Strengthening Work-Related Education & Training through Improved Comprehensive Guidance and Counseling Programs in the 1990s.

Autor/inn/en	Drier, Harry N.; Gysbers, Norman
Institution	National Consortium of State Career Guidance Supervisors, Columbus, OH.
Titel	Strengthening Work-Related Education & Training through Improved Comprehensive Guidance and Counseling Programs in the 1990s.
Quelle	(1988), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Counseling; Career Guidance; Comprehensive Guidance; Counseling Objectives; Counseling Techniques; Counselor Role; Educational Change; Educational Legislation; Federal Legislation; Postsecondary Education; Program Improvement; Vocational Education + Suchen Sie Ihr Suchwort? Berufsorientierung; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Bildungsreform; Bildungsrecht; Schulgesetz; Bundesrecht; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung
Abstract	Guidance has been and continues to be a major economic and social program that assists individuals of all ages and circumstances in dealing effectively with their lifelong development, including occupational choice and job adjustment. Comprehensive programs of guidance and counseling serve as the link between providing occupational training and employment readiness for the eventual transition to and satisfaction in the workplace. The statement of purpose in the Carl D. Perkins Vocational Education Act of 1984 sets forth an ambitious and important agenda for vocational education to help the nation meet the challenges facing it. Guidance should be treated as a program that has characteristics similar to other programs in education and vocational education (including learner outcomes, activities and processes to assist learners to achieve these outcomes, professionally certified personnel, and materials and resources). Guidance and counseling should be developmental and comprehensive, should focus on individuals' competencies rather than just on their deficiencies, should be built on a team approach, and must mandate articulation. Previous research reported in the literature is described, as well as a survey undertaken in March 1987 on the use of federal funds for vocational education in the United States. Thirty-one of 50 state career guidance supervisors provided information and suggestions for change. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC