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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 83 NOTE 36p.; A slide/tape presentation to accompany this booklet is available from the Illinois Vocational Curriculum Center. PUB TYPE Guides Non - Classroom. Use (055) EDRS PRICY MF01/PCO2 Plus Postage. DESCRIPTORS Business Responsibility; Change Strategies;. Community Development; Cooperative Planning; *Developmental Programs; Economic Change; *Economic Development; Education Work Relationship; Elementary Secondary .Education; *Government Role; *Government School Relationship; Guidelines; History;. Institutional Cooperation; Job Development; Postsecondary Education; *School Business Relationship; School Involvement; *School Role; Statewide Planning; Unemployment; Vocational Education IDENTfFIERS *Illinois ABSTRACT This booklet has been prepared to provide business, industry, labor, government, and educational groups with an overview of the economic development process as well as ideas for planning and implementing coordinated economic development activities. An overview defines economic development.and provides premises upon which the definition was established.' It also identifies three major goals for economic 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 within which the strategies can be implemented. A final planning section first identifies available resources, then provides a list of suggestions for successful planning within educational institutions, and provides an outline to aid planning efforts. (KC)

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U.S. DEPARTMENT OFEDUCATION NATIONAL INSTITUTE OFEDUCATION EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) This document has beenreproduced as received horn the personor organization originating it O Minor changes havebeen made to improve reproduction quality

Points of view or opinionsstated in this docu merit do not necessarily represent official NIE position or policy

"PERMISSION TO MATERIAL HAS REPRODUCE THIS BEEN GRANTEDBY

TO THE EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)." Education for Illinois Department of Employment State Board Adult, Vocational of Education and Technical Planning for Education Economic Development: Walter W. Naumer, Jr. A Strategic Approach Chairman Research and Development Project Staff: Donald G. Gill Section James A. Leach, State Superintendent Project Director of Education November, 1983 Carol S. Sanders, Principal Investigator.

Department of Vocational and Technical Education College of Education University of Illinois Champaign, Illinois Foreword

"Education for Employment aids for supporting economic agencies in the development Planning for Economic Devel- development efforts. A slide- of quality educational pro- opment: A Strategic Approach" tape presentation which Com- grams that prepare youth and has been prepared to provide plements this document is adults with the skills needed business, industry, labor, gov-' also available, to live a satisfying and pro- ernment and educational groups ductive life. Now, more than with an overview of the The research process used in ever, educators are being economic development pro- conducting this project in- called upon to prepare creat cess as well as ideas for cluded a review of literature rive, responsible, and planning and implementing and information gathering adaptable youth and adults to coordinated economic devel- from a steering committee of meet,the changing nature of opment activities. This 25 individuals repre6enting the workplace. document provides informa- government; business, indus- tion pertaining to the current try, and labor; and education, national and state economic This steering committee 21,73,/411e environment, a response to provided valuable input into economic conditions, econom- the conceptual and develop- Donald G. Gill ic development, implementa- mental efforts of the project State Superintendent tion strategies, and planning staff. Sincere appreciation is of Education extended to those 25 individuals.

The Illinois State Board of Education is committed to assisting local education Vocational Education's Role(s) in.Economic Development Project

Steering Committee Members

James A. Anderson James Civik Executive Director Director of Education Commission for Economic Development Illinois Bankers Association 222 South College Street, Room 203 205 West Randolph Springfield, II 62706 Chicago, IL 60606

Charles Baker, Manager Marilyn DeRuiter Office of Private Sector Programs Fitness Club, Inc. Department of Commerce and Community 505 W. Lincoln Avenue Affairs Charleston, IL 61920 2222 South College.Street Springfield, IL 62706 Rosetta M. Douglass Manpower Planner II David E. Baker Land of Lincoln Consortium Executive Vice President 1301 N. 11th Street Illinois State Chamber of Commerce ,.. Springfield, IL 62702 20 North Wacker 'Jrive Chicago, IL 60606 Thomas L. Erekson, Coordinator Vocational, Technical and Career Education Joan Bevalacqua, Director 356 Swen Parson Business and Professional institUte Northern Illinois University 22nd Street and Lambert Road De.Kalb, IL 60115 Glen Ellyn, IL 60137 Betty Jo Hi.i Tim Blamlet Illinois State Board of Education Director of Industrial Relations Consultant Illinois Manufacturing Association 100 North First Street 175 West Jackson Boulevard Springfield, IL. 62777, Chicago, IL 60604 James Huber, Manager Linda Calafiore Management Development Assistant Manager Caterpillar Tractor Company Comprehensive Training Section 100 N.E. Adams Street AB3B 201 North Wells, Room 1220 Peoria, IL 61629 Chicago, IL 60606

4 Joy',I,Inssen Ronald C. Morehead ExecUlive Director Illinois AFL-CIO MAP Field Repre.sentative Illinois Vocational Association 401 Epst Sycamore 44 Emporia Avenue Normal, IL 61761 Springfield, IL 62702 Tom C. Nicholson . J. Martin Jensen, Manager Director of Career Education Employment and Training Services Orion Community. Unit District #233 Department of Commerce and Community 1100 Thirteenth Street Affairs Orion, IL 61273 320 West Washington, 5th Floor Springfield, IL 62706 Norm Peterson, Director Governor's Commission on Science and High Technology Keith Lape, Director 310 South Michigan Avenue, Suite 1000 Program Division. Chicago, IL 60604 Illinois Community College Board 3085 SteVenson Drive Regina V. Polk Springfield, IL 62703 Business Agent Local 743, I. B of T. 4th Floor Leonard Larsen 300 South Ashland Loan Officer Chicago, IL 60607 Small Business Administration No. 4 Old Capital Plaza William E. Reynolds, Manager Springfield, IL 62701 Adult and Continuing Education Illinois State Board of Education Clifton H. Matz 100 North First Street Cr Assistant Dean for Career Programs Springfield, IL 62777 Parkland College 2400 West Bradley Avenue Philip A. Viso Champaign, II 61820 Assistant Superintendent Chicago Board of Education Robert B. Meeker, Supervisor 228 North LaSalle Bloomington-Normal Adult Education Chicago, IL 60601. Bloomington AVC 1202 East Locust Al ,Webb, Manager Bloomington, IL 61701 Industrial Relations Sealmaster .Bearings 1901 BlIter Road 6 Aurora, It 60507 Curreni. U.S. Economy For. the first time in the EcohonliC, Illinois' economic problems nation's history, authority are shared by other states. is shifting from the Presi- Basic problems have been dent to the Congress and identified as: (1) decline in from the Congress to the rates of productivity; (2) states and localities. decrease in capital invest- . The United. States is ments.; (3) higher interest operating, to a greater rates; (4) lack of effective extent, within the context dialog between pubic and of a competitive world private. sectors; (5) periods of economy rather. than within the parameters of a high inflation rates; and (6) . unstable sources of energy. domestic economy. Tech- nological advances in' Underlying these problems . are several broad emerging communication and infor- trends that are restructuring mation processing have the economic and social insti- made it possible for tutions of our nation. developing nations with The United States is lower labor costs to com=-' shifting from a mass in- pete with industrialized dustrial society to a ser- nations for world markets. vice and information The nation's economy is society. The impact of this affected by accelerated transformation will have a technological advances significant effect on Amer- both at home and in the icans both at home and workplace. For some, fear on the job. of technology and the loss There isdnore decentrali- 'of human involvement and zation than centralization control over-the environ- taking place in America. ment are accompanying these technological advances. A job revolution is occurring in America. The work environment is being restructured, American workers demanding more satisfaction from work are taking part in management and organizational decisions.' Business, industry, labor, government, and education' must adapt to the chartes r restructuring society, Most leaders agree that the United State's economy.musf under- go a fundamental change ifit sb"Fo,418INL_ is to remain competitive in ,;si world markets.

