A Theory of Vocational-Technical Career Education.

Autor/in	Smith, Clodius
Institution	Navajo Community Coll., Tsaile, AZ.; American Indian Resource Associates, Oglala, SD.
Titel	A Theory of Vocational-Technical Career Education.
Quelle	(1974), (42 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	American Indians; Career Education; Educational Objectives; Elementary Secondary Education; Field Experience Programs; Job Skills; Labor Force Development; Nontraditional Education; Occupational Clusters; Program Development; Relevance (Education); School Counseling + Suchen Sie Ihr Suchwort? American Indian; Indianer; Arbeitslehre; Educational objective; Bildungsziel; Erziehungsziel; Praxisnahes Lernen; Produktive Fertigkeit; Arbeitskräftebestand; Non-traditional education; Alternative Erziehung; Berufsgruppe; Programmplanung; Relevance; Relevanz; School counselling; Pädagogische Beratung
Abstract	Current dropout and unemployment rates among American Indians suggest that educational needs of virtually all Indians can best be met through occupationally oriented education programs that are designed to meet specific Indian needs. In recognition of both individual and societal needs, Indian education must direct itself toward provision for every student at all levels to acquire skills which will enable him to make a livelihood regardless of the level at which he leaves the educational system. A comprehensive career and vocational-technical education should include a sequentially developed program offering career orientation, exploration, and preparation which is structured around the basic subjects of grades 1-12. Elementary education should provide information relative to job roles and requirements. Junior high schools should provide exploration of specific job clusters via hands-on experiences and field observations. Senior high schools should provide specialization via the following options: (1) intensive job preparation for entry into the world of work; (2) preparation for post secondary occupational education; (3) preparation for 4-year college entry. Program development should include consideration of: guidance counseling; curriculum laboratories; systematic evaluation; and manpower development, delivery systems, placement, and follow-up. (JC)
Anmerkungen	Not available separately, see RC 008 772. ERIC/CRESS, Box 3AP, Las Cruces, New Mexico 88003 (on loan)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC