DOCUMENT RESUME

ED 118 936 CE 006 504

TITLE Career Education...A New Emphasis for UtahSchools.

INSTITUTION Utah State Board of Education, Salt Lake City.SPONS AGENCY Bureau of Adult, Vocational, aid Technical Education

(DHEW /OE) , Washington, D.C.PUB DATE Jun 73GRANT OEG-0-71-4457(357)NOTE 21p.; Photographs will not reproduce in microfiche

EDRS PRICE MF-$0.83 HC-$1.67 Plus PostageDESCRIPTORS *Career Education; Community Involvement;

*Educational Objectives; *Educational Programs;*Program Development; Program Planning; SchoolCommunity Cooperation; State Boards of Education;State Programs; State School District Relationship;*Statewide Planning; Teacher Education

IDENTIFIERS *Utah

ABSTRACTThe publication is a result of the Utah State Board

of Education's task force efforts and provides an overview of theState's career education projects and activities. It describes theposition of the State Board of Education and its role in assistingthe implementation of local programs of career education. Adefinition of career education and an operational philosophy ispresented and the major components and seven basic goals of careereducation are identified. It is asserted that the chief benefits ofcareer education will be realized only when articulated programs havebeen developed on a K-adult basis and career education has become avital part of the activities carried out by every teacher in theState. It is also proposed that teacher education be an on-goingprocess using inservice teacher orientation. Also discussed is thedevelopment of career education teaching methods and careercurriculum planning with a built-in evaluation system. In aconcluding section on community involvement, it is suggested thatplanning and developing district career education programs shouldinvolve representatives from the guidance areas, all curriculumlevels, and representatives from many segments of the community--theworld of business, industry, and labor. (Author/BP)