4 Illinois' Economy 14.0 Illinois' economy has much 13.6 to offer its own citizens and provides an attractive economic climate to prospective residents. Transportation by 12.8 air, water, road, and rail link the state to the rest of the 12.4 nation. Illinois has significant natural resources in addition 12.0 to well deVeloped public and 11.6 private institutions of education, research, culture, 11.2 and finance. Illinois' assets inclode: 10.8 A skilled work force. Nearly half of Illinois' 5.4 10.4 million workers are profes- 10.0 sionals, skilled techni- cians, craftspeople, or 0 machine operators. Recoverable reserves of 50 billion tons of bitumi- 1982 Months 983 nous coal. Illinois is a leading oil refining state. Illinois Rate of Unemployment and pumps about 32 mil- January, 1983 tljyough Febrtiary, 1983 SoUrce: Illinois Bt.reau of Employment Security lion barrels of oil per year, Illinois is a leader,in the ment was the highest it has generation of nuclear been since the depression of power. - the 1930's. Illinois per capita- Banks (more than 1,200) income was among the slowest control 7.6% of the total growing in the nation at the assets of the United end of the 1970's. Steel, auto- States. In addition to this mobile, 'construction, heavy strong financial base, equipment, and consumer Illinois has almost 400 durable industries have been, savings and loan institu- influenced by'competition tions. and headquarters from abroad and froni other over 70 large insurance, states. Energy and transporta- .,companies. Combined, tion costs have skyrocketed. these facilities provide the Illinois' economy is in a strength'and diversity transition from a base of required to provide the heavy manufacturing to a capital needed to finance service and information base. Industrial and commercial The nature of skilled work is development projects. Changing. Sophisticated sys- Access to major water- tems and devices are chang- ways and a modern ing some jobs, creating new International airport. jobs, and causing other jobs Illinois is at the heart of to be obsolete. Changes in the the nation's highway sys- economic climate and ensuing tem: new requirements of the labor Advanced communica- force challenge the education. tions technology. system to prepare Individuals,, Cultural excitement, capable of ceative, responsi- affordable housing, and ble, and adaptable work. educational facilities that rank arnong.the nation's best. However, like the rest of the nation, Illinois' economic climate is wavering. Illinois' unemployment rate has been increasing gradually, as illustrated in the following unemployment chart. In early 1983, unemploy- Economic Development: Defining .the popularized a concept known Concept. as economic development. "A Response to Economic development can Economic Conditions Conditions of the national be defiried as ''organized, and state economies, coupled planned, and cooperative with the underlying trends that efforts between public and are restructuring the private sectors designed to economic and social improve the economic condi- institutions of the nation, tions in a community andlor stimulated the need to state: This definition is baied emphasize economic groWth. on the following premises: Responses to economic Economic development conditions on the national, implies a process state, and local levels have Occurring within a geographic area, that encourages the creation, revitalization, and expansion of business and industry, provides increas- . ed employment opportunities, and maintains or enhances the quality of life of its citizens. Edonomic development requires a coordinated, cooperative effort among business, industry, labor, all levels of education, and governmental agencies. Economic development requires dearly defined roles and responsibilities for all groups and indivi duals involved in implementing activities associated with the process.

O Identifying Goals, The economic development Components, and o concept is comprised by Outcomes numerous elements. An analysis of the elements A reveals that in the broadest sense there are three major goals of economic develop- , ment; (1) human development; (2) job development; and (3) community development. As outlined in Diagram I,' each major gal is divided into two components and each goal has one primary outcome.

Diagram I

Goals, Components, and Outcomes of Economic Development

Goals Components Outcomes

Human Development Development of personal attributes important for Increased productivity and job success satisfaction from work

Development of occupational knowledge and com- petencies

Job Development Creation of new employment opportunities Increased employment opportunities

Expansion andbr Improvement of existing exployment opportunities

, Communtly Development Improvement of community environments Imptoved,quality of life

Development of local economic development plans

10 7: Current There is agreement among ties. However, activities of the the groups (i.e., government; . groups are often isolated, not EcOnomic business, industry, and labor; approached systematically, nor Development and education) that each must are they coordinated with the Efforts be involved in working activities among one another. cooperatively toward economic development. The groups each have been involved in and initiated a'number of r bconomic development activi-

Business, Industry, Labor Government

Business and industrial Economic development leaders became formally was, and still is, recognized involved in economic develop- as a priority of Illinois ment with the creation of government. House Bil1,2000, Illinois 2000 sponsored by the sponsored jointly by the Illinois State Chamber of Com- General Assembly and the merce. Illinois 2000 was Governor in 1977, created the formulated in 1979 as a pri- Task Force on the Future of vate, non-profit, tax exempt Illinois. The charge of the foundation, aimed at mobiliz- Task Force was to evaluate ing business, labor, academi- and articulate State goals and

. cidns, public officials and objectives regarding the community leaders in an open future of Illinois and to Participatory process to recommend an agenda for im- propose long-range economic Plementing actions resulting goals for Illinois. from the Task Force effort. Supported by private One of the recommendations furiding, Illinois 2000 received in the 1980 Final Report of considerable assistance and the Task Force focused on couisel from state and local economic developrrient. The government experts. The recommendation identified overall goal of Illinois 2000 four goals for economic was to assure that Illinois development: (1) attract constantly strive to improve private investment to maintain ' its competitive economic . and expand Illinois' diverse position among the states economic base; (2) strengthen through privatelpublio sector existing communities; (3) sup-

cooperation. Illinois 2000 . port state investments that outlined 51 long-range foster balanced, concentrated, economic goals for the state. efficient patterns of new de- These goals, yet to be fully achievedwere characterized in four major themes: (1) economic development and Jobs; (2) resource base; (3) health and hump services; and (4) tax and governmental structure.

