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439 results on '"Metal working"'

1. An Ethnolinguistic Analysis of Jewellery Names Common in Turkic Languages

Author: Gulsara Kozhakhmetova, Saule Tazhibayeva, Gulgaysha Sagidolda, Lyazzat Beisenbayeva, and Nurgul Abeshova
Abstract: The jewellery names and the ethnic identity of the Kazakh culture are lexically correlated as clearly evident from various ethnolinguistic analyses of jewellery vocabulary. This study aimed to analyze some common jewellery names as jüzük (ring), biläzük (bracelet), sïr?a (earring), moncak (necklace, beads), tügma (button), belba?, qur, qadis (belt) and jewellery for braids common in Turkic languages. This linguistic journey attempted to uncover the meaning of these jewellery names in different Turkic languages and identify their functions and distinctive features through a comparative method. A qualitative research design with an ethnocultural approach was used to understand the ethnogenetic and cultural aspects of these jewellery names from 26 Turkic languages. The content analysis method was used to categorize them according to their origin and cultural significance. The findings revealed that the Turkic jewellery was of different types, and known by several names in different ancient Turkic languages. It also had sacred power, brought wealth and fertility, possessed healing properties and protected people from evil spirits. This study would help to expand knowledge about the traditional culture of the Turkic peoples.
Published: 2024

2. The System of Distance Learning in the Scientific and Engineering Staff Training

Author: Valeriy Savin, Alexander Osadchy, Lyudmila Savina, Igor Stasuk, and Ivan Barinov
Abstract: The proposed computer system implements a scheme of joint-classroom and distance learning, scientific and exploratory research in order to motivate and stimulate students' independent work in acquiring professional competencies. The developed system reflects both the traditional structure of education in universities using groups of students, specialties and curricula, as well as modern trends in the transition to distance learning, i.e. the opportunity to study at any time and in any place, according to individual plans and schedules. The presented development can be used by students to acquire and develop competencies in the field of improving and managing technological processes for the production of metal products, including the design of machines and metal structures for additive technologies. This is ensured both by the created (and permanently updated) database of mechanical and technological characteristics of steels and alloys used in the production of materials for special purposes, including for the nuclear power industry and the chemical industry, product quality and environmental safety, and by programs developed on based on author's methods and implemented in the system of distance education, in particular, for calculating the modes of shaping and energy-power parameters in the formation of metal products. [For the complete proceedings, see ED655360.]
Published: 2023

3. Organisation, Attendance, and Gained Knowledge: A Case-Study of Local Variations in Parish Schools and Ironworks Schools in Northern Sweden

Author: Lina Spjut and Fredrik Olsson Spjut
Abstract: Sweden's first Elementary School Act of 1842 stated that every parish was obliged to organise and fund schools to be offered to all children in the parish. Many parishes were poor and had a difficult time funding schools. In some parishes, local industries, such as ironworks, organised, funded, and managed schools for their workers. Even though state regulations might have striven for more comprehensive schooling, parishes faced different local conditions that could have affected school organisation and results. This study examines four elementary schools in northern Sweden to analyse differences and similarities caused by local conditions and local actors. Two of the schools were ironworks schools and two were parish schools, and they are studied from the 1840s through the 1860s. This case study of the Robertsfors and Gideåbruk ironworks schools and the Bygdeå and Gideå parish schools focuses on the school organisation, school subjects, children's attendance, and reported gained knowledge. The research questions are: how were the four schools organised in their local communities? Which subjects were taught in the schools? How were the children's reported attendance and gained knowledge? What similarities and differences can be seen among the four local school cases? The results indicate both similarities and differences. One school, Gideåbruk ironworks school, reported higher attendance and higher results, traceable to variations in local actors and local conditions in Gideåbruk. The Gideåbruk ironworks and its role in the community seem to be crucial for the ironworks school organisation.
Published: 2024
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4. Influence of Business Model and Marketing Environment of Thai Gems and Jewellery during COVID-19 Pandemic: Opportunities and Challenges

Author: Sujinda Chemsripong
Abstract: This research aims to analyse the key factors of the gem and jewellery business affecting Thailand's export performance, and to examine the relationship between the business model, marketing environment, and the export performance of the gem and jewellery industry in Thailand during the COVID-19 pandemic. Quantitative research based on 400 opinions from Thailand's gems and jewellery business owners has been applied in this study. 369 questionnaires were returned, accounting for 92.4%. Data analysis includes descriptive statistics, structural equation modelling, and path analysis used to test hypotheses. The research results revealed that the business model and marketing environment positively influence a firm's export performance. Only customer segments, channels, value propositions, and creating value for customers had a statistically significant influence on the export performance. To improve its marketing environment, the business should focus on increasing variety and suitable prices, changing promotion to online, trade exhibitions, and creating more variety of products, modern style, and quality product guarantee.
Published: 2024
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5. Tracer Study of 2017-2019 NAMCOL TVET Graduates

Author: Sichombe, Beatrice
Abstract: This article focuses on the outcome of a tracer study of former NAMCOL TVET trainees who completed their training in 2017, 2018 and 2019 in the following trades: automotive mechanics, welding and metal fabrication, office administration and plumbing and pipe-fitting in terms of their employment profile, and opinions on the quality and effect of training they received in light of their employment experiences. The study adopted a mixed methods design, and it is based on Prosser's Theorems on vocational education. The study revealed that former trainees were well equipped with relevant knowledge and skills needed by the job market. However, the majority were unemployed, and among the employed, others were employed outside their specialisation. Furthermore, the study revealed some challenges that former trainees encountered while studying with NAMCOL, among others, inadequate equipment, lack of job attachment opportunities, financial constraints, and the delay of equipment and material supply. The study further made recommendations that could improve TVET quality and delivery at NAMCOL.
Published: 2022

6. Measuring the Importance of Non-Technical Skills for Integration into Metalwork Technology Curriculum Using Structural Equation Modelling

Author: Francis, Bakare Shola, Latib, Azlan Abdul, Amiron, Evarina, Subari, Kamalularifin, and Kamin, Yusri
Abstract: This study aims to measure the significance of non-technical skills for integrating into metalwork technology curriculum of technical colleges in Nigeria. The data collected through questionnaire survey consisted of 283 responses. The findings revealed that the mean values for all identified components of non-technical skills indicated their importance and suitability for integration into the curriculum. The study developed models using structural equation modelling (SEM) technique. The results from SEM indicated that the correlation matrix, factor loadings, composite reliability, and average variance extracted for the measurement and structural models were all confirmed fit and suitable. The study also revealed that the relationship among the components that made up of the structural model were statistically significant. Communication skills was ranked the highest among the eight components that were considered important while problem-solving skills were ranked the lowest. In order to achieve the integration, suggestions are made relating to policy structure for the development of non-technical skills in Nigeria technical colleges.
Published: 2020

7. The Advantages and Disadvantages of Polish Dual Vocational Education from the Perspective of Students, School Representatives and Employers

Author: Wolodzko, Elzbieta, Grochalska, Monika, and Wasilewska, Emilia
Abstract: The idea of dual vocational education and training (VET) has developed almost since VET education in Poland was established when the nation became a sovereign country in 1919. VET reforms -- during the 20 years before the Second World War and after 1945 -- were carried out to support rising industry and other developing areas of the economy. Recent reforms (passed in 2015 and 2017) strengthen significantly the meaning of the dual character of vocational education in Poland. This article presents Polish data from the international project 'Improving Expertise on Labour Relations' Impact on Youth Employability in Central and South-Eastern Europe' (EaSI grant VS/2016/0104). The research concerned the improvement of vocational education and the employability of students and young workers, especially regarding the idea and practice of dual VET education. The data were gathered using individual semi-structured and focus group interviews. The use of SWOT analysis has highlighted the multilevel nature of the VET learning environment and its advantages and disadvantages perceived from the perspective of many stakeholders -- school representatives, employers and also students. The central question of the analysis is about the possible pathways of changes that could improve the existing system.
Published: 2023
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8. The State of Agricultural Mechanics in the Preparation of School-Based Agricultural Education Teachers

