Essex, Martin W. Career Exploration Program. Curriculum ...

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ED 118 943

95

CE 006 511

AUTHOR TITLE

INSTITUTION

SPONS AGENCY PUB DATE NOTE

Essex, Martin W. Career Exploration Program. Curriculum Guide [Grades 9-10]: A Workshop Report. Ohio State Dept. of Education, Columbus. Div. of Vocational Education. Office of Education (DHEW), Washington, D.C. Dec 71 380p.

EDRS PRICE DESCRIPTORS

IDENTIFIERS

MF-$0.83 HC-$20.75 Plus Postage *Career Education; Career Exploration; Curriculum Development; *Curriculum Guides; Grade 9; Grade 10; Learning Activities; Models; *Program Development; Program Guides; Resource Guides; *Secondary Education; Simulation; *State Programs; Teacher Workshops; Units of Study (Subject Fields); Vocational Education; Work Experience; Workshops

Ohio

ABSTRACT The document is a collection of materials related to

the development of a State career education continuum for Ohio, specifically the development of resources for offering vicarious, simulated, or hands-,on career exploration experiences to ninth and tenth graders within a unified theoretical framework. Introduced by general discussions of philosophy and hopes for the State program, the document includes flow charts, a 24-page application of the model program to a hypothetical school situation, a 40-page resource list cross-referenced to occupational areas, and an 8-page list of job titles in occupational areas, citing information sources for students. Three pages of general program recommendations are offered. Among the appendixes, 111 pLges of sample occupational simulations are provided for vocational education and for subject disciplines. The format provides concepts and teaching methods, sometimes including problems and answers. Eight-eight pages of curriculum suggestions are devoted to six basic personal developmental areas: self and environemnt, economics, world of work, education and training, employability and work adjustment skills, and decision making. The format provides developmental, program, and behavioral objectives, and broadly indicates program implementation and relevant teaching activities. Various documents related to administrator and teacher workshops are also al:ended. (AJ)

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CAREER EXPLORATION PROGRAM Curriculum Guide

A Workshop Report

.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

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by

Martin W. Essex State Superintendent of Public Instruction

State of Ohio Department of Education Vocational Education Division Columbus, Ohio 43215

December, 1971

111

U,S DEPARTMENT OF HEALTH, EDUCATION a WELFARE NATIONAL INSTITUTE OF EDUCATION

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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 subject-centered 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 14-15 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, stTervisors 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,

Byrl 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 PROGRAMS was outstanding 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 became 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 from these activities. These funds helped education personnel defray their costs, provided the instructional personnel and consultants, and made it much 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 from 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 come 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 Exploration 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 published, 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 come 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

10-5-71

Department Director of EPDA Project 2510-3

ii

FORWARD

CAREER DEVELOPMENT CONTINUUM

Our rapidly changing technology and the resultant manpower 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. Additionally, the continuum provides for maximum curriculum articulation in grades K through 12. Career education transcends all courses and is based on the concept of an integrated program.

Curricular changes are a prevalent part of the educational history of this country. However, change has not always been synonymous with improvement. The career development 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 continuum is to increase student options in terms of occupational choices, life styles, and societal contributions.

We are indebted to the many individuals who have contributed to the concept and the materials for the career 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 materials.

(?22,444

222,d4/647

Charles W. Nichols, Chairman

Department of Vocational Education

Kent State University

iii

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