DOCUMENT RESUME

ED237 747 CE 037 772

AUTHOR LeaCh, James A.; Sanders, Carol S.TITLE Education for Employment. Planning for Economic

Development: A Strategic Approach.INSTITUTION Illinois Univ.., Urbana. Dept. of Vocational and

Technical Education.SPONS AGENCY Illinois State Board of Education, Springfield. Dept.

of Adult, Vocational and Technical Education.PUB DATE Nov 83NOTE 36p.; A slide/tape presentation to accompany this

booklet is available from the Illinois VocationalCurriculum Center.

PUB TYPE Guides Non - Classroom. Use (055)

EDRS PRICY MF01/PCO2 Plus Postage.DESCRIPTORS Business Responsibility; Change Strategies;. Community

Development; Cooperative Planning; *DevelopmentalPrograms; Economic Change; *Economic Development;Education Work Relationship; Elementary Secondary.Education; *Government Role; *Government SchoolRelationship; Guidelines; History;. InstitutionalCooperation; Job Development; PostsecondaryEducation; *School Business Relationship; SchoolInvolvement; *School Role; Statewide Planning;Unemployment; Vocational Education

IDENTfFIERS *Illinois

ABSTRACTThis booklet has been prepared to provide business,

industry, labor, government, and educational groups with an overviewof the economic development process as well as ideas for planning andimplementing coordinated economic development activities. An overviewdefines economic development.and provides premises upon which thedefinition was established.' It also identifies three major goals foreconomic development and defines the roles of the groups involved.Strategies provide objectives and means for accomplishing the goals,identify responsible groups, and"suggest delivery systems withinwhich the strategies can be implemented. A final planning sectionfirst identifies available resources, then provides a list ofsuggestions for successful planning within educational institutions,and provides an outline to aid planning efforts. (KC)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

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U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived horn the person or organizationoriginating it

O Minor changes have been made to improvereproduction quality

Points of view or opinions stated in this documerit do not necessarily represent

official NIEposition or policy

"PERMISSION TOREPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THEEDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

Education for Illinois Department ofEmployment State Board Adult, Vocational

of Education and TechnicalPlanning for EducationEconomic Development:A Strategic Approach

Project Staff:James A. Leach,Project DirectorCarol S. Sanders,Principal Investigator.

Department ofVocational andTechnical EducationCollege of EducationUniversity of IllinoisChampaign, Illinois

Walter W. Naumer, Jr.Chairman Research and

DevelopmentDonald G. Gill SectionState Superintendentof Education November, 1983

Foreword

"Education for EmploymentPlanning for Economic Devel-opment: A Strategic Approach"has been prepared to providebusiness, industry, labor, gov-'ernment and educational groupswith an overview of theeconomic development pro-cess as well as ideas forplanning and implementingcoordinated economic devel-opment activities. Thisdocument provides informa-tion pertaining to the currentnational and state economicenvironment, a response toeconomic conditions, econom-ic development, implementa-tion strategies, and planning

aids for supporting economicdevelopment efforts. A slide-tape presentation which Com-plements this document isalso available,

The research process used inconducting this project in-cluded a review of literatureand information gatheringfrom a steering committee of25 individuals repre6entinggovernment; business, indus-try, and labor; and education,This steering committeeprovided valuable input intothe conceptual and develop-mental efforts of the projectstaff. Sincere appreciation isextended to those 25individuals.

The Illinois State Board ofEducation is committed toassisting local education

agencies in the developmentof quality educational pro-grams that prepare youth andadults with the skills neededto live a satisfying and pro-ductive life. Now, more thanever, educators are beingcalled upon to prepare creatrive, responsible, andadaptable youth and adults tomeet,the changing nature ofthe workplace.

21,73,/411eDonald G. GillState Superintendentof Education

Vocational Education's Role(s)in.Economic Development Project

Steering Committee Members

James A. AndersonExecutive DirectorCommission for Economic Development222 South College Street, Room 203Springfield, II 62706

Charles Baker, ManagerOffice of Private Sector ProgramsDepartment of Commerce and CommunityAffairs2222 South College.StreetSpringfield, IL 62706

David E. BakerExecutive Vice PresidentIllinois State Chamber of Commerce ,..20 North Wacker 'JriveChicago, IL 60606

Joan Bevalacqua, DirectorBusiness and Professional institUte22nd Street and Lambert RoadGlen Ellyn, IL 60137

Tim BlamletDirector of Industrial RelationsIllinois Manufacturing Association175 West Jackson BoulevardChicago, IL 60604

Linda CalafioreAssistant ManagerComprehensive Training Section201 North Wells, Room 1220Chicago, IL 60606

James CivikDirector of EducationIllinois Bankers Association205 West RandolphChicago, IL 60606

Marilyn DeRuiterFitness Club, Inc.505 W. Lincoln AvenueCharleston, IL 61920

Rosetta M. DouglassManpower Planner IILand of Lincoln Consortium1301 N. 11th StreetSpringfield, IL 62702

Thomas L. Erekson, CoordinatorVocational, Technical and Career Education356 Swen ParsonNorthern Illinois UniversityDe.Kalb, IL 60115

Betty Jo Hi.iIllinois State Board of EducationConsultant100 North First StreetSpringfield, IL. 62777,

James Huber, ManagerManagement DevelopmentCaterpillar Tractor Company100 N.E. Adams Street AB3BPeoria, IL 61629

4

Joy',I,InssenExecUlive DirectorIllinois Vocational Association44 Emporia AvenueSpringfield, IL 62702

. J. Martin Jensen, ManagerEmployment and Training ServicesDepartment of Commerce and CommunityAffairs320 West Washington, 5th FloorSpringfield, IL 62706

Keith Lape, DirectorProgram Division.Illinois Community College Board3085 SteVenson DriveSpringfield, IL 62703

Leonard LarsenLoan OfficerSmall Business AdministrationNo. 4 Old Capital PlazaSpringfield, IL 62701

Clifton H. MatzAssistant Dean for Career ProgramsParkland College2400 West Bradley AvenueChampaign, II 61820

Robert B. Meeker, SupervisorBloomington-Normal Adult EducationBloomington AVC1202 East LocustBloomington, IL 61701

6

Ronald C. MoreheadIllinois AFL-CIO MAP Field Repre.sentative401 Epst SycamoreNormal, IL 61761

Tom C. NicholsonDirector of Career EducationOrion Community. Unit District #2331100 Thirteenth StreetOrion, IL 61273

Norm Peterson, DirectorGovernor's Commission on Science and High Technology310 South Michigan Avenue, Suite 1000Chicago, IL 60604

Regina V. PolkBusiness AgentLocal 743, I. B of T. 4th Floor300 South AshlandChicago, IL 60607

William E. Reynolds, ManagerAdult and Continuing EducationIllinois State Board of Education100 North First StreetSpringfield, IL 62777

Philip A. VisoAssistant SuperintendentChicago Board of Education228 North LaSalleChicago, IL 60601.

Al ,Webb, ManagerIndustrial RelationsSealmaster .Bearings1901 BlIter RoadAurora, It 60507

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Curreni.EcohonliC,

4

U.S. EconomyIllinois' economic problems

are shared by other states.Basic problems have beenidentified as: (1) decline inrates of productivity; (2)decrease in capital invest-ments.; (3) higher interestrates; (4) lack of effectivedialog between pubic andprivate. sectors; (5) periods ofhigh inflation rates; and (6) .

unstable sources of energy.Underlying these problems .

are several broad emergingtrends that are restructuringthe economic and social insti-tutions of our nation.

The United States isshifting from a mass in-dustrial society to a ser-vice and informationsociety. The impact of thistransformation will have asignificant effect on Amer-icans both at home andon the job.There isdnore decentrali-zation than centralizationtaking place in America.

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For. the first time in thenation's history, authorityis shifting from the Presi-dent to the Congress andfrom the Congress to thestates and localities.

