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Teaching students to knowledgeably handle their personal finances is the central objective of the units presented in this curriculum guide. Included are four sections addressing budgeting, saving, spending, and credit. Each section includes a description of appropriate information to be presented, activity experiences intended to facilitate student participation and learning, titles of audiovisual materials relevant to the topic of concern, and suggested instructional techniques. Appended are course-related materials, including a personal finance pre-test, a budget plan form, a statement of expenses form, and an expenditure "pie" chart. (Author/JDS)

This manual was developed to provide a comprehensive curriculum guideline for post-secondary programs to train and upgrade teacher aides in reading. The manual's seven chapters deal with (1) an introduction to the North Carolina reading teaching technician program and a definition of terms used in the field; (2) an outline of the purposes, methods, procedures, and organization of the competency-based curriculum development project; (3) the role and function of curriculum advisory committees; (4) faculty and staff selection, certification, and faculty workloads; (5) facilities, equipment, and instructional aids including textbooks, visual aids, the library, and professional associations; (6) an outline of the teacher associate curriculum in reading, its purpose, the role of the teacher aide, career opportunities, and competencies plus abstracts of related and general education courses in the program; (7) course outlines for reading technical courses in the curriculum. Appendices present a list of the curriculum advisory committee members, a career opportunity survey instrument and results, equipment list and instructional materials, curriculum guidelines (job titles and descriptions, courses, competencies), and a curriculum model for the teacher associate program. (MB)

This manual was developed to provide a comprehensive curriculum guideline for postsecondary marketing and retailing programs. It contains competence-based materials and integrates the Interstate Distributive Education Curriculum Consortium (IDECC) Learning Activity Packages into the curriculum. The first of seven chapters in this manual presents an introduction to marketing and retailing program development in the North Carolina community college system. Chapter II outlines the purpose, methods and procedures of the competency-based curriculum development project, and includes an overview of the IDECC, and a summary of the design and results of a career opportunity survey. In Chapter III, the North Carolina secondary distributive education program is described. Chapter IV discusses the role and functions of curriculum advisory committees and student organizations. Chapter V deals with faculty and staff selection, certification, qualifications, and workloads. Suggestions for facilities, equipment, and instructional aids needed to implement a marketing and retailing program are presented in Chapter VI. A suggested two-year curriculum for marketing and retailing, competencies, course descriptions, course outlines, and abstracts are presented in Chapter VII. The manual is concluded with an annotated bibliography and appendices. (Author/MB)

This curriculum guide was designed for associate degree programs and/or options for real estate education in the North Carolina Community College System. Chapter I considers: (1) real estate education in the system; (2) definitions of terms; (3) the benefits of advisory committees; (4) the system's objectives for real estate education and the five-phase effort employed to attain these objectives; (5) state licensing requirements; and (6) employment opportunities within the state. After describing the purposes and need for a real estate program, Chapter II presents a quarter-by-quarter listing of the 28 real estate and related courses recommended by the Real Estate Curriculum Advisory Committee for a two-year curriculum. Course outlines are presented for real estate courses and abstracts are provided for related courses. Chapter III presents recommendations with respect to the selection, certification, real estate qualifications and work load of faculty and staff. Suggestions for facilities, equipment, textbooks, references, visual aids, library support, and professional association involvement are presented in Chapter IV. Chapter V is devoted to federal, state, and local laws regulating the real estate industry, and Chapter VI provides a directory of resource people. The manual concludes with a bibliography, sample forms, licensing regulations, job descriptions for 13 real estate occupations, and a questionnaire used in the curriculum project. (Author/AYC)

This curriculum guide for training preschool teachers in postsecondary institutions is based on the competency-based program developed by North Carolina's Department of Community Colleges. The curriculum is organized so that the individual can exit either at the completion of four quarters of study with a diploma or at the completion of the total curriculum with an Associate in Applied Science degree. Provided in the guide are a brief explanation of each step in the competency-based curriculum development process; a listing of competencies and criteria measures of job performance for child care directors and child care workers (the child care worker competencies are taken from the Child Development Associate (CDA) program); an analysis of job-related tasks; course descriptions; information on program implementation; and the career opportunity survey instrument and task survey instrument used in developing the curriculum. Also included is an overview of preschool centers and preschool education in North Carolina. (Author/JA)

This manual represents the results of a North Carolina Department of Community Colleges project to develop a comprehensive teacher aide curriculum for two-year colleges emphasizing the development of competencies. Chapter I examines the history of teacher aide instruction in North Carolina, delineates the objectives of the advisory board charged with developing the curriculum, and defines terms. Chapter II presents a rationale for the project, reviews related research in competency-based curriculum development, and delineates project methods and procedures. Chapter III summarizes the findings of a statewide survey of teacher aide career opportunities in North Carolina. It also outlines the tasks performed by individuals in these positions, the skills required of them, and desirable training and experience. Chapter IV contains the curriculum guide, which includes: a statement of objectives; a list of required competencies and associated criterion measures; and course abstracts that identify prerequisites, summarize course content, and list suggested references. Chapters V, VI, and VII describe the role of teacher aide curriculum advisory committees; required faculty and staff qualifications; and requirements for facilities, equipment, instructional materials, library support, and liaison activities with educational associations. Finally, Chapter VIII describes North Carolina's secondary home economics programs, which include a teacher aide component. (JP)

This business administration curriculum is designed to prepare an individual for entry into middle-management occupations in various businesses and industries. The first two chapters in the manual give an overview of business administration in the North Carolina community college system and the competency-based curriculum development project from which the curriculum was derived. Chapter 3 comprises the bulk of the manual and presents the actual curriculum. The first part of this chapter describes the purpose and need for a business administration curriculum, then provides basic business functions performed in management, a listing of standard and specific job competencies and criteria measures, a curriculum model, and course descriptions. The final chapter provides general guidelines for program implementation including a discussion of advisory committees, faculty, facilities and equipment, and references. Appended materials include the career opportunity survey instrument and results and the task survey instrument and results. (LRA)

This curriculum guide was designed to assist in the development of associate degree programs and/or options for real estate education in North Carolina community colleges. The real estate education program prescribed by this guide spans six academic quarters. The 28 courses listed cover such subject areas as real estate fundamentals, human relations, real estate law, architectural materials and methods, sales and brokerage, marketing, business communication, appraisal, investment and taxation, land use policy and government influence on real estate, and business management. Each course in the curriculum is both outlined and presented in detail, to include: the course description, class and laboratory hours per week, quarter hours credit, prerequisites, major divisions of course content, course objectives, suggested textbooks, and mode of evaluation. A detailed list of course objectives follows: for each objective, a content outline, suggested activity experiences (including readings), and evaluation criteria are given. General bibliographies are included for each course. Staffing and facility requirements, and other considerations in program development are discussed in concluding chapters. Overall, the curriculum is designed to meet the licensing requirements prescribed by the North Carolina Real Estate Licensing Law. (JDS)