Highlights the realities of what constitutes a productive school-industry alliance in improving the education-to-work process. (Author)

Describes experience-based learning as programs that are designed to expand the setting of learning experiences beyond traditional school into occupational and community settings. Includes guidelines for program development and a list of competencies needed by program staff. (JOW)

Presents a definition of career education/CETA coordination and its components (statement of purpose, relationship of career education to the total education system, impact produced, needs of clients, and support of the schools); and describes stages of the coordination process (awareness, exploration, and preparation). (CT)

This collection of writings is divided into four sections, each of which explores a different aspect of the relationship between career education and physical education and sport. The first section investigates the potential values in infusing career education into physical education and sport, and the second section focuses on ways in which…

Designing a workable marketing plan for career education programs requires needs assessment, goal setting, formulation of strategies, implementation, and evaluation. (SK)

This report describes a process to determine the degree to which labor market information guided the program decisions of local planning and advisory groups in Illinois' Education for Employment system. The first part focuses on the program approval application and local validation process. It offers recommendations for the sequential contents of…

This document describes the 11-year history of the formation of the Arlington County Coalition for Career Education, which was conceived to help achieve the infusion of sequential career education (CE) activities into the K-12 curriculum in Arlington, Virginia. The rationale for forming a coalition, rationale for infusing CE into the…

Designing, implementing, and evaluating transition programs is an extremely complex task, but not an impossible one. Legislation has given society the challenge and programs have begun to emerge. (JOW)

Career development programs for gifted and talented students must address the issues of multipotentiality, expectations, lifestyle, financial and time investment, mobility, and innovativeness. Seven essential components of career development include content acceleration, self-awareness, self-concept, interpersonal effectiveness, creative problem…

This resource manual is intended for use by vocational rehabilitation professionals and students interested in learning more about Work Stations in Industry (WSI). Chapter 1 discusses sheltered employment without the traditional sheltered workshop. This type of program is accomplished by establishing training and employment stations within…

Describes the evolution of the Maine career information delivery system and the cooperation between state agencies to deliver high quality and timely career information. (JOW)

A former special education teacher reflects on the discovery and acceptance of the benefits of education and training in helping people with disabilities become valuable societal resources. Early evidence of the benefits of transition programs, legislative efforts supporting vocational training for students with disabilities, and the development…

Discusses the role and responsibilities of the school counselor for guidance programs. Indicates that these programs must be comprehensive, planned, and sequential in nature, and require collaboration of all staff to be most effective. Presents implications for the development and implementation of these programs. (JOW)

Employer-sponsored career development programs can be a vital force for increasing productivity, reducing employee turnover, and insuring that an organization has a pool of motivated employees from which to draw new talent. However, none of these benefits can occur unless organizations undertake initiation of career development programs according…

This paper explores what is known and what is needed in the areas of (1) experiential learning and experiential education and (2) extending experience-based career education (EBCE) to groups not currently served by such a program. Following the introduction, the paper contains eight sections. Section 2 provides a discussion of what the experts are…