. The United. States isoperating, to a greaterextent, within the contextof a competitive worldeconomy rather. than with-in the parameters of adomestic economy. Tech-nological advances in'communication and infor-mation processing havemade it possible fordeveloping nations withlower labor costs to com=-'pete with industrializednations for world markets.The nation's economy isaffected by acceleratedtechnological advancesboth at home and in theworkplace. For some, fearof technology and the loss'of human involvement andcontrol over-the environ-ment are accompanyingthese technologicaladvances.A job revolution is occurr-ing in America. The workenvironment is beingrestructured, Americanworkers demanding moresatisfaction from work aretaking part in manage-ment and organizationaldecisions.'Business, industry, labor,

government, and education'must adapt to the chartesrestructuring society, Mostleaders agree that the UnitedState's economy.musf under-go a fundamental change if itis to remain competitive inworld markets.

Illinois' EconomyIllinois' economy has much

to offer its own citizens andprovides an attractive eco-nomic climate to prospectiveresidents. Transportation byair, water, road, and rail linkthe state to the rest of thenation. Illinois has significantnatural resources in additionto well deVeloped public andprivate institutions ofeducation, research, culture,and finance. Illinois' assetsinclode:

A skilled work force.Nearly half of Illinois' 5.4million workers are profes-sionals, skilled techni-cians, craftspeople, ormachine operators.Recoverable reserves of50 billion tons of bitumi-nous coal. Illinois is aleading oil refining state.and pumps about 32 mil-lion barrels of oil per year,Illinois is a leader,in thegeneration of nuclearpower. -

Banks (more than 1,200)control 7.6% of the totalassets of the UnitedStates. In addition to thisstrong financial base,Illinois has almost 400savings and loan institu-tions. and headquartersover 70 large insurance,

.,companies. Combined,these facilities provide thestrength'and diversityrequired to provide thecapital needed to financeIndustrial and commercialdevelopment projects.Access to major water-ways and a modernInternational airport.Illinois is at the heart ofthe nation's highway sys-tem:Advanced communica-tions technology.Cultural excitement,affordable housing, andeducational facilities thatrank arnong.the nation'sbest.However, like the rest of

the nation, Illinois' economicclimate is wavering. Illinois'unemployment rate has beenincreasing gradually, as illus-trated in the following unem-ployment chart.

In early 1983, unemploy-

14.0

13.6

12.8

12.4

12.0

11.6

11.2

10.8

10.4

10.0

0

1982

Illinois Rate of UnemploymentJanuary, 1983 tljyough Febrtiary, 1983

ment was the highest it hasbeen since the depression ofthe 1930's. Illinois per capita-income was among the slowestgrowing in the nation at theend of the 1970's. Steel, auto-mobile, 'construction, heavyequipment, and consumerdurable industries have been,influenced by'competitionfrom abroad and froni other

states. Energy and transporta-tion costs have skyrocketed.

Illinois' economy is in atransition from a base ofheavy manufacturing to aservice and information base.The nature of skilled work isChanging. Sophisticated sys-tems and devices are chang-ing some jobs, creating newjobs, and causing other jobsto be obsolete. Changes in theeconomic climate and ensuingnew requirements of the laborforce challenge the education.system to prepare Individuals,,capable of ceative, responsi-ble, and adaptable work.

Months 983

SoUrce: Illinois Bt.reau of Employment Security

Economic Development:"A Response toEconomic Conditions

Defining .theConcept.

Conditions of the nationaland state economies, coupledwith the underlying trends thatare restructuring theeconomic and socialinstitutions of the nation,stimulated the need toemphasize economic groWth.Responses to economicconditions on the national,state, and local levels have

popularized a concept knownas economic development.

Economic development canbe defiried as ''organized,planned, and cooperativeefforts between public andprivate sectors designed toimprove the economic condi-tions in a community andlorstate: This definition is baiedon the following premises:

Economic developmentimplies a processOccurring within ageographic area, thatencourages the creation,revitalization, and expan-sion of business andindustry, provides increas-

. ed employment opportuni-ties, and maintains orenhances the quality oflife of its citizens.Edonomic developmentrequires a coordinated,cooperative effort amongbusiness, industry, labor,all levels of education,and governmentalagencies.Economic developmentrequires dearly definedroles and responsibilitiesfor all groups and individuals involved in imple-menting activitiesassociated with theprocess.

O

Identifying Goals,Components, and oOutcomes

The economic developmentconcept is comprised bynumerous elements. Ananalysis of the elements

A reveals that in the broadestsense there are three majorgoals of economic develop-

, ment; (1) human development;(2) job development; and (3)community development. Asoutlined in Diagram I,' eachmajor gal is divided into twocomponents and each goalhas one primary outcome.

Diagram I

Goals, Components, and Outcomesof Economic Development

Goals Components Outcomes

Human Development

Job Development

Communtly Development

Development of personal attributes important forjob success

Development of occupational knowledge and com-petencies

Increased productivity andsatisfaction from work

Creation of new employment opportunities

Expansion andbr Improvement of existing exploymentopportunities

Improvement of community environments

Development of local economic development plans

10

Increased employmentopportunities

,

Imptoved,quality of life

7:

CurrentEcOnomicDevelopmentEfforts

There is agreement amongthe groups (i.e., government; .

business, industry, and labor;and education) that each mustbe involved in workingcooperatively toward econom-ic development. The groupseach have been involved inand initiated a'number of rbconomic development activi-

Business, Industry, Labor

Business and industrialleaders became formallyinvolved in economic develop-ment with the creation ofIllinois 2000 sponsored by theIllinois State Chamber of Com-merce. Illinois 2000 wasformulated in 1979 as a pri-vate, non-profit, tax exemptfoundation, aimed at mobiliz-ing business, labor, academi-

. cidns, public officials andcommunity leaders in an openParticipatory process topropose long-range economicgoals for Illinois.

Supported by privatefuriding, Illinois 2000 receivedconsiderable assistance andcouisel from state and localgovernment experts. Theoverall goal of Illinois 2000was to assure that Illinoisconstantly strive to improveits competitive economic .

position among the statesthrough privatelpublio sectorcooperation. Illinois 2000 .

outlined 51 long-rangeeconomic goals for the state.These goals, yet to be fullyachievedwere characterizedin four major themes: (1)economic development andJobs; (2) resource base; (3)health and hump services;and (4) tax and governmentalstructure.

ties. However, activities of thegroups are often isolated, notapproached systematically, norare they coordinated with theactivities among one another.

.

Government

Economic developmentwas, and still is, recognizedas a priority of Illinoisgovernment. House Bil1,2000,sponsored jointly by theGeneral Assembly and theGovernor in 1977, created theTask Force on the Future ofIllinois. The charge of theTask Force was to evaluateand articulate State goals andobjectives regarding thefuture of Illinois and torecommend an agenda for im-Plementing actions resultingfrom the Task Force effort.One of the recommendationsin the 1980 Final Report ofthe Task Force focused oneconomic developrrient. Therecommendation identifiedfour goals for economicdevelopment: (1) attractprivate investment to maintain '

and expand Illinois' diverseeconomic base; (2) strengthenexisting communities; (3) sup-port state investments thatfoster balanced, concentrated,efficient patterns of new de-

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velopment; and (4) maintainIllinois' balanced multi-rnodaltransportation system. The 4

Task Force expressed confi-dence in the future of Illinoisand envisioned a new kind offuture, one of increased re-sponsibility, of willingness toplan for the use of limitedresources, a future of advanc-ed technology and commit-ment to human resources.

Additional governmental initiatives include a Commissionfor Economic Development, aCommission on Science andHigh Technology, a Task Forceon Private Sector initiatives,and an Illinois Jobs TrainingCoordinating Council (formallythe Illinois Employment andTraining Council), The IllinoisJobs Training CoordinatingCounCil established to developJob Training Partnership Act(JTPA) initiatives has a PrivateSector Linkages Committeefocusing on economic devel-opment.