. linv1/4.2c*, Avatv, A branch of Illinois govern- To promote economic ment, the Department of growth, two programs were Commerce and Community created through State legisla- Affairs (DCCA) is responsible tion. The Illinois Industrial for strengthening the State's Training Program (ITP) was economy by promoting the created to assist employers in growth of business and indus- obtaining the skilled labor try; by providing job training needed for carrying out busi.= programs and increasing em- ness expansions: The ITP ployment opportunities for provides industry with funds V. .1 Illinois citizens; and, by to pay a percentage of the I. assisting units of local govern- wages for training new andbr ment and related public and upgrading employees. The En- private sector groups to more terprise Zone Act was velopment; and (4) maintain fully utilize their resources.. enacted in December, 1982, Illinois' balanced multi-rnodal ° The DCCA recently (1983) to provide financial incentives transportation system. The 4 organized an Illinois Develop- for business growth in areas Task Force expressed confi- ment Board to serve as the of high unemployment. dence in the future of Illinois State's principal economic Efforts are being made by and envisioned a new kind of development advisory board. future, one of increased re- government and business to The Illinois Development work together to create em- sponsibility, of willingness to Board members represent the ployment opportunities in plan for the use of limited O eighteen public and private Illinois. resources, a future of advanc- advisory groups who work ed technology and commit- with the DCCA and Illinois ment to human resources. businesses. According to the Additional governmental ini Director of the DCCA, the tiatives include a Commission Illinois Developme,nt Board for Economic Development, a will: (1) devise a Comprehen- Commission on Science and sive strategy to better the High Technology, a Task Force overall Illinois economy; (2) on Private Sector initiatives, advise'on Illinois' efforts to and an Illinois Jobs Training market the State and Its pro- Coordinating Council (formally ducts overseas:' and (3) advo- the Illinois Employment and cate a diversified Illinois Training Council), The Illinois economy. . Jobs Training Coordinating To create more jobs and CounCil established to develop Improve the quality of life Job Training Partnership Act in Illinois communities, (JTPA) initiatives has a Private the DCCA established Sector Linkages Committee focusing on economic devel- "Illinois, Inc." a n alliance of State government, opment. business, labor, communities, units of local government and individuals, to promote Illinois as a place to live and do business. "Illinois, Inc.," is an international marketing and economic development program which invites the world to "Discover the Magnificent Miles of Illinois." As an activity of "Illinois, Inc.," DCCA publishes a monfhly'newsletter titled, "Illinois Ecbnomic Report:.

12 ak, Education

On October 5, 1982, Illinois Partnership Act. The organiza- Governor James R. Thompson tion of the Department of . announced a major program Adult, Vocational and Techni- designed to reshape educa- cal Education is structured to tional opportunities and help, meet the mandates of federal prepare students for employ- legislation, to complement the ment in the economy of the goals of the State Board for future. The proposal for the employment-based education, Education for Employment and to deliver quality educa- Program includes ideas with a tion programs to all Illinois vision of Illinois education for ,citizens who desire them.

the last part of the 20th . Numerous projects related century. In announcing the to economic development 'Education for Employment have beef sponsored by.the Program, Goyernor Thompson Illinois .State Board of stressed that we must be pre- Education, Depbrtment of pared to accept the rapid Adult, Vocational and changes in state, national, Technical Education. The and world economics with a products include materials on sound educational program. job creation, worker productiv- The quality of our educational ity, entrepreneurship system, Thompson indicated, education, occupational is not only a result of the survival skills and small resources which state and business management (see local-taxpayers provide, but it Bibliography on page 28). also depends on the ability of Tiles and descriptions of state and local leaders to three economic development adapt to the economy of the projects follows: future. _Identification and The Illinois State Board of Infusion of Economic Lit- Education in its policy making eracy Concepts into the role for vocational education Instructional Program" has been involved in educa- the purpose of the project tion for employment for many is to provide youth and years., The Department of adults enrolled in voca- Adult,' Vocational and Techni- tional education programs cal Education of the Illinois with some knowledge and will be provided with skills State Board of Education, understanding of how needed to foster pconom- administers federal and state they, as employ- lc development. A written revenues go provide all din-. ersmployees, can affect plan will be developed to zens with educational opportu-* productivity; develop a coordinate vocational nities in: (1) vocational and . sense of pride and education, government, technical edudation, (2) career accomplishment in the business, education, education, (3) adult education, jobs they perform, and industry, and labor pro,_ and (4) comprehensive train- function effectively and grams and services. ing under the Job Training knowledgeably in the free "A Model Collaborative enterprise system. Economic Development 4"Fostering Economic Project for Community Development Through Vo- Colleges" the purpose cational Education and Services" the purpose of this project is to change the attitudes of area comp-laity leaders concerning area economic potential. The leaders Defining Roles need to be organized, planned, and coordinated to improve Business, industry, labor, economic conditions. The government; and education can no longer operate inde- groups each have primary pendently to achieve roles in meeting the goals of human development, job de- economic growth. Given the velopment,' and community . necessity for economic growth during this time of development as illustrated in Diagram II. declining resources, efforts Diagram II

Primary Role(s) of Groups

Involved in Economic Development . of this project is to: (1) Bridge the gap between assess area vocational long-term, in-school Groups Primary Roles education training needs vocational training pro- and training programs grams and immediate Government/Public Leadership-establish policy offered, (2) link business, short-term job training - Agencies and serve as the vehicle for industry, government, and needs of business and planning, promoting, and im-

. community-based agen- industry. plementing the economic cies with vocational Provide financial development process education programs by assistance to local Adiisory-provide assistance developing a jobs clear- educatiOn agencies to to the major groups as they inghouse, instituting a design and conduct plan for and implement the hotline, and informing needed job training activities associated with their 4 business of training programs. . identified roles and responsi- available in the area, (3) To qualify for HITS an existing bilities kir economic develop- design specialized eco- Illinois business or industry ment nomic-programs by must have a planned expansion Coordination-encourage and offering on-site consulta- that will permanently increase monitor coordination, coopera- tions at the college and the number of personnel through tion, and collaboration between through task groups of .additional work shifts and/or and among all the groups in-. area experts, and (4) facilities in excess of normal volved in carrying out their develop a needs assess- growth and turnover. HITS, identified responsibilities for ment instrument, a step- combined with the prior men- economic development by-step manual on how to tioned Industrial Training design vocational training Program (ITP), provides an needs, and a handbook on attractive customized training Business/Industry/Labor Resource Utilization-provide the process of developing program for prospective and an effective and efficient an economic development existing business and industry. workplace conducive to clearinghouse. generating jobs and increas- In 1978 the Illinois State ing productivity Board of Education initiated Cooperation-coordinate; the development of the High cooperate, and collaborate with Impact Training Services pro- all groups involved in the gram (HITS). HITS; funded economic development pro- from state and federal voca- cess tional education dollars is intended to: Education for Employment Education-provide basic Provide specialized job education for and about work training to any business Training-provide specific or industry that is expand- , training to meet the current ing or relocating in Illi- and future needs of business, nois. industry, and labor . Articulation-coordinate local program offerings, K-adult '(unit districts, area vocational centers, community colleges); coordinate regional and/or statewide program offerings Program Improvement-revise -and update vocational education programs and services to meet the changing needs of business, industry, labor, and government Cooperation-coordinate, cooperate, and collaborate with all the groups involved in the economic developnient 14 process Diagram III Employment Education and Training Model

