A project was conducted to develop an instrument to evaluate the degree to which teachers actually participate in career education programs. It also identified subfactors which together comprise the concept of career education participation. Development procedures are described and data tables are included. (CT)

The paper distinguishes between short-term and long-term evaluation designs and discusses the usefulness of long-term designs for the assessment of the effects of career education programs directly and for the validation of short-term designs for the evaluation of these programs. (Author)

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)

Problem areas encountered in developing career education at the university level are discussed: (1) classroom-work relationship, (2) work values, (3) transferable academic skills, (4) critical career skills, (5) career self-concept, and (6) accurate career information. (EC)

Integration of staff development and career education concepts is examined from the following viewpoints: training (through graduate courses, conferences, or staff development programs); trainers (in-house or visiting experts); timing (long-term, short-term); location; and who should be involved. (CT)

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

Discusses four major steps taken to develop a culturally and economically viable career education model for programs in Micronesia. The steps described are identifying needs, establishing goals and objectives, identifying available resources, and selecting and adapting relevant models. (CT)

The need for career education evaluation studies to integrate implementation and outcome data are examined. Various kinds of implementation and outcome data are examined. Various kinds of implementation, three analytic models, and the interpretation of data and findings are discussed. Seven approaches to solving the problem are listed. (BP)

The paper examines Public Law 94-482, Education Amendments of 1976, and United States House of Representatives Bill, H.R. 7, Elementary and Secondary Career Education Act of 1977, with reference to career guidance and counseling. Ways in which programs can be developed and implemented are discussed, along with the potential of new career guidance…

Reviews the development of the experience-based career education (EBCE) model; describes the development of the EBCE project at Murphy High School in Mobile, Alabama; presents the results of the project; and discusses insights gained from it. (JOW)

Discusses the community-based approach used in the Corning-Elmira, NY, area to address the concerns of career education and the problems caused by economics and changes in employment patterns. (JOW)

Traces the evolution of current definitions of the gifted and talented. Examines a model of assessment, and presents steps in the selection of students for a gifted and talented program. (CT)

Discusses the National Education and Training Task Force for Minority Business Enterprise, its message for vocational education, its recommendations, the potential of small business, the building of local systems, evaluation of present programs, postsecondary emphasis, and the Youth Enterprise Project as a catalyst. (CT)