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Career E

ducation...A

New

Em

phasis for Utah Schools

UT

AH

STA

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BO

AR

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Utah State B

oard of Education

1400 University C

lub Building

136 East South T

emple, Salt L

ake City, U

tah 84111

JOH

N L

. OW

EN

, Chairm

an / District 4, W

ellsvilleM

RS. E

STH

ER

R. L

AN

DA

, Vice C

hairman / D

istrict 2, Salt-Lake C

itySH

EL

DO

N S. A

LL

RE

D / D

istrict6,

PriieiJE

SSE A

ND

ER

SON

/ District 4, O

gdenM

RS. L

ILA

B. B

JOR

KL

UN

D / D

istrictA'Salt L

ake City

WIL

LIA

M W

. CA

NN

ON

/ District 1, Salt L

ake City

A. G

LE

NN

CH

RIST

EN

SEN

/ District 2, K

earnsST

EPH

EN

L. G

AR

RE

TT

/ District 7, C

edar City

MA

RIO

N J. (SA

M) H

AN

SON

/ District 3, Salt L

ake City

RE

UB

EN

D. L

AW

/ District 7, St. G

eorgeW

. RO

BE

RT

WR

IGH

T / D

istrict 5, Bountiful

WA

LT

ER

D. T

AL

BO

T, E

xecutive Officer

LaPR

EA

L W

. LU

BL

IN, Secretary

Cagier

Education, Steering C

omm

itteea

k

LE

RU

E W

ING

ET

,. Chairm

an / Deputy Superintendent, O

ffice of InstructionServices

VA

UG

HN

L. H

AL

L / D

eputy Superintendent, Office of A

dult,V

ocational and Rehabilitation Services

JEN

NIE

W. 1(E

AR

64 Media C

urriculum C

oordinatorV

ER

E A

. McH

EN

RY

/ AdM

inistrator, Division of Instructional Support

Services

AV

AR

D A

. RIG

BY

/ Adm

inistrator, Division of A

dult Education and T

rainingG

. MO

RR

IS RO

WL

EY

/ Adm

inistrator,D

ivision of General E

ducationW

ILL

IAM

M. T

IMM

INS / D

irector, Interstate ProjectsW

AL

TE

R. E

. UL

RIC

H / A

dministrator, D

ivision of Vocational and T

echnicalE

ducation

Cafeei E

ducation Task Force

R. L

YN

N JE

NSE

N, C

hairman / N

ext Step Coordinator

R. E

LW

OO

D PA

CE

/ Coordinator, Pupil Services and Special

Education

FER

RIN

D. V

AN

WA

GO

NE

R / C

oordinator, Secondary Education

JED

W. W

ASD

EN

/ Coordinator, D

istrict Programs

Foreword

Few, if any, of the new

er concepts ineducation w

ithin recent years have caughtthe fancy of educators and the lay publicalike as intensely as has the concept ofcareer education. W

hile the general concepthas been w

idely embraced, the conceptual

framew

ork is underdeveloped and in facthas generated a good deal of discussionand controversy. T

o this point, educatorshave not been able to settle upon a com

mon

definition for career education.For the past several m

onths a taskforce of professional staff from

the Office

of the State Board of E

ducation has beenw

orking to define career education in sucha w

ay that it can be translated into work-

able programs and w

ill have the effectof transform

ing the system into som

ethingbetter. T

his publication is a result of taskforce efforts and m

akes considerable progressin bringing personnel in the O

ffice of theState B

oard and educators across the statecloser together in a com

mon understanding

of career education. In addition to a defi-nition, an "operational philosophy" hasbeen developed and m

ajor components and

goals have been identified. The efforts of

the task force have further resulted in agreater understanding of the interrelatednessof vocational training, academ

ic education,and special educational services.

The contents of this publication should

provide a firm foundation upon w

hicha com

prehensive articulated program of

career education can be built. Num

erous

projects and activities are already underway

to develop a program of career education.

Under the auspices of the State B

oard ofE

ducation, and with considerable initiative

on their own, every local education agency

in Utah has to som

e extent entered intocareer education program

ing and planning.H

owever, there rem

ains a great dealof w

ork to be done. At the present tim

ecareer education curriculum

development

activities are highly fragmented and large

areas of the program rem

ain undeveloped.T

he chief benefits of career education will

be realized only when articulated program

shave been developed on a K

-Adult basis

and career education has become a vital

part of the activities carried out by everyteacher in the state.

The im

plementation of career education

in local education agencies requires anextensive involvem

ent with the com

munity,

perhaps more so than any other education

program has previously required. Planning

and developing district career educationprogram

s should involve representativesfrom

the guidance area, all curriculumlevels, and representatives from

many

segments of the com

munity at largethe

world of business, industry, and labor.

All school levels need to be included in the

process. The State B

oard of Education has

developed a Guide for the Im

plementation of

Career E

ducation in a Local E

ducation Agency w

hichis available upon request. T

his guide pro-vides a sim

ple step-by-step process (andexam

ples) to assist in planning and imple-

menting a local program

of career education.W

hile itvil I take tim

e and considerableeffort to carefully plan and develop such

a program, the State B

oard of Education

believes that when the concept of career

education is fully implem

ented the educa-tional system

will have been significantly

improved.A

ccordingly, the Office of the State

Board has been organized to facilitate the

development of career education. M

anyof the financial resources and personnel ofthe O

ffice will be com

mitted to the orderly

development and m

anagement of this

emerging program

.It is m

y earnest desire that the localeducational agencies of the state 'com

mit

themselves to career education and join w

ithus in w

hat we believe to be a m

ost worth-

while endeavor.

Dr. W

alter D. T

albot, Erecutive O

fficer

Public S

ervice

Environm

ent

Agri-business

andN

aturalR

esources

Marketing

andD

istribution

Manufacturing

Hospital,ty

andR

ecreation

Personal S

ervices

Fine A

rtsand

Hum

anities

Businessand

Office

Career E

ducation... A new

emphasis for all

While career education is receiving increasing

attention in educational circles, the conceptis far from

new. Preparing people for occu-

pational success has always been one of

the many goals of our educational system

.H

owever, there is now

evidence thatthe public feels m

ore attention must be

given to directly preparing individuals forentry into the w

orld of work. A

recentH

arris poll revealed that parents considercareer education to be im

portant becauseit can help individuals get better jobs andearn m

ore money.

