ERIC Number: ED072227
Record Type: RIE
Publication Date: 1971-Jun-15
Reference Count: 0
Comprehensive Career Education Models: Problems and Prospects.
Syracuse Univ. Research Corp., NY. Educational Policy Research Center.
The U.S. Office of Education (USOE) has developed the Comprehensive Career Education Models in response to certain perceived social problems. There is an enormous distance, however, between the perception of a social problem and the formulation of a policy or program. In this paper, social problems are examined from a different perspective than that of the USOE with the intent of helping further revisions of the models and in framing more reasonable expectations concerning the consequences of their implementation. Three problems that constitute the policy and programmatic context for the models are: (1) the perceived failure of the schools to provide people with marketable skills, (2) failure to transmit or develop habits, dispositions, or attitudes that make a good employee, and (3) alienation from the social employment system. Not every issue connected with these problems can be influenced by policy nor are all these problems educational or have their source in the educational system. Section I of the paper provides a discussion of the policy context while Sections II and III examine the ways in which the models deal with: (1) attitude toward work, jobs, and employment, (2) issues of tracking and comprehensiveness, (3) value of introducing time as a variable, and (4) the process of career development. (SB)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Syracuse Univ. Research Corp., NY. Educational Policy Research Center.