Author: Tyler Granberry, J. Joey Blackburn, and Richie Roberts
Abstract: Agricultural mechanics is a primary subject area in school-based agricultural education (SBAE). Despite a high prevalence in SBAE, preservice and in-service SBAE teachers have frequently expressed concerns regarding teaching agricultural mechanics. Early 21st-century research documented the characteristics of preservice SBAE teacher training in agricultural mechanics, although more recent studies have suggested that the agricultural mechanics training requirements have changed. This study sought to compare the agricultural mechanics preparation of preservice SBAE teachers between 2000 and 2021. A survey instrument was distributed to a representative of every institution with an undergraduate SBAE teacher preparation program in the contiguous United States, resulting in an 86.7% response rate. We drew comparisons in the data to previous studies from 2000 and 2005. The findings included a reduced average number of required agricultural mechanics credit hours over time. Faculty perceptions of importance and preservice teacher preparation had increased slightly; however, deficits were in all competency groups. Further research is warranted to determine the perceptions of preservice and in-service SBAE teachers regarding agricultural mechanics. Recommendations include that teacher educators evaluate current preparation methods for preservice SBAE teachers and provide professional development in the areas of the greatest observed training deficits.
Published: 2023
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9. Disruption of Qualifications in Manufacturing: Challenges and Prospects

Author: Tutlys, Vidmantas and Spöttl, Georg
Abstract: Purpose: This paper aims to disclose the implications of the 4th Industrial Revolution for vocational and professional qualifications and their systems. It also seeks to enhance more active discussion of experts and researchers about the change of vocational and professional qualifications created by the advent of the 4th Industrial Revolution. Design/methodology/approach: Research is based on the case studies of the design and development of vocational and professional qualifications focused on the skills requirements of the 4th Industrial Revolution. There are analyzed and compared two cases of the international (EU) projects aiming to design and implement new qualifications in the metalworking industry and the case of introduction of additional qualifications in Germany. The main research methods include content analysis of the qualifications descriptors and vocational education and training (VET) curricula, a meta-analysis of the research on the implications of Industry 4.0 for VET. Findings: The choices of the structure and contents of qualifications and VET curricula in the context of the 4th Industrial Revolution are defined by the specific state of technologies and work organizations in the enterprises, limitations of VET providers, individual skills needs of learners, national and sectoral policies in the field of qualifications and curricula. It requires compromises between the concept of solid qualifications based on the holistic orientation to work processes and the trends toward flexible curriculum; between the design of new qualifications and adjustment of the existing ones, as well as between the individualistic and collective approaches to qualifications. Research limitations/implications: The research is focused on the development of qualifications in the manufacturing sector (metalworking and engineering industry). The paper contributes to the theoretical discussions and research of qualifications, competence, VET and human resource development by suggesting a theoretical framework for the analysis of the development of qualifications in the context of the 4th Industrial Revolution, as well as by stressing the importance of holistic view to this development which should comprise both policies and practices of the design of qualifications, curriculum design, education and training and assessment of learning outcomes. Originality/value: The paper provides insight into the implications of the 4th Industrial Revolution to the key processes of the national systems of qualifications by referring to the cases of current efforts to adjust qualifications in the metalworking sector and engineering industry. It also suggests possible scenarios for the future development of vocational and professional qualifications in the context of the 4th Industrial Revolution.
Published: 2022
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10. Language Policy and Linguistic Landscaping in a Contemporary Blue-Collar Workplace in the Dutch-German Borderland

Author: Hovens, Daan
Abstract: This article argues that an expanded view of linguistic landscapes provides a useful metaphor for exploring language policies. Following this view, "language policy" is defined as "linguistic landscaping" (i.e., placing language policy mechanisms which, together with already placed mechanisms, construct a metaphorical landscape). The application of this landscaping metaphor has several advantages, as it provides a way to imagine language policy as a continuously ongoing construction process, and as it provides a way to imagine the historical layers of a landscape, the overlap and connections between different landscapes, and the complex hierarchical positions within a landscape. The article is based on linguistic-ethnographic fieldwork in a metal foundry in the Dutch province of Limburg, within walking distance from the Dutch-German border. Specifically, it discusses why a group of senior production workers from Limburg were dissatisfied with the linguistically diverse landscape that had emerged in the foundry over time, even though the foundry's management tried to place Dutch-speaking workers in the company's sociolinguistic norm centre. Confirming the usefulness of the landscaping metaphor, the article shows that a full consideration of diverse historical and contemporary acts of both linguistic and semiotic landscaping helps explain why these workers experienced that their position in the foundry had become peripheralised over time. In conclusion, the article calls for more attention to the complex human experience, rather than just the detection, of sociolinguistic inequalities.
Published: 2021
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11. Preservice Agriculture Teachers' Perceived Level of Readiness in an Agricultural Mechanics Course

Author: Blackburn, J. Joey, Robinson, J. Shane, and Field, Harry
Abstract: This longitudinal trend study sought to compare the perceptions of preservice agricultural education teachers, enrolled in a Metals and Welding course at a land grant university, on their welding related skills at the beginning of the semester to their final course grade at the end of the semester. Preservice agriculture teachers (N = 240) who completed the course between the Fall 2006 and Spring 2012 semesters served as the population for the study. Although the course is designed, specifically, to facilitate learning in metal fabrication, not one preservice teacher in any semester perceived an excellent ability in performing the welding related skills. However, skills related to shielded metal arc welding and gas metal arc welding were rated higher than those related to gas tungsten arc welding or oxyacetylene welding. The course instructor should be made aware of this discrepancy and encourage students to seek additional experiences in metals and welding. Further, the course instructor should continue to collect these data at the beginning and end of the course to determine the impact these changes have on students' ability to perform and teach the skills as future instructors. Similar studies should be conducted in other areas of agricultural mechanics, such as small gasoline engines, plumbing, and agricultural structures.
Published: 2015

12. Competency Progression and Completion: How Is the Policy Being Enacted in Three Trades? Research Report

Author: National Centre for Vocational Education Research, Clayton, Berwyn, Guthrie, Hugh, Every, Pam, and Harding, Regan
Abstract: This paper examines how competency progression and completion is implemented in practice in three trades. In particular, it focuses on: interactions between teachers and/or assessors and workplace supervisors; the different approaches used to integrate on- and off-the job training; assessment and signoff practices; and the ways by which workplace supervisors and teachers and/or assessors ensure the outcomes meet the standards outlined in the respective training packages. In addition to a literature review and situational analysis, the research method includes interviews with 26 TAFE teacher-assessors teaching Certificate III in Commercial Cookery, Carpentry, and Engineering-Metal Fabrication. Twenty-one workplace supervisors in the cookery, engineering, and building and construction industries were also interviewed. The concepts of competency-based progression and completion are aligned with the notion that progression through training should be based on the skills attained rather than on the time served. The authors show that competency progression and completion is not a new phenomenon and was an early feature of competency-based approaches to vocational education and training (VET) in Australia. Indeed, trends in the data from the National Centre for Vocational Education Research (NCVER) show that over the past decade there has been a gradual increase in the number of apprentices and trainees across all trades completing their qualifications in shorter periods of time. This report investigates some of the interrelated factors that affect progression and completion and shows that a gap remains between the policy construct and real practice, where the time-based approach to apprentice training is still dominant. Key Messages include: (1) Some of the barriers to competency progression include a lack of flexibility in training providers and employer attitudes to allowing apprentices to complete early; (2) Variations to training generally occur through informal negotiations and are not always recognised in the apprentice's training plan, suggesting that the training plans are not necessarily the dynamic document they are intended to be; (3) The most important enabler for competency progression and completion is good communication and information flow between teacher--assessors/and workplace supervisors, however, teacher-assessors are more likely than workplace supervisors to claim that communication between the two is adequate; and (4) While assessment and validation are generally the collective responsibility of teachers-assessors and workplace supervisors, there is now greater involvement of apprentices in their own assessment through collecting evidence and making decisions about whether they are ready to progress.
Published: 2015