The concept of career education does

not ignore the other vitally important

components of hum

an development, but

it seeks help from Pall facets of the total

education program in preparing the indi-

vidual for success in his chosen career.T

o accomplish this goal, com

bined effortm

ust be made by the com

munity, schools,

and parents to provide career development

experiences that are closely allied with

life and with the w

orld of work. Individuals

must be given opportunity to w

ork andrender real and m

eaningful service to thesociety in w

hich they live.M

any components of career education

are already contained in instructionalprogram

s currently offered in Utah. O

fthese, som

e represent pilot projects underthe direction of the State B

oard of Educa-

tion, while others are outgrow

ths of theefforts of educational leaders at the locallevel. A

ll these efforts need to be correlated,and w

here desirable and feasible, made

education

a part of local career education programs.

These program

s should be continuallyevaluated and altered to stay current w

iththe lifetim

e career needs of the individualin an ever-changing society.

In line with this goal, D

r. Walter D

.T

albot, Utah State Superintendent of Public

InstructiOn, appointed an interdivisional

task force to develop a plan for working

with all other educational agencies in

implem

enting career education programs

in the state of Utah. A

Career E

ducationSteering C

omm

ittee at the administrative

level was also created to give guidance

to the Task Force efforts. Specifically, the

Steering Com

mittee and T

ask Force were

charged with clarifying the position of

the Utah State E

ducation Agency w

ithregard to career education and its im

ple-m

entation, and with developing a process

model for educational agencies to use in

planning career education programs at the

local level.

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What Is C

areer Education?

Few concepts introduced on the A

merican

education scene have- met w

ith as much

discussion and controversy as has careereducation. W

hile it has met w

ith almost

instant nationwide acclaim

, it has at thesam

e time, m

eant a variety of thingsdependent upon the locale and one's pointof view

. For many, career education has

meant nothing m

ore than a new nam

e forvocational education, career guidance, orfor total education.

In the words of Superintendent T

albot,"If career education is to becom

e more than

merely hanging a new

sign on the doorand going about our business as usual, w

ehave to com

e to grips with the issue of

what w

e mean by career education in U

tah.C

an we agree on a definition and can w

e,as m

any elements in society, go dow

n theroad together?"

Nationw

ide, there are many varying

opinions on the meaning of career education

as it applies to the educational program.

In the handbook on career education, Career

Education: W

hat It Is and How

to Do It, developed

for use at a number of regional conferences

sponsored by the United States O

ffice ofE

ducation, we find the follow

ing statement:

The term

-career education" seems to have generated

two contrasting confusions. Som

e have thought it nothingbut another nam

e for vocational education. Others

see in it a threat to absorb all of education into a single-focused occupational pursuit. T

hese two m

isconceptionsare com

bined in those who fear-that career education

is but a device to "vocationalize" what they value as

"general- or "academic- or "liberal" education. T

hesem

isconceptions and fears must be dispelled. If the prinw

rypurpose of a "liberal- education is to help a studentdiscover him

self in relationship to his society, how can

the role of work and careers not be included? O

n theother hand, there is m

uchOf value in education w

hich isnot and should not be career oriented. A

s an imagery,

it is as if a variety of monitors w

ere installed within

the education system. O

ne representing the careerobjective w

ould comb the entire education experience to

identify those segments w

hich could usefully contribute

to career success. Other m

onitors would have the sam

eassignm

ent for citizenship, culture, family life, self-

awareness, and other education objectives. N

one would

compete, all w

ould cooperate, and each objective would

be strengthened by pursztif and achievement of flu, others.