A branch of Illinois govern-ment, the Department ofCommerce and CommunityAffairs (DCCA) is responsiblefor strengthening the State'seconomy by promoting thegrowth of business and indus-try; by providing job trainingprograms and increasing em-ployment opportunities forIllinois citizens; and, byassisting units of local govern-ment and related public andprivate sector groups to morefully utilize their resources..

° The DCCA recently (1983)organized an Illinois Develop-ment Board to serve as theState's principal economicdevelopment advisory board.The Illinois DevelopmentBoard members represent theeighteen public and privateadvisory groups who workwith the DCCA and Illinoisbusinesses. According to theDirector of the DCCA, theIllinois Developme,nt Boardwill: (1) devise a Comprehen-sive strategy to better theoverall Illinois economy; (2)advise'on Illinois' efforts tomarket the State and Its pro-ducts overseas:' and (3) advo-cate a diversified Illinoiseconomy. .

To create more jobs andImprove the quality of lifein Illinois communities,the DCCA established"Illinois, Inc." a n allianceof State government,business, labor, communities,units of local government andindividuals, to promote Illinoisas a place to live and dobusiness. "Illinois, Inc.," is aninternational marketing andeconomic development programwhich invites the world to"Discover the Magnificent Milesof Illinois." As an activity of"Illinois, Inc.," DCCA publishesa monfhly'newsletter titled,"Illinois Ecbnomic Report:.

To promote economicgrowth, two programs werecreated through State legisla-tion. The Illinois IndustrialTraining Program (ITP) wascreated to assist employers inobtaining the skilled laborneeded for carrying out busi.=ness expansions: The ITPprovides industry with fundsto pay a percentage of thewages for training new andbrupgrading employees. The En-terprise Zone Act wasenacted in December, 1982,to provide financial incentivesfor business growth in areasof high unemployment.

Efforts are being made bygovernment and business towork together to create em-ployment opportunities inIllinois.

12ak,

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Education

On October 5, 1982, IllinoisGovernor James R. Thompsonannounced a major programdesigned to reshape educa-tional opportunities and help,prepare students for employ-ment in the economy of thefuture. The proposal for theEducation for EmploymentProgram includes ideas with avision of Illinois education forthe last part of the 20thcentury. In announcing the'Education for EmploymentProgram, Goyernor Thompsonstressed that we must be pre-pared to accept the rapidchanges in state, national,and world economics with asound educational program.The quality of our educationalsystem, Thompson indicated,is not only a result of theresources which state andlocal-taxpayers provide, but italso depends on the ability ofstate and local leaders toadapt to the economy of thefuture.

The Illinois State Board ofEducation in its policy makingrole for vocational educationhas been involved in educa-tion for employment for manyyears., The Department ofAdult,' Vocational and Techni-cal Education of the IllinoisState Board of Education,administers federal and staterevenues go provide all din-.zens with educational opportu-*nities in: (1) vocational and .

technical edudation, (2) careereducation, (3) adult education,and (4) comprehensive train-ing under the Job Training

Partnership Act. The organiza-tion of the Department of .

Adult, Vocational and Techni-cal Education is structured tomeet the mandates of federallegislation, to complement thegoals of the State Board foremployment-based education,and to deliver quality educa-tion programs to all Illinois,citizens who desire them.

. Numerous projects relatedto economic developmenthave beef sponsored by.theIllinois .State Board ofEducation, Depbrtment ofAdult, Vocational andTechnical Education. Theproducts include materials onjob creation, worker productiv-ity, entrepreneurshipeducation, occupationalsurvival skills and smallbusiness management (seeBibliography on page 28).Tiles and descriptions ofthree economic developmentprojects follows:

_Identification andInfusion of Economic Lit-eracy Concepts into theInstructional Program"the purpose of the projectis to provide youth andadults enrolled in voca-tional education programswith some knowledge andunderstanding of howthey, as employ-ersmployees, can affectproductivity; develop asense of pride andaccomplishment in thejobs they perform, andfunction effectively andknowledgeably in the freeenterprise system.

4 "Fostering EconomicDevelopment Through Vo-cational Education andServices" the purposeof this project is tochange the attitudes ofarea comp-laity leadersconcerning area econom-ic potential. The leaders

will be provided with skillsneeded to foster pconom-lc development. A writtenplan will be developed tocoordinate vocationaleducation, government,business, education,industry, and labor pro,_grams and services."A Model CollaborativeEconomic DevelopmentProject for CommunityColleges" the purpose

of this project is to: (1)assess area vocationaleducation training needsand training programsoffered, (2) link business,industry, government, and

. community-based agen-cies with vocationaleducation programs bydeveloping a jobs clear-inghouse, instituting ahotline, and informingbusiness of trainingavailable in the area, (3)design specialized eco-nomic-programs byoffering on-site consulta-tions at the college andthrough task groups ofarea experts, and (4)develop a needs assess-ment instrument, a step-by-step manual on how todesign vocational trainingneeds, and a handbook onthe process of developingan economic developmentclearinghouse.In 1978 the Illinois State

Board of Education initiatedthe development of the HighImpact Training Services pro-gram (HITS). HITS; fundedfrom state and federal voca-tional education dollars isintended to:

Provide specialized jobtraining to any businessor industry that is expand-ing or relocating in Illi-nois.

Bridge the gap betweenlong-term, in-schoolvocational training pro-grams and immediateshort-term job training -needs of business andindustry.Provide financialassistance to localeducatiOn agencies todesign and conductneeded job trainingprograms.

To qualify for HITS an existingIllinois business or industrymust have a planned expansionthat will permanently increasethe number of personnel through.additional work shifts and/orfacilities in excess of normalgrowth and turnover. HITS,combined with the prior men-tioned Industrial TrainingProgram (ITP), provides anattractive customized trainingprogram for prospective andexisting business and industry.

Defining RolesBusiness, industry, labor,

government; and educationcan no longer operate inde-pendently to achieveeconomic growth. Given the

. necessity for economicgrowth during this time ofdeclining resources, efforts

need to be organized, planned,and coordinated to improveeconomic conditions. Thegroups each have primaryroles in meeting the goals ofhuman development, job de-velopment,' and communitydevelopment as illustrated inDiagram II.

Diagram II

Primary Role(s) of GroupsInvolved in Economic Development .

Groups Primary Roles

Government/PublicAgencies

.

Leadership-establish policyand serve as the vehicle forplanning, promoting, and im-plementing the economicdevelopment processAdiisory-provide assistanceto the major groups as theyplan for and implement theactivities associated with theiridentified roles and responsi-bilities kir economic develop-mentCoordination-encourage andmonitor coordination, coopera-tion, and collaboration betweenand among all the groups in-.volved in carrying out theiridentified responsibilities foreconomic development

Business/Industry/Labor Resource Utilization-providean effective and efficientworkplace conducive togenerating jobs and increas-ing productivityCooperation-coordinate;cooperate, and collaborate withall groups involved in theeconomic development pro-cess

Education for Employment

,

.

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Education-provide basiceducation for and about workTraining-provide specifictraining to meet the currentand future needs of business,industry, and laborArticulation-coordinate localprogram offerings, K-adult

'(unit districts, area vocationalcenters, community colleges);coordinate regional and/orstatewide program offeringsProgram Improvement-revise

-and update vocational educa-tion programs and services tomeet the changing needs ofbusiness, industry, labor, andgovernment

Cooperation-coordinate,cooperate, and collaboratewith all the groups involved inthe economic developnientprocess

4

The education communityis one of the three key groupsinvolved in economic develop-ment. Governor James R.Thompson emphasized thisrole in announcing theEducation for Employmentprogram which outlines a five-part plan to adapt Illinoiseducation resources for thelast quarter of the 20thcentury. Part II of theGovernor's program, whichrelates directly to vocationaleducation, focuses uponrelevant job training. Theprogram places emphasis on,job re-training for agri-business, high technology,and other growth occupations.In addition to GovernorThompson's Education forEmployment program, the1980 Revised Goal Statementsof the Illinois State Board ofEducation identifies educationfor employment as a priority.In a general sense, programsand services which empha-size education for employ-ment can be viewed from tworelated perspectives: (1) theopportunities provided forIllinois youth and adults toprepare for the work force ina manner compatable withtheir interests, activities andaptitudes, and (2) the contri-butions made to the economicdevelopment of the State andits local communities. TheEducation for Employmentprogram in Illinois representsa balance between thesehuman and economic devel-opment' themes.