13. Enhancing Manufacturing Process Education via Computer Simulation and Visualization

Author: Manohar, Priyadarshan A., Acharya, Sushil, and Wu, Peter
Abstract: Industrially significant metal manufacturing processes such as melting, casting, rolling, forging, machining, and forming are multi-stage, complex processes that are labor, time, and capital intensive. Academic research develops mathematical modeling of these processes that provide a theoretical framework for understanding the process variables and their effects on productivity and quality. However it is usually difficult to provide the students with hands-on experience of experimentation with process parameters which leads to disconnect between engineering education and industrial needs. In order to solve this problem, interdisciplinary student projects were undertaken at author's institution to develop computer simulation tools that would facilitate process visualization, experimentation, exploration, design and optimization. The hypothesis is that these new computer-based tools would enhance educational experience for the manufacturing engineering students as assessed by the ABET-derived educational outcomes and also based on Bloom's cognitive outcomes modified for STEM disciplines. The first system described in this paper is the visualization of metal ingot production schedule in an industrial setting that provides a basis for interactive decisions. The graphical user interface is created to visualize the schedule according to the specific characteristics of the machines. Another example of process simulation presented in this paper is the design and analysis of flexible rolling technology in industrial processing of low carbon steels. Process simulation tools designed in both cases allow new process sequences to be generated by breaking down existing process routes into key elements and then by recombining them to generate novel alternative and more efficient hot processing sequences. This enables the identification of an optimal process sequence for specified steel compositions that also satisfies simultaneous design criteria such as process feasibility and property maximization. It is proposed that incorporation of such computer simulation tools in the pedagogy would be highly effective to enhancing and enriching undergraduate manufacturing education.
Published: 2014

14. Science of Agricultural Mechanization

Author: Mississippi Department of Education, Office of Vocational and Technical Education, Mississippi State University, Research and Curriculum Unit, and Murdock, Ashleigh Barbee
Abstract: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). "Science of Agricultural Mechanization" is an advanced level course for the Agricultural and Environmental Science and Technology Program. The course focuses on the development of skills and knowledge related to the management, maintenance, and operation of agricultural machinery. Instruction is provided on machinery management, principles of electricity-electronics, hydraulics, and pneumatics, internal combustion engines, machinery maintenance, and metal fabrication. The course carries 1 Carnegie unit of credit that counts as an elective credit for high school graduation. Students may also earn an additional 1/2 Carnegie unit by completing a successful supervised agricultural experience program. Appended are: (1) Suggested Rubrics, Assignments, and Checklists; (2) 21st Century Skills Standards; (3) MS Academic Standards; (4) ACT College Readiness Standards; (5) Pathway Content Standards; and (6) National Educational Technology Standards for Students. A list of suggested references is provided for each unit.
Published: 2010

15. Boilermaker: Apprenticeship Course Outline. Apprenticeship and Industry Training. 3809.1

Author: Alberta Advanced Education and Technology
Abstract: The graduate of the Boilermaker apprenticeship program is a certified journeyperson who will be able to: (1) understand the principles of drafting; how drawings originate, their purpose and how to correctly interpret the information therein; (2) understand the use of each type of drawing, part work order sketches, materials lists and specification sheets; (3) layout from drawings to material; pattern development and template making; (4) relate to all applicable Codes and Regulations with reference to materials specifications, uses and safety for vessels of all types and the acceptable methods of construction for pressure vessels; (5) relate to metallurgy, structural shapes, plate, pipe and pipe fittings with respect to vessel components, ropes, wire and fibre types, uses of pipe and its respective fittings and materials used with pressure vessels, both metallic and non-metallic; (6) use hand tools and powered equipment in a proper and safe manner; (7) calculate material quantities; (8) perform a satisfactory operation with oxyfuel or electric arc welding equipment in order to facilitate this work; (9) relate to the work of other tradespeople in affiliated trades; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Boilermaker Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Published: 2009

16. Using Quenching to Detect Corrosion on Sculptural Metalwork: A Real-World Application of Fluorescence Spectroscopy

Author: Hensen, Cory, Clare, Tami Lasseter, and Barbera, Jack
Abstract: Fluorescence spectroscopy experiments are a frequently taught as part of upper-division teaching laboratories. To expose undergraduate students to an applied fluorescence technique, a corrosion detection method, using quenching, was adapted from authentic research for an instrumental analysis laboratory. In the experiment, students acquire fluorescence spectra of sensing molecules in the presence of mock sculpture samples and discuss the condition of the sculptures based on the levels of soluble iron detected. This real-world-based experiment allows students the chance to engage with ongoing research and further understand the challenges with early detection of corrosion. Most students successfully completed the experiment, wrote a journal-quality report, and met the learning outcomes.
Published: 2018
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17. Simulation of Forming Process as an Educational Tool Using Physical Modeling

Author: Abdullah, A. B., Muda, M. R., and Samad, Z.
Abstract: Metal forming process simulation requires a very high cost including the cost for dies, machine and material and tight process control since the process involve very huge pressure. A physical modeling technique is developed and initiates a new era of educational tool of simulating the process effectively. Several publications and findings have shown a potential of the techniques else where. The objective of the paper is to simulate the closed-die forging. In this work, billet material from plasticine is used and dies are fabricated from perspex. The result indicates that billet volume and geometry of the billet is significant in forming process to measure the filling-ability and forming load required in the process.
Published: 2008

18. The Impact of Teaching Oxy-Fuel Welding on Gas Metal Arc Welding Skills

Author: Sgro, Sergio D., Field, Dennis W., and Freeman, Steven A.
Abstract: Industrial technology programs around the country must be sensitive to the demands of manufacturing and industry as they continue to replace "vocational" curriculum with high-tech alternatives. This article examines whether or not teaching oxyacetylene welding in the industrial technology classroom is required to learn arc welding processes. The results of this study suggests that there appears to be little impact, in terms of gas metal arc welding skills, associated with removing oxyacetylene welding from the curriculum. Because the gas metal arc welding industry is growing globally and industrial technology curricula are under time constraints that often limit the amount of time devoted to welding, faculty should consider suspending oxy-fuel welding to allow more time in gas metal arc welding instruction. (Contains 6 tables and 2 figures.)
Published: 2008

19. Welder--Wire Process Operator: Apprenticeship Course Outline. Apprenticeship and Industry Training. 12-107.2

Author: Alberta Advanced Education and Technology
Abstract: The graduate of the Wire Process Operator apprenticeship program is a certified journeyperson who will be able to: (1) be skillful in the fusing of metals using prescribed welding applications; (2) have a working knowledge of the welding equipment involved with the various welding procedures; (3) comprehend drawings; (4) have a thorough knowledge of metals and welding gases; (5) recognize defective welds, know the cause, and proper procedure for the repair of the defective area; (6) have a working knowledge of mathematics calculations pertaining to the trade; (7) be familiar with the work of other tradespeople in affiliated trades; and (8) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Wire Process Operator Provincial Apprenticeship Committee. This course outline contains: (1) First Period Technical Training.
Published: 2007