At the sam

e time, m

uch of career education will occur

outside the formal education system

(as, indeed, much

education does).

In an attempt to identify those parts

of education directly related to meeting the

new thrust for gainful occupational prepara-

tion, and yet not to disregard the othereducational objectives so vitally im

portantto the total developm

ent of the individual,the follow

ing definition is submitted:

Career education is defined as those

parts of the educational. system focused on

providing the individual with the skills,

understandings and values necessary forobtaining and succeeding in gainful occu-pations in w

hich the individual makes his

livelihood, and in the useful occupationof hom

emaking.

The Position of T

he State Board of E

ducation

Career E

ducation is defined as thoseparts of the educational system

focused onproviding the individual w

ith the skills,understandings and values necessary forobtaining and succeeding in gainful occu-pations in w

hich the individual makes his

livelihood, and in the useful occupationof hom

emaking. C

areer Education begins

in grade one or earlier and continuesthrough the adult years. C

areer Education

extends beyond the school and utilizes theentire com

munity as a resource for career

development. In this context, C

areer Educa-

tion is not separate and apart from total

life education, but is a correlated, integralpart of all hum

an development. It calls

for a united effort of the school andcom

munity to help all individuals becom

efam

iliar with the values of the w

ork-oriented society; to integrate these valuesinto their lives; and to im

plement them

insuch a w

ay that work becom

es useful,m

eaningful and satisfying.It is the B

oard's position that the Career

Education concept be im

plemented through

the following program

s:

The kindergarten through

sixth grade curriculum w

illinclude career aw

arenessdealing w

ith the development

of .prop_er attitudes, appre-ciations, and understandingsin the W

orld of Work.

1

The junior high or m

iddleschool curriculum

will focus

Ion career orientation andexploration w

ith continueddevelopm

ent of foundationskills and attitudes. A

t thislevel, students w

ill haveopportunity for indepth exploration ofdifferent job fam

ilies and to acquire infor-m

ation about themselves, their interests

and talents and how these can be transferred

into career opportunities.

4f0T

he senior high curriculumw

ill provide for the extensionand expansion of program

sidentified in the elem

entaryand junior high and forappropriate career specializa-tion and support program

s.A

student should identify a tentative careergoal as a m

atter of record and within his

senior high experience, will be given oppor-

tunity to devote the time necessary to m

eethis career needs in a chosen area ofconcentration. T

he offerings of the schoolw

ill be broad enough to provide learningin a w

ide range of occupational fields with

support of interrelating classes. The school

will provide optim

um opportunities for

students to engage in work experience

activities.

,,.1T

his may include entry-level

At high school graduation

or at the time a person leaves

school, each student will be

assisted by the school systemin being successfully placedat the next step of his choice.

employm

ent, military service, technical

school, college, homem

aking or any othertem

porary or permanent goal identified by

the student under wise counseling at the

school. Such a step requires school personnelto provide for follow

-up to ascertain theeffectiveness of the school program

.

5retraining

Programs of study at adult

and postsecondary levels will

be tailor-made to each student's

interests and needs. Course

content of subject matter w

illallow

for varied career appli-cations or w

ill providefor specific job needs.

It is the position of the State Board

that Career E

ducation will be a m

ajor thrustof the total public education system

fromthe kindergarten through secondary, post-secondary, and adult levels. T

he StateE

ducation Agency w

ill provide the leader-ship necessary for developm

ent andim

plementation of the C

areer Education

concept.

.m4

The R

ole of Career E

ducation in the Fulfillment of U

tah Goals for E

ducation

The educational program

, including thatcom

ponent defined as career education, isvitally concerned w

ith the total development

of each individual within its jurisdiction.

Because it helps him

achieve financialsuccess and also achieve other personalgoals vital to his happiness and w

ell-being,career developm

ent is an important part

of each person's life.C

areer education prepares the studentfor successful entry as a w

orker in societyand helps him

live a more productive and

meaningful life; therefore, it cannot be

ignored in any part of the educationalsystem

. The college degree no longer can

be considered the best and most secure

way to prepare for occupational success.

