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Ohio's Career Continuum Program. Career Exploration Program, Grades 9-10 for the Individual, School and Community, and Career Choices

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Ohio's Career Continuum Program. Career Exploration Program, Grades 9-10 for the Individual, School and Community, and Career Choices DOCUMENT RESUME ED 065 729 VT 016 266 TITLE Ohio's Career Continuum Program. Career Exploration Program, Grades 9-10 for the Individual, School and Community, and Career Choices. A Workshop Report. INSTITUTION Cincinnati Univ., Ohio.; Fent State Univ., Ohio.; Toledo Univ., Ohio. SPONS AGENCY Ohio State Dept. of Education, Columbus. Div. of Vocational Education. PUB DATE Dec 71 NOTE 380p. EDRS PRICE MF-$0.65 BC-$13.16 DESCRIPTORS Career Choice; *Career Education; Curriculum Guides; *Developmental Programs; Grade 9; Grade 10; Learning Activities; Program Descriptions; *Program Planning; *Research Projects; *Student Centered Curriculum; Vocational Development IDENTIFIERS Career Awareness ABSTRACT To develop an information system and model sampling for administrators of developmental 'career exploration programs in Grades 9 and 10,a series of summer workshops directed teachers, coordinators, and administrators to develop this curriculum guide for a student centered career education curriculum providing "hands-on" experiences. This preliminary project report describes a theoretical framework for career exploration, focusing on ten occupational clusters and six personal developmental areas.,Developmental and behavioral objectives are correlated with student activities, while program objectives and methods of program implementation are detailed. Procedures for simulation activities in a variety of occupations are given, and a bibliography is included. Recommendations and implications of the workshops are presented, as well as a rationale for the career education continuum. A related document for Grades 7 and 8 is available as VT 016 019 (RIE, October 1972) and Grades F-6 as Ed 062 565. (AG) szi.s90W\ilOONci03 INI111NI INOD )111)IV1 01HO 5fra. CAREER EXPLORATION PROGRAM Curriculum Guide A Workshop Re ort A Project of the Educational Professions Development Act and Vocational Education Act of 1968 OE Log No. 2510, Sub-Project Number 3 as contracted with: Kent State University Toledo University University of Cincinnati U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY by Martin W. Essex State Superintendent of Public Instruction State of Ohio Department of Education Vocational Education Division Columbus, Ohio 43215 December, 1971 PREFACE The teachings of our philosophers in education and the principles of learning gained from the psychological studies both point to interest and experience as basic essentials in the educational process. Vocational education has for years concerned itself with these two basic factors as we provide students with the skills, technical knowledge, work habits and attitudes to enter employment or further education upon completion of the vocational program. The price of the technological age is preparation for employment, since the number of unskilled jobs is diminishing and persons find it difficult to maintain any standard of living in a low skill or unskilled occupation.Our educational system, however, has ignored the changing times, learning theory and psychological principles of learning in its pursuit of academic excellence through a subjectrcentered curriculum. Experiences in vocational education indicate that many youth arrive at age 16 with little knowledge about themselves or the world of work and have difficulty in making wise occupational choices in order to make best use of the educational services available to them. The Vocational Education Amendments of 1968, growing out of the panel of consultants headed by Dr. Martin Essex, pointed towards the importance of a career development program that starts in kindergarten. The Division of Vocational Education in the state of Ohio accepted the challenge of that Act and has been working to develop a system of vocational education and guidance, starting with children in the kindergarten. This document is concerned with the exploration phase of that system, organized for youth age 14745 to enable them to explore their interests and abilities in relation to occupations in the world of work. Appreciation is expressed to the many vocational teachers, counselors, supervisors and administrators who invested their time and efforts to work on a difficult problem as we realize the goal of this effort is to provide an opportunity for exploration for all children. The goal is difficult to achieve, but its achievement is essential if we are to move the educational process into the technological age. Respectfully submitted, . 14A.41.