Educators at all levelsshare a role in education andtraining for employment asindicated on Diagram III,Employment Education andTraining Model.

Diagram IIIEmployment Education and Training Model

Grade Level

Advanced

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Objectives

To prepare individuals for employment in the professions

Asswiate Degree/ To prepare individuals for employment in particular occupationsContinuing Ed. To prepare individuals for specific jobs, with particular employer

1To provide education and training for self employmentTo expand career opportunities through skill upgrading and retraining

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12 I To prepare individuals for further,education and training*To prepare individuals for employment in specific occupational clustersTo prepare individuals for employment in particular occupationsTo help individuals become more entrepreneurialTo help individuals make informed choices related to vocationalexperiencesTo provide assistance in identifying and organizing procedures necessaryfor achieving desired career objectives*

10 To help individuals identify which of the occupational clusters best match

their interests and abilitiesTo help individuals explore their occupational interests within the occu-pational clusters of their choiceTo orient individuals to occupational opportunities within the five clustersTo help individuals develop generalizable work skillsTo provide information related to occupational trends and jobopportunities*

To help individuals become aware of the occupational clusters:agriculture; health; business; home economics; and industrialTo help individuals explore occupations within the clustersTo help individuals develop basic academic skills and understand human

aspects of work*To help individuals develop positive work attitudes

* This objective is emphasized at this grade level and eachremaining higherlevel 15

Delivery System

UniversityBusiness, Industry and Public and Private AgenciesCommunity Groups

Community CollegeProprietary SchoolMilitaryBusiness, Industry and Public and Private AgenciesApprenticeship ProgramsCommunity Groups

Public and Private SchoolsArea Vocational CentersBusiness, Industry and Public and Private Agencies,used as resourcesCommunity Groups

Public and Private SchoolsBusiness, Industry and Public and Private AgenciesCommunity Groups

Public and Private Schools, Business, Industry and Public and Private Agencies,

used as resourcesCommunity Groups

Outcomes

Professional Career Preparation

Technical Career Preparation

Preparation for entry level employment or furthereducation

Career Exploration and Orientation

L_

Career Awareness and. ExplorationBasic Education For and About Work

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Defining

FiclucionVocational education in

Illinois is supported withfederal grant-in-aid, generalrevenue, and local funds inelementary schools, highschools, secondary area voca-tional centers, communitycolleges, and state agencyDepartments of Mental Healthand Developmental Disabili-ties, Corrections, andRehabilitation Services.

Vocational education refersto a program of instruction inthe public schools for ocjupa-tions that require less than abaccalaureate degree. Voca-tional education experiencesare tailored for awarenessand exploration at the elemen-tary level, orientation for,grades 9-10 and preparationfor grades 11-14 and adults.Preparatory experiences areoffered for entry level.employment or further educa-tion in an advanced occupa-tional, speciality.

p.

secondary, and postsecondaryeducation for employment

programs are provided by:The various branches ofthe military.Non-public vocationalschools operating on aprofit or not-for-profitbasis.Unions.Business and industry.Governmental agencies atthe federal/state/locallevels.Community groups.

17;!;,V111

LIM

preferences, availability ofresources, and employmentdemand cause the delivery ofvocational educations to varythroughout the state.

EducatiOn for employmentexperiences range from verygeneral to very specific. Theyinclude programs deSigned tohelp students learn basicskills which are needed inalmost every occupation, toprograms that train studentsfor particular jobs with

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particular employers. Theactivities provided forstudents range from class-room instruction to labora-tory/shop training to on-the-jobtraining.

Education for employmentexperiences are provided atthe elementary, secondary,and post secondary/adultlevels. Students are affordedexperiences in career aware-ness, exploration; orientation

The sources and types ofprograms. which preparepeople to enter and. performsuccessfully in the world ofwork is staggering. In additionto the public and non-publicschool system elementary,

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Vocational education pro-grarris offering a series ofcourses, designed in a logicallearning sequence, are sug-gested to local educationagencies-by the Illinois StateBoard of Education, Depart-ment of Adult Vocational andTechnical Education. However,individual differences and

es,

MIMmot

and preparation. More than150 different skill trainingprograms are provided by 570high school/unit districts, 32secondary area vocational,centers; 39 community col-lege districts, 2' universities,and 3 state agencies.

At the elementary level,more than one millionelementary students partici-pated in occupational aware-ness,programs in FY'81. Atthe secondary level, nearly520,000 students were servedin the agriculture, health,home economics, businessand industrial areas. Addition-ally, secondary schoolsserved 31,000 adult non-creditvocational education students.Approximately 291,000 postsecondary and adult studentswere served by communitycollege, corrections, andmental health agencies. StateBoard efforts with the Com-prehensive EmploymentTraining Act program providedservices to more than 9000unemployed and underemploy-ed youth and adults in FY'81.

Vocational education pro-grams on the secondary leveloffer a series of courses,designed in a logical learningsequence, to provide entrylevel skills or preparation for.further education in,anadvanced occupational speci-ality. Each local educationagency modifies course se-quences consistent with locallabor force data, communityand student interest informa-tionand available agencyresources.

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Stratogie.;for Didilecl 1:1

Voc:tif ion al

Many local agencies shareinstructional responsibilitieswith other public and privateeducation agencies in theirareas. Strategies by which localeducation agencies providevocational education include:

InSchool Vocational -'Instruction: classroomand laboratory experienc-es are conducted withinthe local education agen-cy's existing facilities.Cooperative Agiee-ments: local educationagencies of the same typeshare instructional re-

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sponsibilities for acourse(s) within a particu-lar vocational program.These contractual ventur-es include:- a cooperative agreementbetween two .or moresecondary schools toprovide vocational educa-tion. As an example, eachschool might provideorientation experiencesfor a Nurse's Aide Pro-gram with only oneschool providing the. 11-12grade Nurse's Aide skilldevelopment experiences.- a secondary area voca-tional center cooperativeagreement among a num-ber of secondary schoolsin which a specializededucation facility is usedfor providing* vocationaleducation for high schooland adult students.Contractual Arrange-ments: local educationagencies of different typesshare instructional re- .

sponsibilities for a

course(s) within a particu-lar vocational program.These contractual ventur-es include:- arrangements betweensecondary and postsec-ondary agencies forproviding vocationaleducation instruction ofservices.arrangements between

secondary and postsec-' tindery agencies and

private educationalagencies for vocationaleducation training. As anexample, a private cosmertology school mightprovide instruction forhigh school studentsunder a special contract.