Grade Level Objectives

Advanced To prepare individuals for employment in the professions

The education community is one of the three key groups involved in economic development. Governor James R. Thompson emphasized this 13 role in announcing the Education for Employment program which outlines a five- Asswiate Degree/ To prepare individuals for employment in particular occupations part plan to adapt Illinois Continuing Ed. To prepare individuals for specific jobs, with particular employer education resources for the 1 To provide education and training for self employment last quarter of the 20th To expand career opportunities through skill upgrading and retraining century. Part II of the Governor's program, which relates directly to vocational education, focuses upon relevant job training. The program places emphasis on, 13 job re-training for agri- business, high technology, and other growth occupations. 12 I To prepare individuals for further,education and training* In addition to Governor To prepare individuals for employment in specific occupationalclusters Thompson's Education for To prepare individuals for employment in particular occupations Employment program, the To help individuals become more entrepreneurial 1980 Revised Goal Statements To help individuals make informed choices related to vocational of the Illinois State Board of experiences Education identifies education To provide assistance in identifying and organizing procedures necessary for employment as a priority. for achieving desired career objectives* In a general sense, programs and services which emphasize education for employment can be viewed from two related perspectives: (1) the opportunities provided for Illinois youth and adults to prepare for the work force in best match a manner compatable with 10 To help individuals identify which of the occupational clusters their interests, activities and their interests and abilities aptitudes, and (2) the contri- To help individuals explore their occupational interests within the occu- butions made to the economic pational clusters of their choice development of the State and To orient individuals to occupational opportunities within the five clusters its local communities. The To help individuals develop generalizable work skills Education for Employment To provide informationrelatedto occupationaltrends and job program in Illinois represents opportunities* a balance between these human and economic development' themes. Educators at all levels share a role in education and training for employment as indicated on Diagram III, Employment Education and Training Model. To help individuals become aware of the occupationalclusters: agriculture; health; business; home economics; and industrial To help individuals explore occupations within the clusters To help individuals develop basic academic skills and understandhuman aspects of work* To help individuals develop positive work attitudes

* This objective is emphasized at this grade level and each remaining higherlevel 15 Delivery System Outcomes

University Professional Career Preparation Business, Industry and Public and Private Agencies Community Groups

Community College Technical Career Preparation Proprietary School Military Business, Industry and Public and Private Agencies Apprenticeship Programs Community Groups

Public and Private Schools Preparation for entry level employment or further Area Vocational Centers education Business, Industry and Public and Private Agencies, used as resources Community Groups

Public and Private Schools Career Exploration and Orientation Business, Industry and Public and Private Agencies Community Groups

Public and Private Schools Career Awareness and. Exploration , Business, Industry and Public and Private Agencies, Basic Education For and About Work used as resources Community Groups

13 Defining secondary, and postsecondary preferences, availability of and preparation. More than education for employment resources, and employment 150 different skill training programs are provided by: demand cause the delivery of programs are provided by 570 Ficlucion The various branches of vocational educations to vary high school/unit districts, 32 the military. throughout the state. secondary area vocational, Vocational education in Non-public vocational EducatiOn for employment centers; 39 community col- Illinois is supported with schools operating on a experiences range from very lege districts, 2' universities, federal grant-in-aid, general profit or not-for-profit general to very specific. They and 3 state agencies. revenue, and local funds in basis. include programs deSigned to At the elementary level, elementary schools, high Unions. help students learn basic more than one million schools, secondary area voca- Business and industry. skills which are needed in elementary students partici- tional centers, community Governmental agencies at almost every occupation, to pated in occupational aware- colleges, and state agency the federal/state/local programs that train students ness,programs in FY'81. At Departments of Mental Health levels. for particular jobs with the secondary level, nearly and Developmental Disabili- Community groups. 520,000 students were served ties, Corrections, and in the agriculture, health, Rehabilitation Services. 17;!;,V111 home economics, business Vocational education refers LIM and industrial areas. Addition- to a program of instruction in ally, secondary schools the public schools for ocjupa- served 31,000 adult non-credit tions that require less than a vocational education students. baccalaureate degree. Voca- Approximately 291,000 post tional education experiences secondary and adult students are tailored for awareness were served by community and exploration at the elemen- college, corrections, and tary level, orientation for, mental health agencies. State grades 9-10 and preparation Board efforts with the Com- for grades 11-14 and adults. r prehensive Employment Preparatory experiences are Training Act program provided offered for entry level. services to more than 9000 employment or further educa- unemployed and underemploy- tion in an advanced occupa- ed youth and adults in FY'81. tional, speciality. Vocational education programs on the secondary level particular employers. The offer a series of courses, activities provided for designed in a logical learning students range from class- sequence, to provide entry room instruction to labora- level skills or preparation for. tory/shop training to on-the-job further education in,an training. advanced occupational speci- p. Education for employment ality. Each local education experiences are provided at agency modifies course se- °Et.14 the elementary, secondary, quences consistent with local Wiliam- and post secondary/adult labor force data, community levels. Students are afforded and student interest informa- experiences in career aware- tionand available agency ness, exploration; orientation resources.

MIMmot

The sources and types of Vocational education pro- programs. which prepare grarris offering a series of

people to enter and. perform courses, designed in a logical car successfully in the world of learning sequence, are sug- work is staggering. In addition gested to local education

