Model
Digital Document
Publisher
Florida Atlantic University
Description
The Distributive Education program has its roots in
both educatio and distribution. This environment encompasses
Distributive Education as an educational service to
marketing and distribution. Distributive Education has as
one of its purposes a commitment to teach the skills and competencies
needed for employment of secondary and post-secondary students for careers in marketing and distribution.
In the past few years Distributive Education has seen the
advent of the Interstate Distributive Education Curriculum
Consortium (IDECC). This study dealt with an analysis of 76
jobs in distribution and the creation of Learning Activities
Packages (LAP's) that would develop 983 technical competencies
needed to master the 76 jobs. The competency areas developed included: advertising, communications, display, human
relations, mathematics, merchandising, operations and management,
product and service technology, and selling.
Related to all other areas of instruction and to all competencies
needed in distributive employment are certain economic
understandings. These understandings should facilitate the distributive process by serving as a basis for management
decisions and by enabling employees to comprehend the reasons
for certain processes and procedures. The economic understandings
and concepts have never been integrated into the
IDECC system.
The purpose of this project is to integr ate economic
understandings and concepts of our free enterprise system into
the Learning Activity Packages of the Intersiate Distributive
Education Curriculum Consortium.
This study proves conclusively that a Distributive Education
student needs some knowledge of economic understandings
and concepts. He does not need to be extensively exposed to
economics in the form of the focus of a course but should
know those economic concepts which are necessary to master the
983 technical competencies in the IDECC system and which will
enable a Distributive Education student to perform adequetely
as an employee entering a job area in the field of marketing and
distribution.
The highlights of this study are a complete list of economic concepts which a Distributive Education student should know,
and a competency - concept matrix which matches each competency
in the IDECC system with an economic concept.
both educatio and distribution. This environment encompasses
Distributive Education as an educational service to
marketing and distribution. Distributive Education has as
one of its purposes a commitment to teach the skills and competencies
needed for employment of secondary and post-secondary students for careers in marketing and distribution.
In the past few years Distributive Education has seen the
advent of the Interstate Distributive Education Curriculum
Consortium (IDECC). This study dealt with an analysis of 76
jobs in distribution and the creation of Learning Activities
Packages (LAP's) that would develop 983 technical competencies
needed to master the 76 jobs. The competency areas developed included: advertising, communications, display, human
relations, mathematics, merchandising, operations and management,
product and service technology, and selling.
Related to all other areas of instruction and to all competencies
needed in distributive employment are certain economic
understandings. These understandings should facilitate the distributive process by serving as a basis for management
decisions and by enabling employees to comprehend the reasons
for certain processes and procedures. The economic understandings
and concepts have never been integrated into the
IDECC system.
The purpose of this project is to integr ate economic
understandings and concepts of our free enterprise system into
the Learning Activity Packages of the Intersiate Distributive
Education Curriculum Consortium.
This study proves conclusively that a Distributive Education
student needs some knowledge of economic understandings
and concepts. He does not need to be extensively exposed to
economics in the form of the focus of a course but should
know those economic concepts which are necessary to master the
983 technical competencies in the IDECC system and which will
enable a Distributive Education student to perform adequetely
as an employee entering a job area in the field of marketing and
distribution.
The highlights of this study are a complete list of economic concepts which a Distributive Education student should know,
and a competency - concept matrix which matches each competency
in the IDECC system with an economic concept.
Member of