The im

portance of all kinds and levels ofw

ork must be stressed in the school

curriculum.

Concern for the dignity and w

orth ofeach individual is exem

plified in the new"U

tah Goals for E

ducation." Career" educa-

tion, properly conceived and implem

ented,w

ill help make the proposed goals becom

ereality in the lives of the people of thisstate. T

he goal statements w

ere derivedfrom

the "Designing E

ducation for theFuture" conferences involving students,educators, parents, professional and non-professional persons from

all segments of

society. While developed prior to the present

thrust for career education, most of the goal

statements established are directly related to

components of a career education program

.T

he state educational objectives designvisualizes the exposure of students to aseries of student-teacher planned learningexperiences based on assessed individual

and societal needs. The activities m

ustbe real to life, individually paced, andaccepted by the.student as his personalgoals. W

hile engaged in these personalizedexperiences, students w

ill be: (1) developingpow

er to use knowledge and practice m

an-agem

ent skills, (2) developing essentiallearnings, understandings, attitudes, skills,and ,habits necessary to function w

ell insociety, (3) m

otivated toward continued

learning, (4) provided with opportunities

for choices and branching from one interest

to another, (5) provided with successful

experiences, and (6) provided with oppor-

tunities for basic value development. A

sa part of educational experience, eachindividual w

ill be developing a good self-im

age, learning to interact with other

persons, learning to understand the natureof social structure, gaining an understandingof his relationship to his environm

ent, andlearning to express his feelings aesthetically.

If conceived and implem

ented correctly,each learner w

ill be moving at his ow

nrate tow

ard social, aesthetic, environmental,

productive, physical, emotional, ethical,

and intellectual maturity and the final

goalthat of being a rationale, effective,affective hum

an being.G

oals and objectives for career educationdeveloped by local school districts andother educational agencies should be inharm

ony with the genera/ goals for educa-

tion of the Utah State B

oard of Education.

We believe that...

Because there is dignity in all

honorable and honest work,

Because career education is an

important part of total life

education,

educators should provide a learningclim

ate-in which the vocational-technical

and professional skills are given equalim

portance.

all facets of the educational system should

cooperate to help the individual become

a gainfully employed and productive

human being.

Because educational system

sthere m

ust be total romm

uity, home,

cannot assume sole responsibility

and school involvement if career education

for career education,program

s are to be succesqully implem

ented.

Because all individuals w

ill beengaged in selecting one, or asuccession of gainful occupationsas a part of seeking personalfulfillm

ent,

career education must be m

olded everyhum

an being throughout life.

Because career education is a

lifelong developmental process,

Because career education is

directly related to fulfillment of

the unique needs, desires andaspirations of every hum

an being,

Because an accurate appraisal

of personal strengths and limita-

tions is a prerequisite to making

a wise choice of occupations,

Because all education should

have as its goal the total devel-opm

ent of the child,

educators must provide learning experiences

for attitude formation, orientation,

exploration and skill development w

hichbegins in early childhood and extend,:through the life of the individual.

educators must design hum

anizoi learningexperience's for ea,11 individual that arehighly personalized and com

patible with

his abilities and interests.

the edit, amnia' system

must assist

indr, :dual to understand hisand m

icreqs

tourse conic Id or learlIMS eX

perien:eS'

ShMild be related to life, now

, and futureoccupational theites; and curriculum

must

Income ore 11111L

tic111411 for those students.

who desire early occupational entry.

Because career choices w

ill beeducators m

ust provide students and parentsm

ade by the individual, influenced with the necessary inform

ation, decisionby his parents and others,

making skills, and understandings for the

student to make w

ise choices.

