa7tion funding allotments are made to. state and local educational agencies?

a.

b.

7

d.

310.

e.

.4

4

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c,

I

4

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f 20

Pre/Posttest (continued) ,

I

8. Choose an occupation for which you think there should be droca-tional education curriculum... Give suppoPtiie evidence'fot whyyou think there shOUld'be a vocational education curriculum forthat. occupation by supplyihg inswerstb the following 4uastions:.

. %.

a. 19aat_e4,3dence do you have that the occupation you selected hasa demand for eiploying workers of that kind?

b. What 'evidence do yon have that tha occupation you selected will^ontirrae is ha re a demand for ezlo7ing workers of th*t k4r.'4",the fl.turel

7

C

I

What evidencAe do yo' ha-re that a vocational education curriCulumco-11 prepare workers 'cr the kin4 of occupetion,you selected?

.-1- '1

a (1. 1.

...Return this test to your instructor.

r

4

DEVELOPING A CURRICULUM DESIGN FOR VOCATIONAL EDUCATION

ANSWER KEY

MODULE PRE/POSTTEST.

21

Instructor: Do not reproduce this page in students' booklets. You-must retain it for grading and prescriptive purposes;Answers will vary with individuals. A preferred re-sponse might be similar-to the answer greed.

$

1. ;Students' answers will vary greatly since they were asked for{Li) their out interpretations. llowever, most students will prob-

ably say that "curriculum" means the courses.students take Or asequence of cburses students take.in a particular:school.

- Definitions differinE frct the one given,by the, student takigthis test may be:.

4

0.. .

--Ronald C. "Doll, Curriculum Improvement: "Curriculum encda7 .

passes all the experiences ch are offered to learnersunder thk auspices or-direo

7

n'of the school.",s

--- Tanner and Tanner, Curriculm Develonment:', "Curriculum consists rof the planned and guided learning experiences and intendedlearning outcomes, formulated through the systematic reconstrtc=tion of knowledge and expeiience, under the suspicis of the,_,school, for the learner's continuous and Wil.lful.groOth in

. personal-social competence." * ,-' ... -.1 , ,.-, . ,

2. Interrelationship of the essential elepents of curri,011:it disigq,1",, . (L2) . ,.:-- '7 ,

In order to have a curricula design function,effectivelyvit<'person must first define whit the goals and-obojective or

the program that is being developed. After eels, en-. tiveS are defined, then theb qonte needed/to try ut'those ..''',,

goals and objectives can be identified alicTs. the instructIonalprocedures for imparting tWcontent to the Udents,.. So that a -

person will know whether the content,and,i tructional procedureshave been efgelotive,,an evaluation wodess must take' place~ ;"..

*

... *;,

.:,- ,

3. Identificatkop-os two commissions Which have defined goals and=s.

-.(1,3) objectives for ed4catidnot the youth of Avericeird the signi-ficance of their,fihdingia: t - 4a. Coamissio n-on the Reorganization of Secondary Education,

CardinilT ciples of Secondary Eduoatioli (1918), createdIt-the Nati al Education Association. The significen"ttof_the Commissio 's,report was that it supported *ocational''.

education in he context of to comprohensive high schobl. '

. -.-C

4.

22

Pre/Foattes* Anger Key--(continued)

'.. .

b. Educationil Policies Commission, Education for All AmeridanYouth (1911' and re-examined in 1952), 'created_by the National *.f

,t Educational Aisociation4 Significance of the ....'ssion's'report was that thel6mmission ewisioned a mod educational

. :

_ .-system in which .students in_the.setting of the compreheniivehigh school Wouidhave access o a full range of programs for:succeslefUl entry to the worleof work. ' .

,'

.

Other possible answers could include:

Report oth Harvard Committee, General Education in a Freesociety..

.

b. Educational PolicieSCommission, PLEA The Sjucture of Educa-tion in .American Democracy'._

4 4, Relationship' of vocational eddcation to general education:(L3)

Vocational education and general education areinot separate anti-ties:"--Rather, -they WI* contribute to the education of individudls.It is difficult to know where vocational education stops and generaleducation begins, and vice versa. General edu4tion provides'

Jr foundations for vocational education, and vocational educationdeveloCs one's ceneral education. Knowing that the two componentsare intermingled helps (Xi to see that bOth vocational educationand general education,are necessary'atethat both help to developthe potential that'individuals have in their roles as workers, insociety.

-

5. Five signifigant pieces of federal legislation' which have given .

(L3) _support and momentum to vocational education and the significanceof this legislation:

a. The Morrill Actof 1862 provided land grants that led to the .

j establishment of a national network of land grant colleges anduniversities. -. . .

b. Smith-Hughes Act a 19 T Created a federal-state partnershipfor vocational educati n.

c..