to the public and non-public agencies-by the Illinois State es, school system elementary, Board of Education, Depart- ment of Adult Vocational and Technical Education. However, individual differences and 14 Stratogie.; course(s) within a particu- of the community site about work; (2) training - lar vocational program. visits may vary from a for Didilecl 1:1 specific training to meet the s, These contractual ventur- few hours to 13 weeks. current and future needs Of Voc:tif ion al es include: Internship Experiences: business, Industry, and labor; - arrangements between an instructional process (3) articulationcoordinate secondary and postsec- providing work andbr ori- local K-adult program offer- Many local agencies share ondary agencies for entatiOn experiences in ings - coordinate regional instructional responsibilities providing vocational paid or non-paid employ- andbr statewide program with other public and private education instruction of ment at a job site under offerings; (4) program im- education agencies in their services. the supervision of an provement - revise and update areas. Strategies by which local arrangements between instructor and experienc- vocational programs and ser- education agencies provide secondary and postsec- ed worker. vices; and (5) cooperation - vocational education include: ' tindery agencies and Apprenticeship Training: coordinate, cooperate, and InSchool Vocational -' private educational vocational education collaborate with all the groups Instruction: classroom agencies for vocational programs Which are of- involved in the economic and laboratory experienc- education training. As an fered for apprentices who development process. Voca- es are conducted within example, a private cosmer are employed to learn tional educators need to be the local education agen- tology school might skilled trades. These aware of their roles and carry cy's existing facilities. provide instruction for programs of related in- out their responsibilities within Cooperative Agiee- high school students struction are made the total economic develop- ments: local education under a special contract. available to all persons ment scheme. In order for agencies of the same type Strategies by which local interested in receiving this education for employment to share instructional re- education agencies instruction. contribute to the economic provide vocational orienta- Entrepreneurship: a growth of Illinois, educators tion and skill training supervised occupational need to make a concerted experiences in cooperation experience which involves effort to coordinate and with the business, industry some degree of student collaborate economic develop- and labor community ownership andlor management efforts with govern- include: ment. As a cooperative \ ment/public agencies and the Extended Campus: com- effort of the school and business, industry, and labor / munity facilities are student's par ant or guardi- community. Meeting the pre- utilized as an extension of an vocationexperiences sent and future needs of a specific. vocational are provided at home, business, industry, and labor program in which the inschool, or other suitable through education and train- structor and students_ location under the super- ing will not only revitalize move from the local vision of an instructor. \vocational education's goal of school to extended cam- The primary roles of \ human development but also ..,Kognemen pus facilities for planned vocational education for assist in revitalizing the laboratory experiences. economic development have economy of Illinois: sponsibilities for a Cooperative. Vocational been identified as: (1) educa- course(s) within a particu- Education: vocational tionbasic education.fOr and lar vocational program. education is provided These contractual ventur- through written coopera- es include: tive arrangements be- - a cooperative agreement tween the school and between two .or more employers by alternation secondary schools to of study in school with . provide vocational educa- on-the-job training. These tion. As an example, each types of paid work experi school might provide ences must be plannei. orientation experiences and supervised by the for a Nurse's Aide Pro- school and employers. gram with only one Experience Based school providing the. 11-12 Education: experience grade Nurse's Aide skill based education provides development experiences. students with explore- - a secondary area voca- tionbrientation experienc- tional center cooperative es in which they earn agreement among a num- credit for individualized ber of secondary schools learning projects complet- in which a specialized ed in the community. Self- education facility is used awareness, basic skills, for providing* vocational career development, and education for high school career guidance are the and adult students. four major components Contractual Arrange- which are emphasized. ments: local education The experiences of these agencies of different types students at community share instructional re- . sites are viewed as viable' sponsibilities for a learning activities: Stu- dentS do not receive pay for their participation in the program. The length 18 15 Strategies for meeting each ry, secondary, area vocational ning efforts. Individual of the three major economic centers, community colleges, community differences and development goals and their and universities) as well as preferences, availability of components have been devel- systems outside of education resources, and specific needs oped to assist In planning for (e.g,, proprietary schools, of local business and industry. economic development. The military, business and Indus- will cause a variation in local strategies can be implement- try, and labor union appren- economic development plans. ed as a coordinated, coopera- ticeships). Consequently, the Identifi- tive effort of government; The Information displayed in cation of the responsible business, industry, and labor; Diagtam IV contains a variety groups (who) and the delivery and education. They can be of implementation strategies systems (where) are to be implemented and delivered by from which economic devel- decided as a joint effort. of the the various levels of the opment groups can select local economic development public and non-public educa- activities appropriate for local planning group. tional systems (e.g., elementa- economic development plan-

Codes

Who Where Kindergarten through 8th grade G/PA -- Government/Public Agencies K-8 BIL Business, Industry, Labor 9-12 .1 9th through 12th grade ED Education AVC Area Vocational Center CC Community College Univ University P.S. Proprietary School Mil Military B & I Business and Industry Appr Labor Union Apprenticeship

Diagram IV Implementation Strategies

Outcome: Increased Productivity and Satisfaction from Work Goal: Human Development

Responsible Delivery COMPONENTS STRATEGIES Groups Systems "Who" -Where"

a. - J cc N C.) = oa 0- 13 c > vi 0 co w oh < M Ico a i

Development of Personal Attributes Important for JobSuccess.

To develop positive values Contact a regional Illinois Career Guidance Center and attitudes toward work . for assistance in selecting appropriate programs and materials.related to development of positive values and attitudes toward work

Reinforce positive work attitudes

Provide experiences and activities that focus bn the development of positive values and attitudes toward work (e.g infuse into general curriculum, develop a separate class, develop-individualized projects, etc.)

Develop classroom activities that focus learning on understanding of self and others

19 Responsible Delivery COMPONENTS STRATEGIES Groups Systems

C9s > Q 0 m ww u

To develop basic academic Teach employability skills (e.g., self:appraisal, apply- skills and skills that center ing for Jobs, interviewing, etc.) on the human aspects of work Teach occupational survival F. kills (e.g., Interpersonal relations, problem solving, decision making, effective communication,'coping with conflict; etc.)

Offer academic credit for individualized projects blending academic and ,Acrk skills

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

Provide for strong basic knowledge and application of skills in mathematics, science, writing, and reading

Develop pre-technology programs emphkizing applied mathematics and science

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

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

Development of Occupa tional Skills

To orient people to clus- Utilize unbiased (sex fair and non-stereotyped) infor- ters of occupations that mation regarding available opportunities within each require similar knowledge, occupational cluster (i.e., health; bUsiness, market- skills, tools, methods, and ing and management; agricultural; industrial; and

materials . home economics)

Provide information regarding educational and skill requirements for new and emerging occupations

I l Responsible Delivery COMPONENTS STRATEGIES Groups Systems

.J otS . m G.i 2 co

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

Provide up-to-date Information regarding career opportunities, occupational projections, and labor market supply and demand data

Design hands-on individualized or group projects using the community as a classroom, to research the knowledge, skills, tools, methods, and materials required for different occupations

To prepare people for em- Teach occupational orientation courses in agri- ployment in a specific culture, health, home economics, business and cluster of occupations industrial areas

Provide occupational exploration activities within the community in the areas of agribulture, health, home economics, business, and industry. ,Provide career guidance activities, (i.e., career decision-making; coping skills; human relation skills, individualized career plans, etc.) iProvide access to computerized career decision: making and occupational information programs

Establish a career resource center which contains information related,to.occupations, educational requirements, apprenticeships, supply and elemand data, new and emerging occupations, etc.