Strategies by which localeducation agenciesprovide vocational orienta-tion and skill trainingexperiences in cooperationwith the business, industryand labor communityinclude:

Extended Campus: com-munity facilities areutilized as an extension ofa specific. vocationalprogram in which the in-structor and students_move from the localschool to extended cam-pus facilities for plannedlaboratory experiences.Cooperative. VocationalEducation: vocationaleducation is providedthrough written coopera-tive arrangements be-tween the school andemployers by alternationof study in school with .

on-the-job training. Thesetypes of paid work experiences must be plannei.and supervised by theschool and employers.Experience BasedEducation: experiencebased education providesstudents with explore-tionbrientation experienc-es in which they earncredit for individualizedlearning projects complet-ed in the community. Self-awareness, basic skills,career development, andcareer guidance are thefour major componentswhich are emphasized.The experiences of thesestudents at communitysites are viewed as viable'learning activities: Stu-dentS do not receive payfor their participation inthe program. The length

of the community sitevisits may vary from afew hours to 13 weeks.Internship Experiences:an instructional processproviding work andbr ori-entatiOn experiences inpaid or non-paid employ-ment at a job site underthe supervision of aninstructor and experienc-ed worker.Apprenticeship Training:vocational educationprograms Which are of-fered for apprentices whoare employed to learnskilled trades. Theseprograms of related in-struction are madeavailable to all personsinterested in receiving thisinstruction.Entrepreneurship: asupervised occupationalexperience which involvessome degree of studentownership andlor manage-ment. As a cooperative \effort of the school andstudent's par ant or guardi-an vocationexperiencesare provided at home,school, or other suitablelocation under the super-vision of an instructor.The primary roles of

vocational education foreconomic development havebeen identified as: (1) educa-tion basic education.fOr and

about work; (2) training -specific training to meet the s,

current and future needs Ofbusiness, Industry, and labor;(3) articulation coordinatelocal K-adult program offer-ings - coordinate regionalandbr statewide programofferings; (4) program im-provement - revise and updatevocational programs and ser-vices; and (5) cooperation -coordinate, cooperate, andcollaborate with all the groupsinvolved in the economicdevelopment process. Voca-tional educators need to beaware of their roles and carryout their responsibilities withinthe total economic develop-ment scheme. In order foreducation for employment tocontribute to the economicgrowth of Illinois, educatorsneed to make a concertedeffort to coordinate andcollaborate economic develop-ment efforts with govern-ment/public agencies and thebusiness, industry, and laborcommunity. Meeting the pre-sent and future needs ofbusiness, industry, and laborthrough education and train-ing will not only revitalize

\ vocational education's goal of\ human development but also

assist in revitalizing theeconomy of Illinois:

18 15

Diagram IVImplementation Strategies

Goal: Human Development

COMPONENTS

Development of PersonalAttributes Important forJob Success.

To develop positive valuesand attitudes toward work .

Strategies for meeting eachof the three major economicdevelopment goals and theircomponents have been devel-oped to assist In planning foreconomic development. Thestrategies can be implement-ed as a coordinated, coopera-tive effort of government;business, industry, and labor;and education. They can beimplemented and delivered bythe various levels of thepublic and non-public educa-tional systems (e.g., elementa-

Codes

Who

G/PABILED

ry, secondary, area vocationalcenters, community colleges,and universities) as well assystems outside of education(e.g,, proprietary schools,military, business and Indus-try, and labor union appren-ticeships).

The Information displayed inDiagtam IV contains a varietyof implementation strategiesfrom which economic devel-opment groups can selectactivities appropriate for localeconomic development plan-

-- Government/Public AgenciesBusiness, Industry, LaborEducation

STRATEGIES

Where

K-89-12AVCCCUnivP.S.

MilB & IAppr

ning efforts. Individualcommunity differences andpreferences, availability ofresources, and specific needsof local business and industry.will cause a variation in localeconomic development plans.Consequently, the Identifi-cation of the responsiblegroups (who) and the deliverysystems (where) are to bedecided as a joint effort. of thelocal economic developmentplanning group.

Kindergarten through 8th grade.1 9th through 12th grade

Area Vocational CenterCommunity CollegeUniversityProprietary SchoolMilitaryBusiness and IndustryLabor Union Apprenticeship

Outcome: Increased Productivity and Satisfaction from Work

Contact a regional Illinois Career Guidance Centerfor assistance in selecting appropriate programsand materials.related to development of positivevalues and attitudes toward work

Reinforce positive work attitudes

Provide experiences and activities that focus bn thedevelopment of positive values and attitudes towardwork (e.g infuse into general curriculum, develop aseparate class, develop-individualized projects, etc.)

Develop classroom activities that focus learning onunderstanding of self and others

Responsible DeliveryGroups Systems

"Who" -Where"

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19

COMPONENTS

To develop basic academicskills and skills that centeron the human aspects ofwork

Development of Occupational Skills

To orient people to clus-ters of occupations thatrequire similar knowledge,skills, tools, methods, andmaterials .

STRATEGIES

Teach employability skills (e.g., self:appraisal, apply-ing for Jobs, interviewing, etc.)

Teach occupational survival F. kills (e.g., Interpersonalrelations, problem solving, decision making, effec-tive communication,'coping with conflict; etc.)

Offer academic credit for individualized projectsblending academic and ,Acrk skills

Teach entrepreneurial skills (e.g., organization, fore-sight, respUnsibility, risk taking, etc.) by developinga separate courso, infusing the concepts into theexisting rirricu!urn,or developing :ric;ividualizedprojects

Provide for strong basic knowledge and applicationof skills in mathematics, science, writing, andreading

Develop pre-technology programs emphkizingapplied mathematics and science

Offer career guidance (e.g., self-appraisal, individualtesting, development of self-concept, etc.)

Provide for the application of mathematics,science, writing, and reading skills in vocationaleducation (e.g., individualized projects, identificationof basic skill needs of specific occupations,enrichment activities, etc.)

Utilize unbiased (sex fair and non-stereotyped) infor-mation regarding available opportunities within eachoccupational cluster (i.e., health; bUsiness, market-ing and management; agricultural; industrial; andhome economics)

Provide information regarding educational andskill requirements for new and emerging occupa-tions

Responsible DeliveryGroups Systems

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COMPONENTS

To prepare people for em-ployment in a specificcluster of occupations

STRATEGIES

Provide Information regarding occupational opportu-nities for handicapped and disadvantaged individu-,als,,

Provide up-to-date Information regarding careeropportunities, occupational projections, and labormarket supply and demand data

Design hands-on individualized or group projectsusing the community as a classroom, to researchthe knowledge, skills, tools, methods, and materialsrequired for different occupations

Responsible

Groups

.J

DeliverySystems

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Teach occupational orientation courses in agri-culture, health, home economics, business andindustrial areas

Provide occupational exploration activities within thecommunity in the areas of agribulture, health, homeeconomics, business, and industry.

,i

Provide career guidance activities, (i.e., careerdecision-making; coping skills; human relation skills,individualized career plans, etc.)

Provide access to computerized career decision:making and occupational information programs

Establish a career resource center which containsinformation related,to.occupations, educationalrequirements, apprenticeships, supply and elemanddata, new and emerging occupations, etc.

To prepare people for ern-ployment in a particularoccupation

Teach occupational skill keparation courses inagriculture, health, home nomics, business, .

and industrial areas in the cla room and laboratory

COMPONENTS STRATEGIES

Provide oxtondod classroom experiences utiliiingcommunityunity facilities for planned laboratory experi-ences

Provide on-thejob training programs (e.g., coopera-tive vocational education, etc.)

Offer Internship experiences with skill trainingprovided on-sitesunder the supervision of an in-structor and an' eiperienced worker

Submit employment training plans to the local Pri-vate Industry Council (Job Training Partnership Act),which help prepare economically disadvantaged,unemployed youth and adults tO become productivemembers of the work force

Offer apprenticeship training

Enter into cooperative agreements with other agen-cies to share instructional responsibilities (e.g., twoor more comprehensive high schools, a comprehen-sive high school and an area vocational center orspecialized ethiCational facility, area vocationalcenter and community college, etc.)

Obtairi input from business and:industry regardingskill needs of workers

. Promote partnerships between education and indus-try for the putpose of entering into cooperativetraining efforts

Provide up-to-date curriculum to meet the needs ofbusiness and industry

skillsqualified instructors to teach up-to-date

Obtain up-to-date equipment and training facilitieswhen community resources are not available (e.g.,purchase, roan, leage)

Solicit equipment donations from business and in-dustry

Donate equipment to local education agencies

Share facilities and equipment (e.g., secondary andadult programs, etc.)

ma-terials

competency-based vocational education ma-

Foster joint program planning and development toestablish program sequences at the secondary andpost secondary levels

Articulate program offerings of comprehensive highcscehlioegoalss, area vocational centers,. and community

Utilize local.vocttional education advisory commit-tees to examine vocational education program ef-fectivvess and to make recommendations forimpulvement

liesponsiblo Delivery

Groups Systems

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20

COMPONENTS

To prepare people forspecific jobs with specificemployers

To provide people withtraining commensurate withexpanding and emergingtechnological advances

STRATEGIES

Identify specific skill needs and individualize cur-riculum to meet training requirements of businessand Industry

Offer flexible programs to meet the training require-ments of the specific employer (e.g number ofclock hours, content, etc.)