Because conditions and circum

-stances beyond the control of theindividual m

ay interfere with

his educational progress,

Because the educational system

will be held increasingly account-

able for an instructional programw

hich prepares individuals forgainful em

ployment,

the educational program m

ust be flexibleenough to m

eet the career needs of disad-vantaged and/or handicapped individuals.

educators must accept a proportionate

share of 11w responsibility for preparing and

placing each individual at the next step mcareer developm

ent.

Because the student w

ho haseducators 'should attem

pt to provide thesebeen involved in real w

ork experi- kinds of experiences tor each individualences, or even in sim

ulatedaccording to his needs and desires.

experiences, is more likely to

make a successful

v into thew

orld of work,

Because the classroom

teacheris in a key position to providecareer guidance,

preservice and in-service education shouldassist teachers in acquiring the necessarycom

petency to aid students in recognizingcareer opportunities.

Because technical assistance in

preservice and in-service training must

occupational guidance is the prime assist hinz in acquiring the com

petenciesresponsibility of the counselor,

necessary to assume a leadership role in

implem

enting career guidance and m contrib-

uting to other aspects of career education.

Basic G

oals of Career E

ducation

'Before the concepts set forth in the docum

entcan lead to a functional career educationprogram

, a strategy or procedure for coor-dinating the existing school system

with

career education components m

ust bedesigned. T

he components of career educa-

tion and the goals of each component as

identified by the Career E

ducation Task

Force and approved by the SteeringC

omm

ittee are as follows:

1. GO

AL

: Individuals will develop a sense

of self-worth and a positive attitude tow

ardothers.2. G

OA

L: Individuals w

ill develop agrow

ing awareness of career opportunities

throughout the educational system.

3. GO

AL

: Each individual w

ill understandthe operation of the econom

ic systems of

our society and factors related to the national,local and individual econom

y.4. G

OA

L: E

ach individual will acquire

a knowledge of the skills necessary to

function in a variety of career choices.5. G

OA

L: Individuals w

ill learn the stepsin decision m

aking and how to effectively

plan for career development in an inform

edand responsible w

ay.6. G

OA

L: E

ach individual will develop

the necessary competencies for entry-level

employm

ent in a career or careers ofhis choice.7. G

OA

L: Individuals w

ill be able todem

onstrate the competencies necessary

to acquire employm

ent, be successful onthe job and continue to advance in thecareer of their choice.

2.7.

3.

1.

)6.

4.5.

111.,

1.

Understanding O

neself and Relationship

Career O

rientation and Information

with O

thers

GO

AL

: Individuals will develop a sense

of self-worth and a positive attitude

toward others.

Each individual w

ill:1. V

iew him

self as a worth-w

hile person.2. R

ecognize his importance as a w

orthym

ember of a group.

3. Understand w

hy comm

unity success isdependent upon productive individualw

orkers.4. R

ecognize his own strengths and w

eak-nesses and how

others differ from him

.5. D

evelop attitudes and personal charac-teristics necessary in getting, holding, andadvancing in a chosen career.6. R

ecognize the importance of all honorable

occupations.7. U

nderstand the contribution a chosencareer can m

ake to personal fulfillment and

life style.8. R

ecognize that career selection shouldbe related to individual interests and abilities.9. U

nderstand the relationship of careersuccess to the w

elfare of the family.

10. Recognize that service rendered should

be equal to pay received.

GO

AL

: Individuals will develop a grow

ingaw

areness of career opportunities throughoutthe educational program

.

Each individual w

ill:1. B

e able to identify occupations in thecom

munity.

2. Acquire inform

ation about many occupa-

tions outside the imm

ediate environment.

3. Be able to identify the various clusters

of occupations.4. G

ain an understanding of life stylesassociated w

ith occupations in variouscultures.5. Identify the careers available to himaccording to his interests and abilities.

6. Explore several career clusters through

hands-on activities, field trips, comm

unica-tion w

ith workers, etc.

7. Select and work in an occupation w

ithina chosen cluster.