To prepare people for ern- Teach occupational skillkeparation courses in ployment in a particular agriculture, health, home nomics, business, . occupation and industrial areas in the claroom and laboratory liesponsiblo Delivery COMPONENTS STRATEGIES Groups Systems

.?. 0 c9 CO 11 NC 8 K co

Provide oxtondod classroom experiences utiliiing communityunity facilities for planned laboratory experiences

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

Offer Internship experiences with skill training provided on-sitesunder the supervision of an instructor 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 productive members of the work force

Offer apprenticeship training

Enter into cooperative agreements with other agencies to share instructional responsibilities (e.g., two or more comprehensive high schools, a comprehensive high school and an area vocational center or specialized ethiCational facility, area vocational center and community college, etc.)

Obtairi input from business and:industry regarding skill needs of workers

. Promote partnerships between education and industry for the putpose of entering into cooperative training efforts

Provide up-to-date curriculum to meet the needs of business and industry qualified instructors to teach up-to-date skills

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

Solicit equipment donations from business and industry

Donate equipment to local education agencies

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

competency-based vocational education ma-materials

Foster joint program planning and development to establish program sequences at the secondary and post secondary levels

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

Utilize local.vocttional education advisory committees to examine vocational education program ef- fectivvess and to make recommendations for impulvement

1 4.

Responsible Delivery COMPONENTS STRATEGIES Groups Systems

.. C9 > Q c catuxth

To prepare people for Identify specific skill needs and individualize cur- specific jobs with specific riculum to meet training requirements of business employers and Industry

Offer flexible programs to meet the training requirements of the specific employer (e.g number of clock hours, content, etc.)

Solicit cooperative arrangements with other training delivery systems and business and Industry

'e Publicize the availability of customized programs to attract new business and Industry to a community and/or state by offering to supply a trained work force

Provide financial assistance to local educational agencies to design and conduct employer specific job training programs (e.g., High Impact Training Service [HITS], Industrial Training Program [ITPJ)

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

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

Provide qualified instructors to teach in employer specific training programs

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

Publicize the high quality of the general education program

Publicize the services provided to the community through the education system

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

To provide people with Design programs to teach computer literacy, com- training commensurate with puter usage and computer application to prospec- expanding and emerging ! tive and present educators, as well 4s to the gener- technological advances ; al public

20 llosponsible Dollvery COMPONENTS STRATEGIES Groups Systems

c41-- co °w a. 2 ea

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

Design a summer work experience program for vocational education Instructors

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

Hold joint public and private'agency symposia to discuss tho Implications of advancing technology on the structure of workplaces

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

Provide maximum flexibility in program content and length to meet local business and industry training needs .

Revise vocational education prograMs consistent with shifts in the nature of work

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

Design Instructional staff development activities related to economic literacy

Goal: Job Development Outcome: Increased Employment

Creation of New Employ- ment Opportunities

To encourage opening of Provide tax credit to employers who create jobs for new business and industry the unemployed

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

Offer courses, seminars andbr workshops focusing on development of entrepreneurial skills

Offer education and training for small business ownership and management

Encourage development of training facilities for high technd:igy industries Responsible Delivery COMPONENTS STRATEGIES Groups Systems

Ct t 2 to

Encourage application to receive assistance as an Enterprise Zone

Promote the capability and quality of Illinois oduca lion agencies

. . To provide skilled workers Advertise the financial assistance and training capa- for new bUsiness and in- bility provided by the High Impact Training Service dustry and Industrial Training Programs

Inform the general public about vocational education programs and services (e.g., install a central contact point for employer assistance (782-JOBS), install an Informational number about vocational education offerings (782-VOED), conduct a job placement fair during which employers interview job-ready workers, establish work ethic programs)

Identify and retrain unemployed persons andbr persons needing job upgrading

Utilize program offerings and technical assistance provided by the Illinois State Board of Education, Department of Adult, Vocational and Technical Edu- cation; Illinois Community Colleges; proprietary schools; U.S. military programs; business and industry training programs; and labor union apprenticeship programs

Expansion and improvement of Existing Employ- ment Opportunities

To assist owners and oper- Provide courses, seminars,andbr workshops in ators of small business development of management and to upgrade management organizational skills (e.g., Quality Circles, Model- and organizational skills Netics, etc.)

Provide courses, seminars, andbr workshops in development of entrepreneurial skills Rosponsible ,Dellyery COMPONENTS STRATEGIES Groups Systeme

To assist business and In- Provido business and Industry with up lo-data infor- dustry In upgrading and/or mation relalod to technological advancos, (0.0., reorganizing oxisting job Identify restructuring floods of the workplace, °quip- techniques to allow for mont noods, and skill noods of workers) technological advancos Provide assistance In customizing training to moot Individual noods of business and Industry

Publicize diroctions providod by state rosearch oI forts (e.g., the Governor's Commission on Scienco and High Technology, and the Task Force on Private Sector Initiatives, otc.)

To provide training and re- Identify unemployed workers and workers requiring training of workers to keep new Job skills for training and retrainin9programs pace with technological advances Provide customized short-term classroom and on- thejob training and retraining

Promote the High Impact Trpining Services program sponsored by the Department of Adult, Vocattpnal and Technical Education, Illinois State Board of Education

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

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

Coordinate training and retraining efforts with organizations projecting occupations (b.g., Women's Federation, etc.) Outcome: Improved Quality of Life Goal: Community Development

Responsible Delivery COMPONENTS STRATEGIES Systems 1 Groups

.> : > 0 c crj = CI Cr) <0 CC MI <

Improvement of Commu 'thy Environments

- .To encourage-maintenance In Crease community dollars through tax revenue and impruvernent of com- expansion munity infrastructure Encourage application for the.Department of Com- !:merce and Community Affairs' "Main Street Illinois" program

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

Encourage individuals -and/or groups to invest funds in bUsiness or property

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

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

I--I .z To encourage refurbishing Publish and disseminate information related to state or demolition of outdated and local agencies that provide community better- community facilities (e.g., ment assistance factories, busihesses, houses, etc.) , Encourage application for Enterprise Zone Funds to revitalize areas that are disadvantaged because of high unemployment and a poor business climate

Development of Local Economic Development Plan

To promote the develop- Determine if there is a local economic development ment of a local economic plan development plan Determine educations involvement in local economic development plan efforts 2 Responsible Delivery COMPONENTS STRATEGIES Groups Systems

Obtain support of influential leaders from within CA business, industry, labor, education, and government to establish an Economic Development Coor- dinating Committee

Give presentations identifying economic development goals and outcomes

Identify an appropriate group to develop a local economic development plan

Use a systematic approach to plan development including determination of current status and desired end results, activities that need to be accomplished, persons responsible, time frame, and needed resources

To promote the implementa- Presrni the plan to business, industry, labor, education of a local economic tion ;,:id government development plan Hold seminars, publish articleS, plan public service announcements, and distribute printed information to help the target groups to become aware of the plan and its contents and to understand their roles and responsibilities for implementing the plan

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

Publish success stories in newsletters and state publications

Hold semiannual or annual meetings for local economic development groups

Establish a state hot-line for local groups to obtain assistance Resource

Educational resources are available to assist in planning and implementing economic development activities. A number of organizations within the state provide technical assistance and/or materials to individuals or groups involved in program, improvement. This section contains the following information: (1) a description of State Networks, (2) a list of materials which relate to economic development, and (3) planning aids.

a State Networks

Organization Description Contact

Executive Director Advisory Council on Adult, Independent of the Illinois State Board of Education and state Alzina Building Vocational and Technical and local governments; required by law in order to receive fed- 100 North First Street Education eral monies for vocational education; has 32 members ap- pointed by the Governor to serve in 20 categories establish- Springfield, IL 62777 ed by federal legislation; responsibilities of the council are,out- 217/782-2892 lined by legislation.