Solicit cooperative arrangements with other trainingdelivery systems and business and Industry

'e Publicize the availability of customized programs toattract new business and Industry to a communityand/or state by offering to supply a trained workforce

Provide financial assistance to local educationalagencies to design and conduct employer specificjob training programs (e.g., High Impact TrainingService [HITS], Industrial Training Program [ITPJ)

Provide assistance to industries expanding or locat-ing in Illinois by offering to provide qualifiedinstructors andbr salaries of new workers duringtraining (e.g., HITS, ITP)

Provide financial assistance to retrain unemployedworkers, upgrade skills of present workers, and truinnew workers (e.g., Private Industry Council [PIC -Job Training Partnership Act], HITS, ITP, etc.)

Provide qualified instructors to teach in employerspecific training programs

Purchase, loan, or lease needed up-to -date equip-ment and facilities

Publicize the high quality of the general educationprogram

Publicize the services provided to the communitythrough the education system

Design programs to teach compiiter literacy as wellas computer usage and computer application

Design programs to teach computer literacy, com-puter usage and computer application to prospec-

! tive and present educators, as well 4s to the gener-; al public

Responsible

Groups

DeliverySystems

4.

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COMPONENTS

Goal: Job Development

Creation of New Employ-ment Opportunities

To encourage opening ofnew business and industry

STRATEGIES

Determine skills noodod for development, mainten-ance and or:oration of Jobs associated with robotics,lbw optics, computer-assisted manufacturing,genetic engineering, microprocessing, etc.

Design a summer work experience program for vo-cational education Instructors

Develop a curriculum based on business and Indus-try input to train/retrain workers due to technologi-cal advances

Hold joint public and private'agency symposia todiscuss tho Implications of advancing technology onthe structure of workplaces

Oevelop programs emphasizing skills related to,syn-thesizIng, managing, and analyzing informationnecessary for technological advances

Provide maximum flexibility in program content andlength to meet local business and industry trainingneeds .

Revise vocational education prograMs consistentwith shifts in the nature of work

Utilize the results of the study conducted by the Illi-.nois Occupational Information CoordinatingCommittee related to the needs of busin, s., and

industry r,

Design Instructional staff development activities re-lated to economic literacy

llosponsible Dollvery

Groups Systems

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Provide tax credit to employers who create jobs forthe unemployed

Provide incentives to promote a geographic area(e.g.-, tax breaks) for opening a new business orindustry,

Offer courses, seminars andbr workshops focusingon development of entrepreneurial skills

Offer education and training for small business own-ership and management

Encourage development of training facilities for hightechnd:igy industries

Outcome: Increased Employment

COMPONENTS STRATEGIES

. .

To provide skilled workersfor new bUsiness and in-dustry

Encourage application to receive assistance as anEnterprise Zone

Promote the capability and quality of Illinois oducalion agencies

Advertise the financial assistance and training capa-bility provided by the High Impact Training Serviceand Industrial Training Programs

Inform the general public about vocational educa-tion programs and services (e.g., install a centralcontact point for employer assistance (782-JOBS),install an Informational number about vocationaleducation offerings (782-VOED), conduct a jobplacement fair during which employers interviewjob-ready workers, establish work ethic programs)

Identify and retrain unemployed persons andbr per-sons needing job upgrading

Utilize program offerings and technical assistanceprovided by the Illinois State Board of Education,Department of Adult, Vocational and Technical Edu-cation; Illinois Community Colleges; proprietaryschools; U.S. military programs; business andindustry training programs; and labor union appren-ticeship programs

Responsible DeliveryGroups Systems

Ctt

Expansion and improve-ment of Existing Employ-ment Opportunities

To assist owners and oper-ators of small businessto upgrade managementand organizational skills

Provide courses, seminars,andbr workshops indevelopment of management andorganizational skills (e.g., Quality Circles, Model-Netics, etc.)

Provide courses, seminars, andbr workshops indevelopment of entrepreneurial skills

2 to

COMPONENTS

To assist business and In-dustry In upgrading and/orreorganizing oxisting jobtechniques to allow fortechnological advancos

To provide training and re-training of workers to keeppace with technologicaladvances

STRATEGIES

Provido business and Industry with up lo-data infor-mation relalod to technological advancos, (0.0.,Identify restructuring floods of the workplace, °quip-mont noods, and skill noods of workers)

Provide assistance In customizing training to mootIndividual noods of business and Industry

Publicize diroctions providod by state rosearch oIforts (e.g., the Governor's Commission on Sciencoand High Technology, and the Task Force on PrivateSector Initiatives, otc.)

Identify unemployed workers and workers requiringnew Job skills for training and retrainin9programs

Provide customized short-term classroom and on-thejob training and retraining

Promote the High Impact Trpining Services programsponsored by the Department of Adult, Vocattpnaland Technical Education, Illinois State Board ofEducation

Promote the Industrial Training Program sponsoredby the Department of Commerce and Community'Affairs

Coordinate training and retraining efforti with thePrivate Industry Councils of the Job Training' Part -'nership Act, U.S. Military, business and industry,proprietary schools, and labor Onion apprenticeshipprograms

Coordinate training and retraining efforts with organ-izations projecting occupations (b.g., Women'sFederation, etc.)

Rosponsible ,Dellyery

Groups Systeme

Goal: Community Development

COMPONENTS

Improvement of Commu'thy Environments

- .To encourage-maintenanceand impruvernent of com-munity infrastructure

STRATEGIES

In Crease community dollars through tax revenueexpansion

Encourage application for the.Department of Com-!: merce and Community Affairs' "Main Street Illinois"

program

Encourage communities to take advantage of thelocal Financial Health Program provided through the°Department of Commerce and Community Affairs

Encourage individuals -and/or groups to invest fundsin bUsiness or property

Encourage application for .the Small Cities Commu-nity Development Block Grant Program providedthrough the Department of Commerce and Commu-nity Affairs

!Encourage entering the competition for the Gover-nor's Home Town Awards

To encourage refurbishingor demolition of outdatedcommunity facilities (e.g.,factories, busihesses,houses, etc.) ,

.z

Publish and disseminate information related to stateand local agencies that provide community better-ment assistance

Encourage application for Enterprise Zone Funds torevitalize areas that are disadvantaged because ofhigh unemployment and a poor business climate

Development of LocalEconomic DevelopmentPlan

To promote the develop-ment of a local economicdevelopment plan

Determine if there is a local economic developmentplan

Determine educations involvement in local econom-ic development plan efforts

Outcome: Improved Quality of Life

Responsible Delivery

1 Groups Systems

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COMPONENTS STRATEGIES

Obtain support of influential leaders from withinCA

business, industry, labor, education, and govern-ment to establish an Economic Development Coor-dinating Committee

Give presentations identifying economic develop-ment goals and outcomes

Identify an appropriate group to develop a localeconomic development plan

Use a systematic approach to plan developmentincluding determination of current status anddesired end results, activities that need to be ac-complished, persons responsible, time frame, andneeded resources

To promote the implementa-tion of a local economicdevelopment plan

Presrni the plan to business, industry, labor, educa-tion ;,:id government

Hold seminars, publish articleS, plan public serviceannouncements, and distribute printed informationto help the target groups to become aware of theplan and its contents and to understand their rolesand responsibilities for implementing the plan

Designate an existing group or appoint a new groupto serve in' an advisory capacity to local economicdevelopment. groups

Publish success stories in newsletters and statepublications

Hold semiannual or annual meetings for local eco-nomic development groups

Establish a state hot-line for local groups to obtainassistance

ResponsibleGroups

DeliverySystems

3

Resource

Educational resources are available to assist in planning andimplementing economic development activities. A number oforganizations within the state provide technical assistance and/ormaterials to individuals or groups involved in program, improve-ment. This section contains the following information: (1) adescription of State Networks, (2) a list of materials which relateto economic development, and (3) planning aids.