--4/7 Byr1 R. Shoemaker Director of Vocational Education BACKGROUND TO PROJECT The response of local personnel in attending four weeks this past summer a workshop to develop a state guideline for CAREER EXPLORATION PROGRAMSwas out- standing and supports the need for information to be widely distributed in Ohio for curriculum change. With the Vocational Education Amendments of 1968 and the Ohio Governor's Task Force on Vocational Education saying the same thing, it was quite obvious that we had to develop a change in curriculum in the K-10 program if the students were to make a wise choice in training for a career. A curriculum-based guidance program has to emerge rather than permitting counseling to continue on a hit or miss basis. Out of this need to develop a program, and specifically to develop the 9-10th grade program of CEP, came this project. The purposes of the project were to: - bring together groups of local personnel to write a document that would became a guide for program operation, - train this core group of persons to be local program developers when funds become available, - institute recommendations for teacher education change that would automatically build CEP into teacher preparation. With the K-10 continuum progressing from the "awareness" approach in K-6, and the "look-see" approach in the Career Orientation Program of grades 7-8, it is a logical step to move the learning system to "hands-on" in the Career Exploration Program at 9-10th grades. At this level there will be simulated exploration with multiple choices in various careers, whether training is offered at the high school or post high school level. The major outcome of this series of six workshops was to produce a guideline that can be used by all of the 9-10th grades in Ohio.VEA68 funds in the Educational Professional Development Act (EPDA) were used to support the operation of the workshops and the publications resulting fram these activities. These funds helped education personnel defray their costs, provided the instructional personnel and consultants, and made it mmah easier to begin development of the Career program in Ohio. It is hard for personnel to change horses in the middle of the stream.Moving fram a discipline, subject-centered curriculum to a behavioral student-centered curriculum is hard to visualize. It is with respect that we accept this document and tentatively publish it as a guide, fully expecting many, many modifications and changes to came about through use in the existing funded CEP schools and through others as they plan ahead for activation. The written word has to start somewhere, so this is the first Ohio published (tentative) document to help local educational personnel establish and operate a Career Ekploration Program. We want to thank all of the persons, including Eldon Reiboldt, the director, for their participation in the workshops and their intuitive writing and ideas molded into this document.We apologize that all that was written could not be pliblished, but as a guide, we just could not list everything. It is truly wonderful to see over 100 persons put down on paper their ideas around a central theme, discuss ways of operation, and came out with something to help all the other teachers and educators in Ohio. We appreciate everyone's effort and present the following document for your use. Use it in good faith and for the betterment of our educational system for your student, the present and future taxpayers of your communities. R. D. Balthaser, Assistant Director Vocational Education for Business and Office Education and Career Exploration Programs Department Director of EPDA Project 2510-3 10-5-71 ii FORWARD CAREER DEVELOPMENT CONTINUUM Our rapidly changing technology and the resultant man- power trends mandate a reassessMent of existing secondary curriculum. Occupational areas which possess personnel shortages and present unemployment patterns, both focus clearly on the need for more realistic career choices on the part of youth and young adults. Career choices must be based on a systematic study of jobs and job families and knowledge of self in terms of interest, aptitude and ability. The career development continuum was designed to meet the needs of youth and society. The continuum is based on the principle that all education should be relevant to the needs of students at the various educational levels. Ad- ditionally, the continuum provides for maximum curriculum articulation in grades K through 12.Career education tran- scends all courses and is based on the concept of an inte- grated program. Curricular changes are a prevalent part of the educa- tional history of this country. However, change has not always been synonymous with improvement. The career develop- ment continuum is perceived a curriculum innovation which can truly change the direction of education in Ohio, and in the nation. The primary purpose of the career development con- tinuum is to increase student options in terms of occupa- tional choices, life styles, and societal contributions. We are indebted to the many individuals who have con- tributed to the concept and the materials for thecareer exploration phase of the career development continuum. We are further indebted to the State and Federal agencies, which provided the opportunity for the development of these mate- rials. ,e2,44,4El Ilic444/ Charles W. Nichols, Chairman Department of Vocational Education Kent State University TABLE OF CONTENTS Preface - Dr.
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