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
TE
BO
AR
D O
F ED
UC
AT
ION
S 14" PAP IM
F NY
Of .I[
tr,, (ATit,
1,, ,,41
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.
1,