State Networks

Organization

Advisory Council on Adult,Vocational and TechnicalEducation

Career Guidance Centers

Curriculum PublicationsClearinghouse

Department of Commerceand Community Affairs

Educational Service Region

Description

a

Contact

Independent of the Illinois State Board of Education and stateand local governments; required by law in order to receive fed-eral monies for vocational education; has 32 members ap-pointed by the Governor to serve in 20 categories establish-ed by federal legislation; responsibilities of the council are,out-lined by legislation.

Provides technical assistan disseminates information,products and program n guidance and counseling.

Provides curriculum materials developed through activities ofthe Illinois State Board of Education, Department of Adult,Vocational and Technical Education on a cost-recovery basis.

Responsible for strengthening the state's economy by promoting thegrowth of business and industry; by providing job training pro-grams and increasing employment opportunities for Illinoiscitizens; and by assisting units of local government and relatedpublic and private sector groups to more fully utilize theirdevelopment' resources.

Statewide system of 57 regions with authority to conduct ser-vices on behalf of the state and for local school districts; manyservices are supervisory while others supplement the resourcesand services available within the districts.

Executive DirectorAlzina Building100 North First StreetSpringfield, IL 62777217/782-2892

Special Programs SectionIllinois State Board of Educ.100 North First StreetSpringfield, IL 62777217/782-5098

Curriculum PublicationsClearinghouse

Western-Illinois UniversityHorrabin Hall, 46Macomb, IL 614558001322-3905 (within ,IL)309/298-1917 (outside IL)

Department of Commerce222 South CollegeSpringfield, IL 62706-.217/782-7500

310 South Michigan AvenueSuite 1000Chicago, IL 60604312/793-2083Telex: 910-221-5559

Illinois State Board of Educ.100 North First StreetSpringfield, IL 62777217/782-2927

Organization

Illinois Development Council

Illinois State Chamber ofCommerce

Illinois State Board of Ed-ucation, Department of Adult,Vocation& and TechnicalEducation

Illinois Vocational CurriculumCenter

Small BusinessAdministration

Description

Furthers the development of the economic base of the state bymeans of: fostering cooperation'among economic developmentprofessions of the state; encouraging statewide awareness ofthe opportunity and problems within the state; and affordingprofessional economic developers a vehicle for assembly andcollective expression

Provides programs and services to help members control theircost of doing business; and serves as a medium to further thestate's economic progress; specialists are available to assist ineach of the following areas: legislative, environment, taxation,small business, education, labor relations, economic development,energy, regulatory, political action, government operations, andinternational trade.

One of a-number of departments within the Illinois State Boardof Education designated to administer federal and state revenues toprovide all citizens with educational opportunities in (1),Voca-tional and Technical Education, (2) career education, (3) adulteducation, and (4) comprehensive training under the JobTraining Partnership Act.

Provides material searches and workshops to vocational educa-tion teachers and administrators; identifies curriculum needs;seeks materials to satisfy needs; loans materials developedwithin state and nation; conducts presentations and tours.

University Occupational Ed-ucation CoordinationCouncil

Helps new or growing businesses meet their financial needs;counsels small firms with problems; offers special assistanceto minority, women-owned and veteran-owned businesses; helpssmall businesses to secure government contracts; and acts as

'a special advocate for small business with other Federal agen-cies, with states and within the private sector.

Serves as a vehicle for the coordinating of statewide impetus inthe preparation of occupational education professional personnelamong nine higher education institutions with comprehensivevocational programs.

Contact

Illinois Development CouncilP.O. Box 256Springfield, IL 62705312/372-7373

Illinois State Chamber ofCommerce

20 North Wacker DriveChicago, IL 60606312/782-7373

100 Mirth First StreetSpringfield, IL 62777217/782-4870

Sangamon State UniversitySpringfield, IL 62777800/252-8533 (within IL)217/786-6375 (outside IL)

Small BusinessAdministration

4 North Old Capital PlazaSpringfield, IL 62701217/492-4416

Council Chairperson356 Swen ParsonNorthern Illinois UniversityDe Kalb, IL 60115 .

815/753-1306

Dev(,qopgiteoiBibliogtapy

The following list of materials which relate to the general areaof Economic Development have been developed as a result ofprogram improvement projects in vocational education whichwere funded by the Illinois State Board of Education/Departmentof Adult, Vocational and. Technical Education/Research and De-velopment Section, 100 North First Street, Springfield, Illinois62777. Following the publication title is a brief description of thematerial and a list of sources indicating its availability (see StateNetwork Chart for contact information).

Annotated Bibliography: Job Creation and Vocational Education, 1980

Description: Brief annotations are given for publications in thefollowing areas: 1) human development, 2) statistical information,3) vocational and career information, 4) public/private"involvement, 5) work-related projects, 6) economic factors, 7)Illinois manpower information, 8) national manpower policies, and9) international manpower policies.

Sources: Curriculum Publications Clearinghouse .

ERIC Microfiche Collection (Number ED. 201757)Illinois Vocational Curriculum Center

Assessment of the Impact Vocational Education Can Have onImproving Worker Productivity. Long Range Action Plan, 1981

Description: This long-range action plan was developed toidentify needed research and development activities in vocationaleducation to improve the productivity of the workforce.Recommendations are included in four major categories:research, curriculum development, professiona' ievelopment,and dissemination. The publication is designed to assistindividuals at the state level to plan and design programs andservices which may improve the productivity of the workforce.

Smrces: ERIC Microfiche Collection (Number ED 204513)Illinois Vocational Curriculum Center

Concept Papers: Relationships Between Vocational Educationand Job Creation, 1980

"Description: Included in this publication are papers concerningthe following three areas: 1) national and state perspective of jobcreation, ,2) examples of how specific vocational educationdisciplines influence the job creation process and, 3) casestudies of job creation activities at the community level.

Sources: ERIC Microfiche Collection (Number ED 189460)Illinois Vocational Curriculum Center

EntrepreneurshipEducation: Learning the Skills (Volume I), 1979

Description: Designed to emphasize entrepreneurial skills inrelation to management and industry, this first volume of theentrepreneurship education curriculum guide is comprised of 19sessions. The initial session is an orientation to the course andis followed by 18 sessions divided into four instructional units: 1)

inner control, 2) innovation, 3) decision making, and 4) human .

relations. Each unit begins with the general overview which

serves as an introduction to the skills addressed in the unit.Each unit contains from 4 to 6 sessions related to 6 manage-ment skill areas: determining product and market, selectingallocation, advertising and sales promotion, recordkeeping, ob-taining initial capital, and employee and community relations.Each session follows a typical format that includes the followingsections: rationale, materials, class activity, and a discussionguide for out-of-class activity. Materials such as 'transparencies,handouts, and out-of-class assignment sheets needed for eachsession are included.

Sources: Curriculum Publications ClearinghouseERIC Microfiche Collection (Number ED 190863)Illinois Vocational Curriculum Center

Entrepreneurship Educetion: Applying the Skills(Volume II), 1979

Description: Designed for use with the Level 1 Curriculum Guide(Entrepreneurship Education: Learning the Skills),, this Level 2(Volume 2) guide focuses on planning and completing studentprojects. The first of three major sections is designed to familiar-ized students with how projects are completed. The secondsection, Resources for Planning and. Completing Projects,contains a number of aids to help students begin projects.Suggested project activities, issues for investigation, and pre-designed projects are included in the following areas; decidingon a product or market, selecting a location, obtaining initialcapital, choosing a legal form of organization, recordkeeping,credit and collection, advertising and sales promotion, employeeand community relations, and insurance. Developing and main-taining community resources is described in the final section

Sources: Curriculum Publications ClearinghouseERIC Microfiche Collection (Number ED 190864)Illinois Vocational Curriculum Center

Entrepreneurship Educatign: Supplementary Readings(Volume III), 1979

Description: This third volume in the Entrepreneurship EducationCurriculum materials includes readings and suggested additionalresources -which compliment the instructional strategies contain-ed in the first two volumes. Three sections are included in theguide: critical incidents, readings and entrepreneurial skills, andmanagement skill area resources. Critical incidents are twotypes: those related to business and those related to non-business situations. The second section contains student read-ings in eight entrepreneurial skill areas: inner control, innovation,decision making, human relations, planning and goal setting,reality perception, risk taking, and using feedback. The thirdsection contains resources for the management skill areas.