20. Welder: Apprenticeship Course Outline. Apprenticeship and Industry Training. 1207.1

Author: Alberta Advanced Education and Technology
Abstract: The graduate of the Welder apprenticeship program is a certified journeyperson who will be able to: (1) be skillful in the fusing of metals using prescribed welding applications; (2) have a working knowledge of the welding equipment involved with the various welding procedures; (3) comprehend drawings and develop layout patterns for projects and calculate quantities of materials; (4) have a thorough knowledge of metals, arc electrodes, welding gases and gas welding filler rods; (5) recognize defective welds; know the cause and proper procedure for the repair of the defective area; (6) have a working knowledge of mathematics calculations pertaining to the welding trade; (7) have a working knowledge of the required codes; (8) be familiar with the work of other trades people in affiliated trades; and (9) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Welder Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Published: 2007

21. Ironworker: Apprenticeship Course Outline. Apprenticeship and Industry Training. 40-0-06.2

Author: Alberta Advanced Education and Technology
Abstract: The graduate of the Ironworker apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) demonstrate the principles of drafting, how drawings originate and how to correctly interpret the information given--the use of each type and the related work orders, materials, lists, etc.; (4) comply with all applicable Codes and Regulations with reference to materials, its uses and safety; (5) identify structural shapes, ropes, wire and fibre as it relates to structural and ornamental components; (6) demonstrate the placement of pre-cast concrete and concrete reinforcement materials to an acceptable level of workmanship; (7) use hand tools and powered equipment in a proper and safe manner; (8) perform a satisfactory operation with oxy-fuel or electric arc welding equipment in order to facilitate this work; (9) co-ordinate iron work with other trades on the job site; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Ironworker Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; (3) Third Period Technical Training; and (4) Fourth Period Technical Training.
Published: 2006

22. Ironworker--Structural/Ornamental: Apprenticeship Course Outline. Apprenticeship and Industry Training. 40-2-06.4

Author: Alberta Advanced Education and Technology
Abstract: The graduate of the Ironworker-Structural/Ornamental apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) demonstrate the principles of drafting, how drawings originate and how to correctly interpret the information given--the use of each type and the related work orders, materials, lists, etc.; (4)comply with all applicable Codes and Regulations with reference to materials, its uses and safety; (5) identify structural shapes, ropes, wire and fibre as it relates to structural and ornamental components; (6)demonstrate the placement of pre-cast concrete and concrete reinforcement materials to an acceptable level of workmanship; (7) use hand tools and powered equipment in a proper and safe manner; (8) perform a satisfactory operation with oxy-fuel or electric arc welding equipment in order to facilitate this work; (9) co-ordinate iron work with other trades on the job site; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Ironworker-Structural/Ornamental Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training.
Published: 2006

23. Ironworker - Metal Building Systems Erector: Apprenticeship Course Outline. Apprenticeship and Industry Training. 40-1-06.2

Author: Alberta Advanced Education and Technology
Abstract: The graduate of the Ironworker - Metal Building System Erector apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) demonstrate the principles of drafting, how drawings originate and how to correctly interpret the information given--the use of each type and the related work orders, materials, lists, etc.; (4) comply with all applicable Codes and Regulations with reference to materials, its uses and safety; (5) identify structural shapes, ropes, wire and fibre as it relates to structural and ornamental components; (6) demonstrate the placement of pre-cast concrete and concrete reinforcement materials to an acceptable level of workmanship; (7) use hand tools and powered equipment in a proper and safe manner; (8) perform a satisfactory operation with oxy-fuel or electric arc welding equipment in order to facilitate this work; (9) co-ordinate iron work with other trades on the job site; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Requirements for certification--including the content and delivery of technical training--are developed and updated by the Alberta Apprenticeship and Industry Training Board on the recommendation of Ironworker - Metal Building System Erector Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; and (2) Second Period Technical Training.
Published: 2006

24. Availability of Skilled Labour in Selected Occupations in Western Australia

Author: Monash University, Centre for the Economics of Education and Training, Shah, Chandra, Cooney, Richard, Long, Michael, and Burke, Gerald
Abstract: This report investigates the future supply of and demand for certain types of skilled labour at the trades and sub-trades levels that will be required for these projects up to 2010. In particular, it focuses on skilled labour in the mechanical, fabrication and electrical trades and mobile plant operators and construction workers in the sub-trades. The research for this report included: a review of the other studies of skill needs in Western Australia; discussions with individual company and organisation representatives as nominated by CCI as the project manager; analyses of some participating companies' data; analyses of state and national data on employment trends and labour turnover; and detailed study of the skilled and semi-skilled occupations of interest for this project. Following an Introduction, the rest of the report is structured as follows. The second chapter presents a short review of previous research that has examined problems of supply and demand for labour in the resources sector in Australia, but particularly in Western Australia. Chapter 3 contains a summary of views on the risks of skills shortages and their management by the participating companies. The chapter also includes analyses of the estimated demand for different types of labour for a number of projects being considered by some of the participating companies. Chapter 4 provides analyses of employment and training trends and skills shortages issues at the state and national level as a context for this study. Chapter 5 presents the analyses of the demand for and supply of labour in the selected occupations that are of particular interest for this study. The final chapter contains some concluding remarks. Findings include: (1) Western Australia needs at least 3,450 apprenticeship commencements in the metals trades in 2005 and 2006 to meet projected demand; (2) Western Australia needs an extra 2,400 electricians and 700 workers in other electrical trades to meet demand through to 2010; and (3) Western Australia needs an additional 900 mobile plant operators; 200 crane and lifts operators and 200 scaffolders, riggers and steel fixers and erectors to fill expected new jobs through until 2010. Companies that participated in the consultations identified skilled labour shortages as an important risk currently affecting project planning. To manage this risk they have implemented strategies to improve efficiency in the use of existing labour and reducing future demand; recruitment and retention; and skill formation. Although commencements of apprenticeships in the mechanical and fabrication and electrical trades have increased substantially in Western Australia in the last few years, the authors conclude that additional increase is needed to meet projected demand. Detailed statistical tables on Australian migration are appended. (Contains 30 footnotes, 31 figures and 39 tables.) [This report was commissioned by the Chamber of Commerce and Industry of Western Australia.]
Published: 2005

25. State Skill Standards: Welding

Author: Nevada Department of Education, Pointer, Mike, Naylor, Randy, Warden, John, Senek, Gene, Shirley, Charles, Lefcourt, Lew, Munson, Justin, and Johnson, Art
Abstract: The Department of Education has undertaken an ambitious effort to develop statewide occupational skill standards. The standards in this document are for welding programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. The writing team determined that any statewide skill standards for programs that teach welding should be designed to teach entry-level and advanced skills according to the standards established by the American Welding Society (AWS). The standards cover the following areas: (1) Safety; (2) Measurement and Layout; (3) Metallurgy; (4) Tools and Machines; (5) Oxy-Fuel Welding/Cutting; (6) Shielded Metal Arc Welding; (7) Gas Metal Arc Welding; (8) Flux Core Arc Welding; (9) Gas Tungsten Arc Welding; (10) Plasma Arc Cutting; (11) Fabrication; (12) Weld Testing; (13) Employability Skills. The standards also include the math skills students need to be successful in the industry. These exit-level standards are designed for advanced programs, for students completing the third level of a three- or four-year welding program. Students at the appropriate level of instruction will be expected to demonstrate competence for all performance indicators in the "meets standard" domains for each performance standard. Teachers are encouraged to use them to focus curriculum objectives for entry-level programs, also. The standards are organized as follows: (1) Content Standards; (2) Performance Standards; and (3) Performance Indicators. [This report was prepared by the Office of Career, Technical, and Adult Education, Nevada Department of Education.]
Published: 2005