George-Barden Act of 1.946 provided for the expansion of exist-i9g federally supported piograms of vocational, education andfor the establishment' of vocational guidance programs.

d. Manpower Training and Development Act of 1962 led to the crea,tion of-variousvocational education programs for out-of-school'youth, unemployed adults, and aduIts eeking to upgrade their ".

occupational skills.

e; Th Vocational Education and the Amendments of 1968enc mpassed virtuall,y any occupation of occupational cluster

. p, -

4

'22

Pre/Posttest Answer Key (continued)

short of the professions and allowed schools to develo_integrated. programs of vocational and general educationso as to improve the learning opportunities of those withsocioeconomic and educational handicaps.

f. Education Amendments of 1976 extend and revise the-VocationalEducation Act of 1963* ,

6. Description of the relevance of 4rocaticial education in the tec4no-(14) logical society, of the 1970's.

--A",Answers shoUld bein line with this quotation front Tanner and rTanner in Curriculum Development, page 562:

.v'

7:

(L5)

The ecological'crisis of the 1970's has illustrated. dramatically that social andintellectual interests

'cannot be separated from man's work in science, in-dustry; agriculture, transportation, health, govern-ment, and so on. Insofar as the curriculm is concerned;although vocational education provides for specialized.cS=petencies 'and pursuits, it needs to be sufficientlybroad so as to share ith general education the.culti-vati4N6o: those:understandines and syl*athies tIlat arecc c:: tc all citizens :f a free society.

f

Criteria uponlkhich vocational education funding allotments arelade to state and local educations./ agencies:

(Students should have anieers for five of the fplliwing ten.)

a. The amount of state and local funds available for allowableexpenditures in the fiscal year for which the federal alloca-tion is to be made.

b. The provision for making vocational education available toall persons in all areas ofCalifornia:

c. The economic- and manpower needs of the various labor market. areas of California and California as a whole.

d. The local educational agency's effort to maintain and fartherdevelop vocational education.

e: The wealth of the local edvational agency.

f., The educational tax effort of the people within each localeducational agency in support of education.

g. The total number of people attending each local educati alagency and the total number of people availing theiselve ofvocational education programs.

h. The total excess costs of vocational education above the statefoundation support for each student.

at.

4..4 L,

23 ;

Pre /posttest Answer if:ey (col'itinued)

Coisultation witrIthe California Cooperative Afea Manpower

Planning a$Petem in 'the area.

J. Dueconsideration be given to the sreciavocational education .

deeds tfor handicapped persons .arid disadvantaged persons.....

. .-

8. Presentation of information concerning a selected occupational(L6) choice: 'r

. ..

i .

(Students' answers Will vari.according to the chOice of occupation;. .

., answers should relate to the informejtion 'described under each secttion below.)

..

a.. Evidence of demapi for enmloying workers of thia kind:

Information which maybe given in answers should include:

(1) Statistics verifying the numbers oferkers employedlocally and nationally for the occupdtion selected.

.(2) Statistics identifying employability of female and/ormale workers for the occupation' selected.

,(3) 'Statistics identifying a sufficient supply or anOndersupply of workers for the occupation selected.'

b. Evidence of demand for employing workers,of this kind in the

,Information given in answers. should be based on employmentpredictions which have been developed by the California Employment Development Department, the V. S. Bureau of Census,or the tkited States Department of Labor.

c. Evidence of the suitability of preparing workIrs for the soleted occupation:

Information may be based upon stastici)showing the patternof and/or likelihood of employment for persons completingtraining and planning to enter,the,Jelected occupation.

:7 0

4)lvaJ

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_.

t -MODULES -- COMMON CORE CURRICULUM MR VOCATIONAL ED \CATXON

. CAtemory A: Introduction to Vocational Education

A-1 Ristory,Itilopophy, and Trends in Vocational' Education

. . A-2 Scope, Function, and*Organization,in Vocational Education-t A-3 Vocitionil Legislation .

A-4 *easing `the -Job Market and EmplaYmelIP'Wends. e

Category B: Cooperative Relationship

40^ B-i RationaieSfor Cooperative Relationships

. B-2 "Ad. isory CoNncilsB-3' Cooperative and Work-Experience Programs

Caregcry C: Vocational Students .

C-1 Promoting Vocational Education and Recruiting Eggible Students-for Vocational Education .

IC.-2 Assessinglttidents' Personal CharacteriiticsC-3 Guidance and Counseling' 4 :C-4 'Assisting Students with Special Needs in Vocational Education ProgramC-5 "Assessl.figthe.Beeds of the Disadvantaged StudentC-6 Developing Student Leadership Qualities inTocational Education

ProgramsC-7 Student Qrganizations

Category P: Administration_and Supervision

Dt -.1 Fiscal Man ment of a VOcaticpal Education Program

IFD,-.2 Writing a ational Education Project/Budget,D-3 Record Kee ng in Vocational Programs '

D-4 'AConfererice Leadership

O D-5 Selection, Apervision,,and Evaluation of PersonnelD-6 Scho61..Law and Its Relation's:shill to Vocational, Education

D-7 Staff Development , . ,

D4 jablemehtation of Change. .

Category El Curriculum Design in Vocational Education

E-1 Develbpiit'a Curricullinhisign in Vocational EducationE-2 Applying Learning Theory to Vocational Edhcation'E-3 Instructional Strategies4.

ritegork F: ftagesand Structure-!of Curriculum Development

F-1 Theories in Curriculum DevelopmentBulIding.a'Curriculum,foriyoCational;Education

F-3 'Applyipg_Curriculum.Specitierto Vocational EducationP-4 Safety

4Category G: Evaluation and5Research

G-1 EVapption Models. .

G-2 EValuatiorrProcedures for Local Programs' G-3 Introduction to Research Procedures inMeational EducationG-4 .Research.Deeign in ,Vocational 'Education

. G-5 Development of a"Reaearch Proposal in "%rational Education. .

- .

4.,

f