Econom

ic Aw

areness andC

onsumer C

ompetency

GO

AL

: Each individual w

ill understandthe operation of the econom

ic systems of

our society and factors related to thenational, local and individual econom

y.

Each individual w

ill:1. D

evelop an understanding of the need forw

ork and exchange of goods and services.2. A

cquire a knowledge of our m

onetarysystem

.3. A

chieve economic understandings and

consumer com

petencies necessary tom

anage resources wisely.

4. Understand the law

of supply and demand.

5. Have know

ledge of the economic rew

ardsat different occupational levels.6. D

evelop concepts of economic potential

the cost of preparing for an occupation inrelationship to expected incom

e.7. U

nderstand how investm

ents, interests,insurance, savings, etc., can contribute topersonal and anticipated career incom

e.8. U

nderstand the functions of financialinstitutions in a capitalistic society.

4.Career Skill E

xplorationD

ecision Making and Planning

GO

AL

: Each individual w

ill acquirea know

ledge of the skills necessary tofunction in a variety of career choices.

Each individual w

ill:1. H

ave opportunity to become acquainted

with the skills necessary to be successful

in a variety of occupations.2. H

ave continued exposure to the expec-tations of prospective em

ployers.3. H

ave opportunity to view him

self as aw

orker in various occupations.4. Participate in on-site visits, view

work

activities in progress and comm

unicate with

workers in various occupations.

5. Identify particular attitudes and abilitiesnecessary to achieve success in variouscareer clusters.6. B

ecome acquainted w

ith the "tools ofthe trade" in chosen career clusters.

GO

AL

: Individuals will learn the steps

in decision making and how

to effectivelyplan for career developm

ent in an informed

and responsible way.

Each individual w

ill:1. U

nderstand how career success is related

to establishing goals and objectives andrecognize that all planned behavior is goaloriented.2. L

earn the importance of establishing

personal goals based on an understandingof his ow

n potential.3. A

ccept responsibility for choosing,getting and holding a job.4. G

ain a knowledge of the com

ponentsof the decision m

aking process.5. U

se the decision making m

odel indeveloping his career goals.6. D

evelop the ability to make, carry out,

and evaluate both short and long range goals.7. Identify and com

prehend factors which

may have relevance for one's career decisions.

S. Recognize the need of constant re-evaluation

of career decisions and methods selected

for reaching one's goal.'9. D

evelop a realization that career decisionsare increasingly irreversible or reversibleonly at som

e cost of time, effort, and m

oney.10. B

ecome aw

are that most goals m

aybe accom

plished in a variety of ways:

11. Identify and utilize systematically valid

sources of occupation information.

12. Understand that educational decisions

may have an im

portant impact on career

opportunities available to an individual.13. D

evelop criteria by which occupations

or other career activities may be judged

for their appropriateness in meeting life-

career goals.14. Prepare for constantly changingem

ployment trends, w

ork roles, and jobm

obility.15. M

ake appropriate use of interest inven-tories, tests, and counseling to assist ineducation and career decision m

aking.

ICI

6.7,

Specific Skill Developm

entPlacem

ent, Stability, Advancem

entand A

pplication

GO

AL

: Each individual Ivill develop the

necessary competencies for entry-level

employm

ent in a career or careers of hischoice.

Each individual w

ill:1. B

e engaged in learning specific job entryskills, if he so desires, prior to or uponterm

ination of high school.2. D

evelop skills, knowledge, com

petenciesand attitudes necessary for entry in the laborm

arket or for next steps such as technicalschools, universities, or fam

ily life.3. B

e provided with practical on-the-job

work experience w

herever possible.4. H

ave available re-entry into the educa-tional system

for further occupational trainingat any tim

e in his life.

GO

AL

: Individuals will be able to dem

onstratethe com

petencies necessary to acquireem

ployment, be successful on the job and

continue to advance in the career oftheir choice.