26. State Skill Standards: Metalworking

Author: Nevada Department of Education, Office of Career, Technical, and Adult Education, Pointer, Mike, Naylor, Randy, Warden, John, Senek, Gene, Shirley, Charles, Lefcourt, Lew, Munson, Justin, and Johnson, Art
Abstract: The Department of Education has undertaken an ambitious effort to develop statewide occupational skill standards. The standards in this document are for metalworking programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. The writing team determined that any statewide skill standards for programs that teach metalworking should be designed to teach entry-level and advanced skills related to industry standards. The standards cover the following areas: (1) Safety; (2) Measurement and Layout; (3) Metallurgy; (4) Tools and Machines; (5) Welding; (6) Sheet Metal; (7) Machine Tools; (8) Employability Skills. The standards also include the math skills students need to be successful in the industry. These exit-level standards are designed for advanced programs, for students completing at minimum a two-year metalworking program. Students at the appropriate level of instruction will be expected to demonstrate competence for all performance indicators in the "meets standard" domains for each performance standard. Teachers are encouraged to use them to focus curriculum objectives for entry-level programs, also. The standards are organized as follows: (1) Content Standards; (2) Performance Standards; and (3) Performance Indicators.
Published: 2005

27. 2005 Mississippi Curriculum Framework: Secondary Metal Trades. (Program CIP: 48.0590 - Metal Trades)

Author: Mississippi State University, Research and Curriculum Unit, Mississippi Department of Education, Office of Vocational and Technical Education, Brown, Gary, Sample, John, Waits, Jeffrey, Britt, Albert, McKee, Steve, Sullivan, Kirk, and Warren, Brian
Abstract: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Metal Trades program is designed as a cluster program for preparation to enter the metal working trades. Metal Trades I includes an introduction to the basic metal working processes. Metal Trades II requires that students choose one of two options (Advanced Welding Option or Advanced Machine Shop Option). The purpose of the course is to prepare students to continue study in a postsecondary metal trades program (Welding, Machine Tool Operation, or Sheet Metal) or to begin work at the entry level in a metal trades occupation. This curriculum has been aligned to modules in the Wheels of Learning program as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Wheels of Learning materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Metal Trades curriculum framework is aligned to the NCCER Core and Millwright Level I. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)
Published: 2005

28. 2005 Mississippi Curriculum Framework: Secondary Machine Tool Operation. (Program CIP: 48.0503 - Machine Shop Technology/Assistant)

Author: Mississippi State University, Research and Curriculum Unit, Mississippi Department of Education, Office of Vocational and Technical Education, Gorman, Nathan, Parker, Ronald, Lurie, Charles, and Maples, Thomas
Abstract: Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Machine Tool Operation prepares a student for entry-level employment in machining careers and/or for further study at the postsecondary level. Emphasis is on safety, math, measuring tools and instruments, hand and bench tools, blueprint reading, lathe operations, milling operations, lay out, grinding machine operations, and computerized numerical control (CNC). The content of the Machine Tool Operation curriculum framework follows the recommended national standards as formulated by the National Institute for Metalworking Skills (NIMS), www.nims.org. Students that complete the Machine Tool Operation curriculum will be eligible for NIMS Level I certification. The NIMS Website, has materials (blueprints; Level I, II, and III Skills) that can be printed and used in class. Appended are: (1) National Institute for Metalworking Skills Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)
Published: 2005

29. Labor, Health, and Education Issues in the State of Hawaii. Hearing before a Subcommittee of the Committee on Appropriations, United States Senate, One Hundred Eighth Congress, Second Session (Special Hearing, February 18, 2004, Honolulu, Hawaii) S. Hrg. 108-392

Author: Congress of the U.S., Washington, DC. Senate Committee on Appropriations.
Abstract: The purpose of this hearing was to gather information and hear testimony on three issues: (1) the expansion of the Cancer Research Center in Hawaii; (2) the recently granted legislative authority for Hawaii 3R's to utilize monies in the Native Hawaiian Education funds to repair those public schools to 25 percent or more Native Hawaiian children; and (3) the need to expand certified apprenticeship and journeymen training programs to ensure that we have qualified, homegrown tradesmen and women to meet the demand that will come as a result of the privatization of military housing. Statements were presented by: Senator Daniel K. Inouye; Senator Daniel K. Akaka; Dr. Evan S. Dobelle, president, University of Hawaii; Dr. Carl Vogel, director, Cancer Research Center of Hawaii; Ms. Dew-Anne Langcoan, vice president, Hawaii Pacific Health; Dr. Okamoto, president and CEO, the Queen's Health Systems; Dr. Jonathan K. Cho, a practicing community oncologist; Honorable Ed Case, U.S. Representative from Hawaii; Patricia Hamamoto, superintendent, State of Hawaii Department of Education; Bruce A. Coppa, Chair, Hawaii 3R's Program; Dennis Manalili, principal, Kaimuki High School; Neil Abercrombie, U.S. Representative from Hawaii; Linda Lingle, Governor, State of Hawaii; Donna Kim, vice president, Hawaii State Senate; and Sylvia J. Luke, vice speaker, Hawaii State House of Representatives; Dr. Clyde M. Sakamoto, chancellor, Maui Community College; Ramsey R. Pedersen, chancellor, Honolulu Community College; Lance Inouye, past president, General Contractors Association of Hawaii; Randy Lau, past president, Building Industry Association; Ron Taketa, United Brotherhood of Carpenters and Joiners, Local 745; Lynn Kinney, Painters, Decorators, Paperhangers and Allied Traders, Local 1791; Glaziers Architectural and Glass Metal Workers Local 1889, AFL-CIO; Hawaii Building and Construction Trades Council; Laborers' Union, Local 368; and Hawaii Operating Engineers J.A.C. Further prepared statements were submitted by: International Association of Heat & Frost Insulators & Asbestos Workers Local 132, Hawaii; Bricklayers & Ceramic Tile Setters Local 1 and Plasterers' & Cement Masons' Local 630; International Brotherhood of Electrical Workers, Local 1186, Hawaii; Boilermakers, Iron Shipbuilders Union, Local 204; Roofers, Waterproofers & Allied Workers United Union of Roofers, Local 221; United Association of Plumbers and Fitters Local 675; Scott Y. Nishimoto, State of Hawaii Representative, District 21; Pacific Resource Partnership; Americas Promise Hawaii; Joint Venture Education Forum; Drywall Tapers and Finishers Local 1944, AFL-CIO; Carpet Linoleum and Soft Tile Local 1926, AFL-CIO; CRTC, Inc; Iron Workers Local 625 and Iron Workers Shopmen Local 803; John A. Burns School of Medicine, University of Hawaii; University of Hawaii at Manoa; Joseph Kane, Jr.; and Sheet Metal Workers Union Local 293.
Published: 2004