Special Programs Section Career Guidance Centers Provides technical assistan disseminates information, products and program n guidance and counseling. Illinois State Board of Educ. 100 North First Street Springfield, IL 62777 217/782-5098

Curriculum Publications Curriculum Publications Provides curriculum materials developed through activities of Clearinghouse Clearinghouse the Illinois State Board of Education, Department of Adult, Vocational and Technical Education on a cost-recovery basis. Western-Illinois University Horrabin Hall, 46 Macomb, IL 61455 8001322-3905 (within ,IL) 309/298-1917 (outside IL)

Department of Commerce Responsible for strengthening the state's economy by promoting the Department of Commerce 222 South College and Community Affairs growth of business and industry; by providing job training programs and increasing employment opportunities forIllinois Springfield, IL 62706-. citizens; and by assisting units of local government and related 217/782-7500 public and private sector groups to more fully utilize their development' resources. 310 South Michigan Avenue Suite 1000 Chicago, IL 60604 312/793-2083 Telex: 910-221-5559

Illinois State Board of Educ. Educational Service Region Statewide system of 57 regions with authority to conduct services on behalf of the state and for local school districts; many 100 North First Street services are supervisory while others supplement the resources Springfield, IL 62777 and services available within the districts. 217/782-2927 Organization Description Contact

Illinois Development Council Furthers the development of the economic base of the state by Illinois Development Council means of: fostering cooperation'among economic development P.O. Box 256 professions of the state; encouraging statewide awareness of Springfield, IL 62705 the opportunity and problems within the state; and affording 312/372-7373 professional economic developers a vehicle for assembly and collective expression

Illinois State Chamber of Provides programs and services to help members control their Illinois State Chamber of Commerce cost of doing business; and serves as a medium to further the Commerce state's economic progress; specialists are available to assist in 20 North Wacker Drive each of the following areas: legislative, environment, taxation, Chicago, IL 60606 small business, education, labor relations, economic development, 312/782-7373 energy, regulatory, political action, government operations, and international trade.

Illinois State Board of Ed- One of a-number of departments within the Illinois State Board 100 Mirth First Street ucation, Department of Adult, of Education designated to administer federal and state revenues to Springfield, IL 62777 Vocation& and Technical provide all citizens with educational opportunities in (1),Voca- 217/782-4870 Education tional and Technical Education, (2) career education, (3) adult education, and (4) comprehensive training under the Job Training Partnership Act.

Illinois Vocational Curriculum Provides material searches and workshops to vocational educa- Sangamon State University Center tion teachers and administrators; identifies curriculum needs; Springfield, IL 62777 seeks materials to satisfy needs; loans materials developed 800/252-8533 (within IL) within state and nation; conducts presentations and tours. 217/786-6375 (outside IL)

Small Business Helps new or growing businesses meet their financial needs; Small Business Administration counsels small firms with problems; offers special assistance Administration to minority, women-owned and veteran-owned businesses; helps 4 North Old Capital Plaza small businesses to secure government contracts; and acts as Springfield, IL 62701 'a special advocate for small business with other Federal agen- 217/492-4416 cies, with states and within the private sector.

University Occupational Ed- Serves as a vehicle for the coordinating of statewide impetus in Council Chairperson ucation Coordination the preparation of occupational education professional personnel 356 Swen Parson Council among nine higher education institutions with comprehensive Northern Illinois University vocational programs. De Kalb, IL 60115 . 815/753-1306 Dev(,qopgiteoi Bibliogtapy

The following list of materials which relate to the general area serves as an introduction to the skills addressed in theunit. of Economic Development have been developed as a result of Each unit contains from 4 to 6 sessions related to 6 manage- program improvement projects in vocational education which ment skill areas: determining product and market, selecting were funded by the Illinois State Board ofEducation/Department allocation, advertising and sales promotion, recordkeeping, ob- of Adult, Vocational and. Technical Education/Research and De- taining initial capital, and employee and community relations. velopment Section, 100 North First Street, Springfield, Illinois Each session follows a typical format that includes the following 62777. Following the publication title is a brief description of the sections: rationale, materials, class activity, and a discussion material and a list of sources indicating its availability (see State guide for out-of-class activity. Materials such as 'transparencies, Network Chart for contact information). handouts, and out-of-class assignment sheets needed for each session are included.

Sources: Curriculum Publications Clearinghouse ERIC Microfiche Collection (Number ED 190863) Annotated Bibliography: Job Creation and Vocational Education, 1980 Illinois Vocational Curriculum Center

Description: Brief annotations are given for publications in the Entrepreneurship Educetion: Applying the Skills following areas: 1) human development, 2) statistical information, (Volume II), 1979 3) vocational and career information, 4) public/private" involvement, 5) work-related projects, 6) economic factors, 7) Description: Designed for use with the Level 1 Curriculum Guide Illinois manpower information, 8) national manpower policies, and (Entrepreneurship Education: Learning the Skills),, this Level 2 9) international manpower policies. (Volume 2) guide focuses on planning and completing student projects. The first of three major sections is designed to familiar-