Sources: Curriculum Publications ClearinghouseERIC Microfiche. Collection (Number ED 190865)Illinois Vocational Curriculum Center

31

Job Creation

Description: This material is designed for use at the secondarylevel to communicate the three components of job creation:entrepreneurship, new Ideas in a job, and a new job, It is com-posed of 6 modules of student worksheets and teacher guidesalong with a cassette of eleven songs. The modules can be usedon a one-to-one basis, in small groups, and In vocationaleducation and career education classes.

Sources: Curriculum Publications ClearinghouseERIC Microfiche Collection (Number ED 213954)Illin Ois Vocational Curriculum Center

Job. Creation: A COoperative Process; 1980

Description: This booklet describes several programs in Illinoisthat are successful in creating jobs for their graduates. It is de-signed to encourage people at the local level to examine theirprograms in a more,creative fashion.

Sources: Curriculum Publications ClearinghouseIllinois Vocational-Curriculum Center

Methods and Materials for Teaching Occupational Survival Skills,1979

Description: This is a resource concerned with the "human"aspects of working in organizations. The guide is divided intotwelve instructional modules and a test section for studentevaluation. Each module is divided into five or more sections.Each section involves a highly action-oriented approach andcontains, the following components: (a) topic, (b) objective, (c)survival skills emphasized, (d) importance, (e) materials andequipment, (f) activity, and (g) follow-up. The twelvejnstructionalmodules are the following: Working in Organizations, Motivationin Work, Understanding Self, Interpersonal Relations, Effective.Commuhications, Using Creativity at Work, Problem Solving,Authority and Responsibility, Leadership, Coping With Conflict,Coping with Change, and Adapting and Planning for the'Future.

Sources: Curriculum Publications ClearinghouseERIC Microfiche Collection (Number ED 166442)Illinois Vocational Curriculum Center

Organizing Small Business Programs in Community Colleges, 1982

Description: This guide assists community college instructorsand administrators develop educational programs to meet theneeds of current and potential small business entrepreneurs. Itprovides a variety of programs and resources to foster thedevelopment of small business. Sections of the guide deal withthe community college role in facilitating small businessdevelopment, decision guidelines, participant needs, programcontent, advisory committees, needs assessment, programfinancing, program promotion, and program evaluation.

Sources: Curriculum Publications ClearinghouseERIC Microfiche Collection (Number ED 219517)Illinois Vocatiorial Curriculum'Center

Owning and Operating a Small Business: Strategies for TeachingSmall Business Ownership and Management, 1976

Description: This guide may be used to develop a course insmall business management or as a resource for an existingcourse In small business management. It can also be used tointegrate small business emphasis into ongoing businesscourses. The content of the guide is based upon teachingmanagement information and skills through a unique activityformat.

Sources: Curriculum Publications ClearinghouseERIC Microfiche Collection (Number ED 133435)Illinois Vocational Curriculum Center

Potential Roles of Vocational Education in Improving theProductivity of the Work Force, 1981

Description: The monograph presents a discussion of the rela-tionship between vocational education and productivity andidentifies potential areas of impact. It details the findings fromthe Search of existing literature.

Sources: Illinois Vocational Curriculum CenterERIC Microfiche Collection (Number ED 205681)

Educational Resources Information Center (ERIC)Microfiche Collections in Illinois

Southern Illinois University at CarbondaleEastern Illinois UniversityChicago Public LibraryChicago State UniversityLoyola University of ChicagoNortheastern Illinois UniversityUniversity of ChicagoUniversity of Illinois at Chicago CircleNorthern Illinois-UniversitySouthern Illinois University at EdwardsvilleNational College of EducationNorthwestern UniversityCollege of Lake CountyWestern Illinois UniversityIllinois State UniversityMoraine Valley Community CollegeGovernors State UniversityBradley UniversityConcordia CollegeIllinois State Board of EducationSangamon State UniversityUniversity of Illinois` at Urbana

The "Overview" section ofthis document defines eco-nomic development and pro-vides premises upon whichthe difinition was established.The document also identitiesThree major goals for econom-ic development and definesthe roles of the groups involv-ed: business, Industry, andlabor; government; and educa-tion. The"Strategies" sectionprovides objectives andstrategies for accomplishingthe goals, identifies responsi-ble groups, and suggestsdelivery systems within whichthe strategies can be imple-mented. The first portion ofthis section identifies availableresources.

For economic developmentto occur the strategies needto be activated. Therefore, this

section piovides a list ofsuggestions for successfulplanning within educationalinstitutions and an outline. toaid planning efforts. Once theplan is developed to Includethe following essentialelements it needs to bedisseminated:

All individuals and groupsinvolved need to be madeaware and understand theoverall plan and itsvarious components.All individuals and groupsneed to understand theirroles and responsibilitiesfor implementing the plan:All individuals and groupsneed to commit them-selves to the plan, andAll individuals and groupsneed to implement theirportions of the plan

Suggestions for Successful PlanningWithin Educational Institutions

Gain administrative commitment.Contact and involve your local plan writer for vocationaleducation.Work with your local vocational education advisory council.Identify economic development advocates within the schooldistrict.Involve all educational levels.Involve local business, industry and labor organizations.Involve state and local governmental agencies., Involve community based organizations.Interface plan with economic development efforts ofbusiness, industry, labor and government.

Planning Outline a

What do youwant to accomplish?

How will youdo it?,

Who will,do it?

Where willIt be done?

When wIII itbe accomplished?

References

1. Adult, Vocational and Tochnic41 Education, Annual ReportFiscal Year 1981 VOcational Education in Illinois:Economic Impact, Springfield, Illinois: Illinois State Board 'of Education, 1981

2. Adult, /motional and Technical Education, Education forEmployment, A Proposed Policy ,Study, Springfield, Illinois:Illinois State Board of Education, 1982

3. Adult, Vocational and Technical Education, Education forEmployment Policy Study: A Preliminary Report,Springfield, Illinois: Illinois State Board of Education, April,1983

4. Adult, Vocational and Technical Education, Overview,(Brochure), Springfield, Illinois

5. Department of Commerce and Community Affairs, Working toKeep Illinois Working (Brochure), Springfield, Illinois

6. Illinois Bell, So What Does Illinois Really Have to Offer?Telenews, December 19, 1981, pp. 14-15.

7. Illinois Community College Board, Newsletter, Springfield,Illinois, Apri', 1983

8. Illinois 2000 Foundation, Alternative Economic Futures ofIllinois: Executive Summary, Chicago, Illinois, 1979.

9. Myers, Nona R., New Projects on'Economic Development,Illinois Vocational Education Journal: EconomicDevelopment, Springfield, Illinois: Illinois State Board ofEducation, Spring, 1983, pp. 22-23

10. Office of the Governor, News, Springfield, Illinois, October 5,1983

11. The Society of Chartered Property and CasualtyUnderwriters, the Restructuring of America in the DecadeAhead, The Public Affairs Forum, Malvern, Pennsylvania,1982.

21. Task Force on the. Future of Illinois, /II', ois: The FutureFinal Report, Springfield, Illinois: State of Illinois, 1980.

IllinoisState Board ofEducation

,100 North First StreetSpringfield, Illinois 62777

Walter W. Naumer, Jr.Chairman

Donald G. GillState Superintendent of Education

An EqUal OppOrtuniiy/AffirrnathieAotion Employer,

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