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Automated Materials Joining Technologies in 2012

2012 has been a busy year for the Automated Materials Joining Technologies (AMJT) Project. Part of the Preparation for Tomorrow initiative, AMJT is a partnership involving the Center on Education and Training for Employment (CETE), the Ohio Department of Education (ODE) and the Southern Regional Education Board (SREB). The purpose of the project is to develop advanced Science, Technology, Engineering and Mathematics (STEM) curriculum in automated materials joining for career-technical high schools throughout the state.

Project KNOTtT transitions to mNET

Having just completed its fifth year, Project KNOTtT (Kansas, Nevada, Ohio and Texas Transition to Teaching) began its transition to Project mNET (Mobilizing National Educator Talent) at its annual training in Cambridge, Mass., August 3–5, 2012. mNET continues the work of KNOTtT and adds a school leader component to the package. mNET is committed to recruit, train, support and retain 1,111 teachers over the remaining four years of the grant.

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The Costly Curriculum What Errors

How do you determine what will be taught in your education and/or training programs?  Is there a big gap between what is offered learners in the classroom/lab and what is going on in the real world of work?  Many have estimated the learning gap to be 40% or higher in some programs.  Regardless of your setting — school, college, business, industry or government agency — determining what skills, knowledge and worker behaviors will be taught is very serious business.

Revising Standards, Raising the Bar for Adult Literacy

Research indicates the need to revisit standards at regular intervals to ensure they remain current and reflect best practices in teaching and learning. In 2003, CETE staff facilitated the development of Ohio's mathematics, reading, and writing content standards for Adult Basic and Literacy Education (ABLE) students. Last year, the Ohio Board of Regents asked CETE to revise and update the standards.

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CETE and the Automated Materials Joining Project

In 2010, Ohio joined 12 other states to take part in Preparation for Tomorrow — an initiative to develop rigorous career technical programs that will prepare secondary students for high-demand careers and post-secondary success. The curriculum for these programs will integrate 21st century skills with rigorous academic standards that emphasize science, technology, engineering, and mathematics (STEM).

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DACUM, CETE, and Community Colleges

Every community college administrator wants to make certain the college's technical education programs are up to date and relevant to the needs of business and industry in the labor market area. To do anything less would be a major disservice to the students and the area employers. To involve business and industry in a significant way in order to develop new program curricula and keep existing curriculum up to date is a constant challenge. CETE has used the DACUM ob/occupational analysis process to address this concern very successfully.

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CETE Advisory Committee

The Advisory Committee is comprised of professionals from the public, private and non-profit sectors who are leaders in workforce development and career-technical education in Ohio. The purpose of the Committee is to provide feedback on CETE’s current programs and services, assist in strategic planning and advocate for long-term sustainability.

DACUM International Training Center

The Center on Education and Training for Employment (CETE) at The Ohio State University (OSU) has become recognized as the most prominent DACUM International Training Center in the world. This reputation and record comes as the result of conducting DACUM (Developing A Curriculum) two-day workshops and five-day facilitator training institutes, both domestically and internationally. The Center’s extensive work with DACUM began in January 1976 when the first DACUM workshop was conducted at the Center, and in July 1984 when the Center conducted its first DACUM facilitator training institute.

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Developing Education Initiative Study

Research indicates that students are less likely to persist in postsecondary education the longer they are in remedial courses. Often, students drop out when they are not progressing toward credit-bearing courses that lead to an eventual degree or certificate attainment. Educational providers in Ohio are working together to create a seamless system that ensures a student’s success.

A Survey of Transitions in ABLE

Ohio continues to work toward an integrated educational system for adult learners, a system that encourages aspirations beyond the GED to postsecondary education and employment. So, how are Adult Basic and Literacy Education (ABLE) programs faring in the push to move students beyond the GED into post-secondary education and employment?

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