Each individual w

ill:1. D

emonstrate specific job entry skills in

the occupation of his choice.2. Possess the characteristics necessaryto be a productive em

ployee.3. U

nderstand how to utilize em

ployment

agencies in obtaining placement including

both those in the school and comm

unity.4. D

emonstrate the ability to w

orkharm

oniously with fellow

workers and

relate well w

ith those in authority over him.

5. Possess the personal qualities such asinitiative, loyalty, dedication, dependability,and leadership w

hich will aid him

in advance-m

ent on the job.6. Possess attitudes w

hich will allow

himto be flexible and capable of takingadvantage of advancem

ent opportunitiesas they arise.

Teacher E

ducation

The success or failure of career education

will depend to a great extent upon the

teacher's expertise in incorporating careerconcepts into the curriculum

. Teachers

must be deeply involved in planning for

career education. They m

ust thoroughlyunderstand the philosophy behind thecareer education concept and becom

pletelyfam

iliar with the scope and sequence of

the proposed program. T

ime m

ust be made

available for in-service teacher orientation,developm

ent of career education teachingm

ethods, and career curriculum planning

with a built-in evaluation system

. Teacher

education will need to be an on-going

process to keep up with a rapidly changing

technOlogy and its resultant effect on the

kinds of occupations available.

If career education is to succeed:1. T

eachers and other staff mem

bers will

have to believe in the career concept andaccept the attitudes and prem

ises uponw

hich it is based.2. T

eachers and all others concerned with

implem

enting the program m

ust be knowl-

edgeable about state and district curriculumgoals.3. T

eachers must develop the com

petenciesand understandings needed in planningand presenting career opportunity infor-m

ation related to the subjects which they

teach.

4. Teachers m

ust become engaged in

experiences which w

ill familiarize them

with the career im

plications of theirsubject m

atter.

5. Teachers w

ill have to be provided with

instruction in the use of a great variety ofm

edia and materials designed to be used in

career education..6. T

eachers will have to learn how

tointeract w

ith and expeditiously use com-

munity and hum

an resources available forcareer education.

Teacher preparation institutions w

ill needto change. T

hey must w

ork closely with

career education planners in identifyingteacher com

petencies needed to effectivelyim

plement career education in the educa-

tion systems of A

merica.

Com

munity Involvem

ent

It is a foregone conclusion that most

schools do not possess the staff, facilities,and curricula resources to provide allstudents w

ith an adequate and realisticexposure to the w

orld of work.

Career education is m

ore than a coop-erative program

in which the schools and

local business work together to provide the

schools with a w

ork laboratory where

students develop attitudes and skills in apractical setting. Its fulfillm

ent requiresthat em

ployers become actively involved

in many areas such as teacher training,

actual teaching, curriculum developm

ent,counseling and guidance, equipm

ent pro-curem

ent, and many other elem

ents beyondthe provisions of a hands-on experience.Such involvem

ent will depend on the

development of effective m

echanics forcollaboration betw

een the education andem

ployment com

munities.

Parent involvement is also vital in a

career education program. Parents w

ill needto be oriented to the career educationconcept. Since parents greatly influencethe career choices of their youth, parentsshould be invited to participate in appro-priate career education activities.

Governor R

ampton

Utah has established one of the finest

educational systems in the nation. B

utgood as it is w

e still need to improve. It

is clear that reform is necessary to keep

up with our accelerating

rate of change.W

e must begin by taking a critical

and honest look at our present system. W

em

ust keep what is relevant and useful, and

be willing to elim

inate what is not, even

though it may cause pain.

We know

that we are not going to

eliminate the problem

s of the chronicallyunem

ployed and underemployed until every

young person completes

his education with

a set of skills and the motivation that

will

allow him

to fit into a meaningful job.

By m

oving in the direction of careereducation (an approach to education w

hichrelates curriculum

to the world of w

ork),w

e will have m

ore people trained andable to cope w

ith future situations thusenabling us to m

ove with change as it

presents itself.

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