Sources: Curriculum Publications Clearinghouse . ized students with how projects are completed. The second ERIC Microfiche Collection (Number ED. 201757) section, Resources for Planning and. Completing Projects, Illinois Vocational Curriculum Center contains a number of aids to help students begin projects. Suggested project activities, issues for investigation, and pre- Assessment of the Impact Vocational Education Can Have on designed projects are included in the following areas; deciding Improving Worker Productivity. Long Range Action Plan, 1981 on a product or market, selecting a location, obtaininginitial capital, choosing a legal form of organization, recordkeeping, Description: This long-range action plan was developed to credit and collection, advertising and sales promotion, employee identify needed research and development activities in vocational and community relations, and insurance. Developing and main- education to improve the productivity of the workforce. taining community resources is described in the final section Recommendations are included in four major categories: research, curriculum development, professiona' ievelopment, Sources: Curriculum Publications Clearinghouse and dissemination. The publication is designed to assist ERIC Microfiche Collection (Number ED 190864) individuals at the state level to plan and design programs and Illinois Vocational Curriculum Center services which may improve the productivity of the workforce. Entrepreneurship Educatign: Supplementary Readings (Volume III), 1979 Smrces: ERIC Microfiche Collection (Number ED 204513) Illinois Vocational Curriculum Center Description: This third volume in the Entrepreneurship Education Curriculum materials includes readings and suggested additional Concept Papers: Relationships Between Vocational Education resources -which compliment the instructional strategiescontain- and Job Creation, 1980 ed in the first two volumes. Three sections are included in the guide: critical incidents, readings and entrepreneurial skills, and "Description: Included in this publication are papers concerning management skill area resources. Critical incidents are two the following three areas: 1) national and state perspective of job types: those related to business and those related to non- creation, ,2) examples of how specific vocational education business situations. The second section contains student read- disciplines influence the job creation process and, 3) case ings in eight entrepreneurial skill areas: inner control, innovation, studies of job creation activities at the community level. decision making, human relations, planning and goal setting, reality perception, risk taking, and using feedback. The third Sources: ERIC Microfiche Collection (Number ED 189460) section contains resources for the management skill areas. Illinois Vocational Curriculum Center Sources: Curriculum Publications Clearinghouse EntrepreneurshipEducation: Learning the Skills (Volume I), 1979 ERIC Microfiche. Collection (Number ED 190865) Illinois Vocational Curriculum Center Description: Designed to emphasize entrepreneurial skills in relation to management and industry, this first volume of the entrepreneurship education curriculum guide is comprised of 19 sessions. The initial session is an orientation to the course and is 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 overviewwhich 31 Job Creation Owning and Operating a Small Business: Strategies for Teaching Small Business Ownership and Management, 1976 Description: This material is designed for use at the secondary level to communicate the three components of job creation: Description: This guide may be used to develop a course in entrepreneurship, new Ideas in a job, and a new job, It is com- small business management or as a resource for an existing posed of 6 modules of student worksheets and teacher guides course In small business management. It can also be used to along with a cassette of eleven songs. The modules can be used integrate small business emphasis into ongoing business on a one-to-one basis, in small groups, and In vocational courses. The content of the guide is based upon teaching education and career education classes. management information and skills through a unique activity format. Sources: Curriculum Publications Clearinghouse ERIC Microfiche Collection (Number ED 213954) Sources: Curriculum Publications Clearinghouse Illin Ois Vocational Curriculum Center ERIC Microfiche Collection (Number ED 133435) Illinois Vocational Curriculum Center Job. Creation: A COoperative Process; 1980 Potential Roles of Vocational Education in Improving the Description: This booklet describes several programs in Illinois Productivity of the Work Force, 1981 that are successful in creating jobs for their graduates. It is designed to encourage people at the local level to examine their Description: The monograph presents a discussion of the rela- programs in a more,creative fashion. tionship between vocational education and productivity and identifies potential areas of impact. It details the findings from Sources: Curriculum Publications Clearinghouse the Search of existing literature. Illinois Vocational-Curriculum Center Sources: Illinois Vocational Curriculum Center Methods and Materials for Teaching Occupational Survival Skills, ERIC Microfiche Collection (Number ED 205681) 1979

Description: This is a resource concerned with the "human" Educational Resources Information Center (ERIC) aspects of working in organizations. The guide is divided into Microfiche Collections in Illinois twelve instructional modules and a test section for student evaluation. Each module is divided into five or more sections. Southern Illinois University at Carbondale Each section involves a highly action-oriented approach and Eastern Illinois University contains, the following components: (a) topic, (b) objective, (c) Chicago Public Library survival skills emphasized, (d) importance, (e) materials and Chicago State University equipment, (f) activity, and (g) follow-up. The twelvejnstructional Loyola University of Chicago modules are the following: Working in Organizations, Motivation Northeastern Illinois University in Work, Understanding Self, Interpersonal Relations, Effective University of Chicago .Commuhications, Using Creativity at Work, Problem Solving, University of Illinois at Chicago Circle Authority and Responsibility, Leadership, Coping With Conflict, Northern Illinois-University Coping with Change, and Adapting and Planning for the'Future. Southern Illinois University at Edwardsville National College of Education Sources: Curriculum Publications Clearinghouse Northwestern University ERIC Microfiche Collection (Number ED 166442) College of Lake County Illinois Vocational Curriculum Center Western Illinois University Illinois State University Organizing Small Business Programs in Community Colleges, 1982 Moraine Valley Community College Governors State University Description: This guide assists community college instructors Bradley University and administrators develop educational programs to meet the Concordia College needs of current and potential small business entrepreneurs. It Illinois State Board of Education provides a variety of programs and resources to foster the Sangamon State University development of small business. Sections of the guide deal with University of Illinois` at Urbana the community college role in facilitating small business development, decision guidelines, participant needs, program content, advisory committees, needs assessment, program financing, program promotion, and program evaluation.

Sources: Curriculum Publications Clearinghouse ERIC Microfiche Collection (Number ED 219517) Illinois Vocatiorial Curriculum'Center Planning Outline a The "Overview" section of section piovides a list of this document defines eco- suggestions for successful What do you How will you nomic development and pro- planning within educational want to accomplish? do it?, vides premises upon which institutions and an outline. to the difinition was established. aid planning efforts. Once the The document also identities plan is developed to Include Three major goals for econom- the following essential ic development and defines elements it needs to be the roles of the groups involv- disseminated: ed: business, Industry, and All individuals and groups labor; government; and educa- involved need to be made tion. The"Strategies" section aware and understand the provides objectives and overall plan and its strategies for accomplishing various components. the goals, identifies responsi- All individuals and groups ble groups, and suggests need to understand their delivery systems within which roles and responsibilities the strategies can be imple- for implementing the plan: mented. The first portion of All individuals and groups this section identifies available need to commit them- resources. selves to the plan, and For economic development All individuals and groups to occur the strategies need need to implement their to be activated. Therefore, this portions of the plan

Suggestions for Successful Planning Within Educational Institutions

Gain administrative commitment. Contact and involve your local plan writer for vocational education. Work with your local vocational education advisory council. Identify economic development advocates within the school district. 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 of business, industry, labor and government. Who will, Where will When wIII it do it? It be done? be accomplished? References

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

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

3. Adult, Vocational and Technical Education, Education for Employment 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 to Keep 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 of Illinois: Executive Summary, Chicago, Illinois, 1979.

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

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

11. The Society of Chartered Property and Casualty Underwriters, the Restructuring of America in the Decade Ahead, The Public Affairs Forum, Malvern, Pennsylvania, 1982.

21. Task Force on the. Future of Illinois, /II', ois: The Future Final Report, Springfield, Illinois: State of Illinois, 1980. Illinois State Board of Education ,100 North First Street Springfield, Illinois 62777 Walter W. Naumer, Jr. Chairman Donald G. Gill State Superintendent of Education

An EqUal OppOrtuniiy/ AffirrnathieAotion Employer, 11183 3,600