30. Occupation Competency Profile: Steel Detailer Program.

Author: Alberta Learning, Edmonton. Apprenticeship and Industry Training.
Abstract: This document presents information about the apprenticeship training program of Alberta, Canada, in general and the steel detailer program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; formal training; steel detailer certification; and Alberta's steel detailer competency profile. The second part of the document presents the course outlines for the first, second, and third levels of technical training. Selected topics covered in the three periods are as follows: the personal computer operating systems and standard office software; manual drafting basics and layouts; descriptive geometry and applied drafting mathematics; customer drawings and specifications; creating manual fabrication drawings; computer-aided design (CAD); surveying; welding inspection; shop floor activities; field activities; print room and data control activities; on-the-job drafting; statics; strengthening materials; creating fabrication drawings in CAD format; estimation practices; basic project scheduling; project monitoring; and technical writing. The course outlines detail course topics, intended outcomes, specific behavioral objectives, and times allotted for each topic covered. (MN)
Published: 2003

31. Illinois Occupational Skill Standards: Welding Cluster.

Author: Illinois Occupational Skill Standards and Credentialing Council, Carbondale.
Abstract: These Illinois skill standards for the welding cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business, industry, and labor. An introduction provides a sample format, occupational earnings and employment information, and performance skill levels, a table that cross references performance skills to these occupations: production welder; fitter or fabricator welder; maintenance welder; construction or code welder; and leadman or supervisor. Each skill standard contains these components: performance area; coding that identifies the state, fiscal year in which the standard was endorsed, subcouncil abbreviation, cluster abbreviation, and standard number; conditions of performance; work to be performed; performance criteria; performance elements; and performance assessment criteria, including product and process. The 89 skill standards are categorized into these 11 areas: analysis (5 standards); setup (11); material preparation (7); shielded metal arc welding (17); gas metal arc welding (10); flux core arc welding (7); submerged arc welding (2); gas tungsten arc welding (14); surface welding (1); quality assurance and documentation (8); and automated and mechanized welding (7). (YLB)
Published: 2002

32. Precision Machining. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). 2002 Revision.

Author: Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.
Abstract: This publication provided the competencies and key indicators for a program that enables students to prepare for a number of occupations within the broader metalworking industry. Specializations include machinist, computer numerical control programmers, and maintenance and machine builders. Competencies and the related key indicators are presented for these 11 units: orientation to the precision machining technology industry; safety in the machining industry; measuring workpieces, drawing interpretation, and inspection; benchwork and layout; power saws; drilling machines; lathes and turning machines; milling machines; grinding machines; computer numerical control; and job planning and management. (YLB)
Published: 2002

33. Jane Addams Resource Corporation: A Case Study of a Sectoral Employment Development Approach. Sectoral Employment Development Learning Project Case Studies Series.

Author: Aspen Inst., Washington, DC., Glasmeier, Amy K., Nelson, Candace, and Thompson, Jeffery W.
Abstract: This case study on the Jane Addams Resource Corporation (JARC) is the third of six sectoral studies to provide an in-depth look at individual sectoral employment development programs and their interaction within distinct economic and industry environments. It explores a community-based organization that developed specialized metalworking and training and technical assistance programs to create pathways for advancement for low-income workers while helping small firms compete and survive in Chicago in the face of global competition. Section 1 discusses JARC's programs, historical events that led to its current form, sectoral strategies, and relationships it has formed to further its objectives. Section 2 describes the metalworking industry and competitive pressures affecting metalworking firms and their effect on future employment opportunities. Section 3 looks at how JARC puts its sectoral approach into practice; relationships it built with employers and key industry groups; how it gained expertise on skills standards and training methods for entry-level workers; and how it leveraged its reputation to encourage public and private sectors to increase training opportunities for low-skilled workers. Section 4 describes training programs, including content and approach of metalworking skills courses, and outreach, recruitment, and post-training job placement assistance. Section 5 discusses training program costs and their outcomes. Section 6 reviews lessons learned and strategic challenges JARC faces. (YLB)
Published: 2000

34. Focus:HOPE--A Case Study of a Sectoral Employment Development Approach. Sectoral Employment Development Learning Project Case Studies Series.

Author: Aspen Inst., Washington, DC., Thompson, Jeffery W., Turner-Meikeljohn, Susan, and Conway, Maureen
Abstract: This case study on Focus: HOPE is the fourth of six sectoral studies to provide an in-depth look at individual sectoral employment development programs and their interaction within distinct economic and industry environments. It explores HOPE, a Detroit civil rights organization with a highly developed machinist training program. Section 1 discusses its programs, historical events that led to its current structure, details of HOPE's sectoral strategies, and key relationships it has formed to achieve its objectives. Section 2 describes important features of the machinist-related occupations and industry that employs these workers. It discusses relationships between machine shops and competitive factors affecting the automotive industry. Section 3 focuses on how HOPE puts its sectoral strategies into practice, particularly how it interacts with and influences industry and other key educational and governmental entities to increase employment opportunities for the disadvantaged population. Section 4 reviews HOPE's core training program, the Machinist Training Institute (MTI), with training programs for disadvantaged people with a range of skills and educational backgrounds. It explains the content and approach of each training course and the services that provide outreach, recruitment, evaluation, and post-training placement assistance. Section 5 discusses outcomes associated with MTI's training, including ratios for graduation and placement rates, and costs. Section 6 reviews lessons learned and challenges HOPE faces. (YLB)
Published: 2000

35. Through Education into the World of Work. Uno Cygnaeus, the Father of Technology Education.

Author: Jyvaskyla Univ. (Finland). Inst. for Educational Research., Kantola, Jouko, Nikkanen, Pentti, Kari, Jouko, and Kananoja, Tapani
Abstract: More than 100 years have passed since the death of Uno Cygnaeus (1810-1888), the father of Finnish folk schools and pioneer of educational arts and crafts. His accomplishments include design and organization of the folk school system, initiation of high class teacher training, and emphasis on the importance of women's education. Although his academic discipline was theology, the basis for his educational theory shows the influence of classic authorities on education and international studies. The contents and aims of his teaching must be understood as reflections of the time rather than as eternal truths. Research in teacher training has a good start in Finland. Historically, the Teacher Education Department of the University of Jyvaskyla has had a central role in development of teacher education in Finland. The training sets used by all teacher training colleges and schools since 1912 have been abandoned with the introduction of the comprehensive school system in the 1970s. Over the years, the facilities, materials, tools, instruments, and machines available to teaching handicrafts have improved. Basic courses in technical handicrafts offered by Finnish teacher education institutions teach wood, metal, and plastic products. The latest trend in handicrafts teaching as part of general education is technology education. One objective is to help the pupil gain competencies needed in coping with everyday life, job assignments, and hobbies and to guide him or her towards post-compulsory education. (124 references) (YLB)
Published: 1999

36. Illinois Occupational Skill Standards: Metal Stamping Skills Cluster.

Author: Illinois Occupational Skill Standards and Credentialing Council, Carbondale.
Abstract: These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following components for each skill defined: performance area; performance skill; skill standard; and performance elements and assessment criteria. This publication contains skill standards for metal stamping occupations. The skill standards are grouped in the following areas: (1) quality control and inspection; (2) operation; (3) preventive maintenance; (4) quality control and inspection; and (5) set-up operations. Each area contains 1-14 standards. The following items are appended: glossary; lists of Illinois Occupational Skill Standards and Credentialing Council and Manufacturing Subcouncil members; Manufacturing Subcouncil Metal Stamping Skills Cluster Recognition Proposal; and a list of workplace skills. (KC)
Published: 1998

37. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 14: Automated Equipment Technician (CIM), of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Author: Texas State Technical Coll., Waco.
Abstract: This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the automated equipment technician (computer-integrated manufacturing, CIM) specialty area. It is organized in the following sections: (1) a profile of San Diego City College, the development center that produced these standards and curriculum; (2) an automated equipment technician competency profile of job duties and tasks; (3) a technician duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Manufacturing Metrics and Calculations; Teamwork Skills; Print Reading and Symbology; Manufacturing Processes; Industrial Programming Theory; Industrial Electronics/Electricity; Motion Control/Servo Systems; Fluid Power Technology; Programmable Logic Controllers; Industrial Machine Technology; and Flexible Manufacturing Systems/Robotics. Components of each syllabus are as follows: lecture, lab, and credit hours; course description; prerequisites; course objectives; required course materials; method of instruction; course objectives: technical competencies; and course objectives: SCANS competencies. Appendixes contain the individual competency profiles for each company surveyed by the MAST development center and narrative of the pilot program for this occupational specialty. (YLB)
Published: 1996

38. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 7: Industrial Maintenance Technology, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Author: Texas State Technical Coll., Waco.
Abstract: This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the industrial maintenance technology specialty area. (An industrial maintenance mechanic uses mechanical, pneumatic, hydraulic, and electrical skills to maintain, repair, and install equipment and machinery used in industry.) This volume is organized in the following sections: (1) a profile of Augusta Technical Institute (Georgia), the development center that produced these standards and curriculum; (2) an industrial maintenance mechanic competency profile of job duties and tasks; (3) an industrial maintenance mechanic duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Algebraic Concepts; Direct Current Circuits I; Industrial Maintenance Safety Procedures; Industrial Mechanics I; Introduction to Microcomputers; English; Alternating Current I-II, Pumps and Piping Systems; Industrial Hydraulics; Interpersonal Relations and Professional Development; Industrial Mechanics II; Industrial Pneumatics; Refrigeration Fundamentals; Metal Welding and Cutting Techniques; Lathe Operations I; and Industrial Maintenance-Mechanical Review. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. Two appendixes contain industry competency profiles and the pilot program narrative. (KC)
Published: 1996

39. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 15: Administrative Information, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Author: Texas State Technical Coll., Waco.
Abstract: This volume developed by the Machine Tool Advanced Skill Technology (MAST) program contains key administrative documents and provides additional sources for machine tool and precision manufacturing information and important points of contact in the industry. The document contains the following sections: a foreword; grant award letter; timeline for progress for the period October 1995 to September 1996; record of industrial assessment, including an industry-wide assessment of skills; dissemination/contacts for information and review, including a list of 47 industrial manufacturing associations and their addresses and a chart of Standard Industrial Classification and Dictionary of Occupational Titles codes that serve as an index to an industrial listing of industries, addresses, and telephone numbers; minutes of key meetings that provide insights into the skills standards development and curriculum update business; quarterly and annual reports of the program; and Internet applications and examples from the Internet that deal with MAST. A discussion of the partner occupational specialty assignments breaks out the primary and secondary responsibilities by center and specialty. Some practical evaluation models/tools are outlined and information on how to track industrial assessment efforts is provided. Evaluator reports are included. (YLB)
Published: 1996

40. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 13: Laser Machining, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Author: Texas State Technical Coll., Waco.
Abstract: This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the laser machining specialty area. It is organized in the following sections: (1) a profile of Springfield Technical Community College (Massachusetts), the development center that produced these standards and curriculum; (2) a laser machinist technician competency profile of job duties and tasks; (3) a technician duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Industrial Mathematics; Fundamentals of Industrial Electronics and Controls; Computer-Aided Design; Computer Numerical Control; Modern Optics; Laser Safety; Industrial Laser Systems; Computer-Aided Manufacturing; Metrology; and Laser Materials Processing. Components of each syllabus are as follows: lecture, lab, and credit hours; course description; prerequisites; course objectives; required course materials; method of instruction; course objectives: technical competencies; and course objectives: SCANS competencies. Appendixes contain the individual competency profiles for each company surveyed by the MAST development center and narrative of the pilot program for this occupational specialty. (YLB)
Published: 1996

41. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 11: Computer-Aided Manufacturing & Advanced CNC, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Author: Texas State Technical Coll., Waco.
Abstract: This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the computer-aided manufacturing and advanced computer numerical control (CNC) specialty area. It is organized in the following sections: (1) a profile of San Diego City College, the development center that produced these standards and curriculum; (2) a computer-aided manufacturing and CNC technician competency profile of job duties and tasks; (3) a technician duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Basic Principles of Machine Technology; Introduction to CNC and Electro-Discharge Machining (EDM); Introduction to CNC Verification and Communication; Introduction to Computer Aided Design/Manufacturing (CAD/CAM); Applications of CAD/CAM I; Introduction to CNC Controlled Vertical Machining and EDM; Application of CNC Controlled Vertical Machining and EDM; Advanced CAD/CAM; Application in Advanced CAD/CAM I; Introduction to CNC Controlled Turning; and Applications of CNC Controlled Turning. Components of each syllabus are as follows: lecture, lab, and credit hours; course description; prerequisites; course objectives; required course materials; method of instruction; course objectives: technical competencies; and course objectives: SCANS competencies. Appendixes contain the individual competency profiles for each company surveyed by the MAST development center. and narrative of the pilot program for this occupational specialty. (YLB)
Published: 1996

42. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 12: Instrumentation, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Author: Texas State Technical Coll., Waco.
Abstract: This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the instrumentation specialty area. It is organized in the following sections: (1) a profile of Augusta Technical Institute (Georgia), the development center that produced these standards and curriculum; (2) an instrumentation and technician competency profile of job duties and tasks; (3) a technician duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: College Algebra; Composition and Rhetoric I; Computer Programming Fundamentals; Engineering Graphics I; College Trigonometry; Technical Communications; Mechanics; DC Circuit Analysis; Differential Calculus; Electricity and Magnetism; AC Circuit Analysis I; Electronic Devices; Fluids, Heat, Sound, and Light; AC Circuit Analysis II; Digital Fundamentals; Electromechanical Devices; Control Systems; Microcomputer Fundamentals; Programmable Controllers; Motor Controls; Introduction to Process Control; Control Systems II; Distributed Control Systems; and Introductory Psychology. Components of each syllabus are as follows: lecture, lab, and credit hours; course description; prerequisites; course objectives; required course materials; method of instruction; course objectives: technical competencies; and course objectives: SCANS competencies. Appendixes contain the individual competency profiles for each company surveyed by the MAST development center and narrative of the pilot program for this occupational specialty. (YLB)
Published: 1996

43. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 10: Computer-Aided Drafting & Design, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Author: Texas State Technical Coll., Waco.
Abstract: This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the computer-aided drafting and design specialty area. It is organized in the following sections: (1) a profile of Moraine Valley Community College (Illinois), the development center that produced these standards and curriculum; (2) a computer-aided drafting and design technician competency profile of job duties and tasks; (3) a computer-aided drafting and design technician duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Composition I; Introduction to Computer Graphics; Introduction to Drafting; Technical Mathematics, Introduction to Machine Tools, Mechanical Detailing, Introduction to Computer-Aided Drafting; Drafting Seminar; Three-Dimensional Modeling and Rendering; Materials of Industry; Machine Elements; Tool Drafting; Hydraulics and Pneumatics; Trigonometric Functions; Mechanics, Heat, and Sound; Machine Design; Statics and Strength of Materials; Plant Engineering Drafting; Computer Assisted Design/Manufacturing Concepts; and Speech Fundamentals. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. Two appendixes contain industry competency profiles and the pilot program narrative. (KC)
Published: 1996

44. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 9: Tool and Die, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Author: Texas State Technical Coll., Waco.
Abstract: This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the tool and die maker specialty area. (A tool and die maker is a person who produces tools, dies, and special guiding and holding devices that are used in machine tools and to produce a variety of machined parts and products.) This volume is organized in the following sections: (1) a profile of Itawamba Community College (Mississippi), the development center that produced these standards and curriculum; (2) a tool and die maker competency profile of job duties and tasks; (3) a tool and die maker duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Machine Tool Technology; Introduction to Die Making Procedures; Fundamentals of Drafting; Introduction to Computers; Die Design I; Die Making I; Computer Numerical Control (CNC) Operations I; Principles of Computer Assisted Design (CAD); Die Design II; Die Making II; CNC II; Die Making III; CNC III; and Special Project. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. Two appendixes contain industry competency profiles and the pilot program narrative. (KC)
Published: 1996

45. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 8: Sheet Metal & Composites, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Author: Texas State Technical Coll., Waco.
Abstract: This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the sheet metal and composites specialty area. (A sheet metal and composites technician is a person who plans, lays out, cuts, fabricates, and joins sheet metal to produce a work piece to referenced engineering standards.) This volume is organized in the following sections: (1) a profile of Texas State Technical College, the development center that produced these standards and curriculum; (2) a sheet metal and composites technician competency profile of job duties and tasks; (3) a sheet metal and composites technician duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Bench Work and Layout; Precision Tools and Measurements; Industrial Specifications and Safety; Introduction to Metal Working Processes; Introduction to Plastics; Survey of Welding Processes and Applications; Sheet Metal Processing I; Plastic Materials and Testing; Manufacturing Processes; Computer Assisted Design/Manufacturing (CAD/CAM) I; Sheet Metal Processing II; Composites; and Sheet Metal Structures. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. An appendix contains industry competency profiles. (KC)
Published: 1996

46. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 6: Welding, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Author: Texas State Technical Coll., Waco.
Abstract: This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the welding specialty area. (A welder is a person who uses arc and gas, shielded metal arc welding (SMAW), gas metal arc welding, gas tungsten arc welding, brazing, metallurgy, and print interpretation to perform welding operations necessary to produce a workpiece to required standards.) This volume is organized in the following sections: (1) a profile of Moraine Valley Community College (Illinois), the development center that produced these standards and curriculum; (2) a welder competency profile of job duties and tasks; (3) a welder duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Basic Arc/Gas Welding I-II; Electrical Welding Circuits; Reading Welding Blueprints; Advanced SMAW and Cutting I-II; Metal Inert Gas (MIG), Tungsten Inert Gas (TIG), and Brazing I-II; Basic Welding Metallurgy; Individual Welding Problems I-II; Basic Pipe Welding I-II; and Visual Inspection of Welds. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. Two appendixes contain industry competency profiles and the pilot program narrative. (KC)
Published: 1996

47. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 5: Mold Making, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Author: Texas State Technical Coll., Waco.
Abstract: This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational speciality areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the mold making specialty area. (A mold maker is a high-level craftsperson who is responsible for the planning, layout, set-up, and operation of hand and machine tools to perform machining operations necessary to produce a workpiece to fine and precise engineering standards.) This volume is organized in the following sections: (1) a profile of Texas State Technical College, the development center that produced these standards and curriculum; (2) a mold maker competency profile of job duties and tasks; (3) a mold maker duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Machine Tool Practices (MTP) I; Drafting Principles; MTP II; Application Software; Introduction to Plastics; Survey of Welding Processes and Applications; Safety and Accident Prevention; Engineering Materials; Computer Assisted Design/Manufacturing (CAD/CAM) I; Mold Making I; Statics; Composites; Introduction to Computer Drafting; CAD/CAM II; Mold Making II; Strength of Materials; CAD/CAM III; Mold Making III; Mold Design and Maintenance; and Engineering Technology Project. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. An appendix contains industry competency profiles. (KC)
Published: 1996

48. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 4: Manufacturing Engineering Technology, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Author: Texas State Technical Coll., Waco.
Abstract: This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the manufacturing engineering technician specialty area. (A manufacturing engineering technician is a person who uses special knowledge and skills to recommend and implement solutions for specific manufacturing applications.) This volume is organized in the following sections: (1) a profile of Texas State Technical College, the development center that produced these standards and curriculum; (2) a manufacturing engineering technician competency profile of job duties and tasks; (3) a manufacturing engineering technician duty, task, and subtask outline; (4) a course curriculum outline and course descriptions; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies crosswalk. Individual syllabi for the following courses are provided: Machine Tool Practices I; Drafting Principles; Machine Tool Practices II; Application Software; Engineering Materials; Safety and Accident Prevention; Basic Fluid Power; Electrical Applications; Survey of Welding Processes and Applications; Computer Numerical Control (CNC) Machine Programming; Statics; Manufacturing Processes; Introduction to Computer Drafting; Computer-Assisted Design/Manufacturing (CAD/CAM) I; Tool Design I; Strength of Materials; CAD/CAM II; Computer Integrated Manufacturing; Quality Assurance and Statistical Process Control; and Engineering Technology Project. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. An appendix contains industry competency profiles. (KC)
Published: 1996

49. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 3: Machining, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Author: Texas State Technical Coll., Waco.
Abstract: This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume provides the MAST standards and curriculum for the machinist specialty area. (A machinist is a person who is responsible for the planning, layout, set up, and operation of hand and machine tools to perform machining operations necessary to produce a workpiece to referenced engineering standards.) This volume is organized in the following sections: (1) a profile of Texas State Technical College, the development center that produced these standards and curriculum; (2) a machinist competency profile of job duties and tasks; (3) a machinist duty, task, and subtask outline; (4) a course curriculum outline, course descriptions, and a list of capital equipment needed; (5) a technical workplace competencies and course crosswalk; and (6) a Secretary's Commission on Achieving Necessary Skills (SCANS) proficiencies course crosswalk. Individual syllabi for the following courses are provided: Machine Tool Practices I-IV; Precision Tools and Measurements; Industrial Specifications and Safety; Survey of Welding Processes and Applications; Manufacturing Processes; Introduction to Computer Numerical Control (CNC); and Advanced CNC. Each course syllabus includes the following: course hours, course descriptions, prerequisites, required course materials, teaching and evaluation methods, lecture and laboratory outlines, course objectives for technical and SCANS competencies, and suggested references. Two appendixes contain industry competency profiles and a pilot program narrative. (KC)
Published: 1996

50. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 2: Career Development, General Education and Remediation, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

Author: Texas State Technical Coll., Waco.
Abstract: This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related industries. This volume is organized in the following sections: (1) career development--information on establishing and operating career development centers that help students prepare for careers in the machining and machine tool industries; (2) career action plans--the methods and procedures for developing a career path in the industries for high school students, displaced workers, and employees who want to upgrade their skills; (3) career orientation modules--a 6-week or 180-hour self-paced introduction to the basic hand tools, practices, and equipment used in the machine tool and metal-working occupations; (4) sample internship agreement; (5) outlines of eight remediation courses (three reading, two English, and three mathematics) developed to raise students' skills and knowledge to the level necessary to succeed in college; (6) 11 general education courses (four English, three mathematics, one physics, and three psychology) to be offered in conjunction with the technical courses; and (7) MAST Remote Site and Industrial Model--guidelines for using the MAST technical curricula as a base in preparing customized training for industry customers to update the skills of current employees. Appendixes containing forms necessary to market, plan and implement, the MAST training model and sample training modules are included. (KC)
Published: 1996

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