Your search found 62 results.

Descriptors:
Academic Education; Business Education; Career Development; Decision Making; Economic Opportunities; Education Work Relationship; Entrepreneurship; Experiential Learning; Goal Orientation; High Risk Students; Individual Characteristics; Literature Reviews; Occupational Aspiration; Problem Solving; School Business Relationship; Self Employment; Small Businesses; Social Networks; Teaching Methods; Team Training

Abstract:
Entrepreneurship, or small business ownership, is an increasingly attractive option to young people and adults (including low-income populations, at-risk youth, and women) who are striving to find careers that are exciting to them and offer the potential for personal and financial success. Entrepreneurs must be self-starters, innovative, willing to try new things and take risks; they must be able to get along with others and be receptive to suggestions and criticism; they must be able to look at a situation, identify opportunities, gather resources, make business plans, and be persistent. Career and technical education (CTE) can help students develop these skills by integrating entrepreneurship education with academic and technical curricula that stresses financial, people management, interpersonal/communication, and business planning skills. Of significance in promoting entrepreneurship are curriculum approaches and delivery techniques that motivate students to stay connected to school and learn the skills required to succeed as small business owners. Flexibility in program structure and delivery, cultural competence, and collaboration are key components to entrepreneurship programs. (Contains 15 references.) (CG) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Apprenticeships; Cooperative Education; Education Work Relationship; Experiential Learning; Outcomes of Education; Partnerships in Education; Program Effectiveness; School Business Relationship; Secondary Education; Vocational Education; Work Environment; Work Experience Programs

Abstract:
Work-based learning (WBL) includes a range of activities that extend beyond traditional cooperative education, such as job shadowing, service learning, internships, and apprenticeships--all of which provide career and technical education (CTE) students with valuable experience in the world of work. Several issues are involved in developing meaningful worksite learning experiences. Employer recruitment and commitment are crucial. High-quality and effective partnerships with employers have the following features: explicit learning outcomes, formal assessment processes, identification of standards, application of appropriate quality assurance and enhancement processes, and recognition through the awarding of credit or certification. Quality of the teaching staff is another issue. CTE teachers should be prepared to facilitate learning and be effective coaches and mentors by engaging in their own work-based experiences. WBL has been shown to facilitate workplace preparation; however, outcomes related to academic achievement are less clear. Questions used to encourage reflection in collaborative learning programs may help educators find ways to document student learning, not just outcomes related to retention, completion, and placement. Work-based learning helps students to integrate knowledge and experience and gain a broad perspective of the learning and skill development that is required to make successful transitions from school to the workplace or further education. (Contains 15 references.) (SK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adult Education; Career Change; Career Development; Cross Cultural Training; Economic Change; Education Work Relationship; Educational Attainment; Employment Level; Employment Potential; Globalization; International Trade; Job Skills; Lifelong Learning; Occupational Mobility; Overseas Employment; Postsecondary Education; Salary Wage Differentials; Technological Advancement; Temporary Employment; Unemployment

Abstract:
Is the positive potential of globalization being realized? Are transnational careers becoming a reality? What effects are uncertainty and continuous change having on career development? There is evidence that a growing number of companies are exporting both blue- and white-collar jobs overseas, although some contend that it is new technologies that have reduced the demand for more workers by increasing productivity. Some believe that jobs in fields where the level of expertise is high will remain in the United States. Workers who have high levels of education and skill may be more able to reap career benefits from global integration than those with only high school education or less. Lifelong learning is touted as a key to employability. Globalization's effects may be seen in increasingly lateral career paths, work that is increasingly portfolio centered rather than position centered, and an increase in contingent and temporary employment. Besides educational attainment and occupational proficiency, employment in a globalized world will require understanding and appreciation of a wide variety of cultures and the ability to work cooperatively and collaboratively in teams and across cultures. (Contains 18 references.) (SK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Business Cycles; Career Development; Decentralization; Economic Change; Economic Climate; Economic Impact; Employer Employee Relationship; Employment Potential; Employment Qualifications; Information Technology; Job Skills; Labor Force Development; Lifelong Learning; Organizational Change; Organizational Culture; Postsecondary Education; Productivity; Technological Advancement; Unemployment; Vocational Maturity

Abstract:
The "New Economy" implies a society in which information/communication technology is changing the nature of the workplace and contributing to more efficient and productive practices geared toward improving the quality of products and services. Recent events such as the collapse of dot.coms and corporate scandals have led some to doubt that the promises were based on anything substantial. Do productivity gains support the promises of the New Economy? Although there are signs of economic recovery, many remain jobless, and some believe that the recent surge in consumer spending is temporary and is not accompanied by steady improvement in the labor market. Are companies positioning themselves for an economic rebound? There is evidence that some companies are changing production practices and work organization, which some believe are signs of the New Economy. Does the New Economy demand a top-notch work force? Efficient and effective use of information technology and the capacity for lifelong learning are characteristics of the kinds of workers many employers now require. Are new technologies creating the most jobs? Some contend that the New Economy is not about job creation, but about the use of enhanced technology to perform work. Finally, the New Economy is characterized by the decentralization of economic power and opportunities. Portfolio careers and career resilience may be hallmarks of the New Economy's work force. (Contains 14 references.) (SK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adjustment (to Environment); Adult Development; Adult Education; Adult Educators; Adult Learning; Adult Students; Basic Skills; Cognitive Style; Educational Environment; Learning Strategies; Lifelong Learning; Postsecondary Education; Secondary Education; Student Attitudes; Student Educational Objectives; Teacher Attitudes; Teacher Student Relationship; Teaching Methods; Teaching Styles; Vocational Education

Abstract:
Teaching styles reflect the beliefs and values that teachers hold about the learners' role in learning; learning styles provide insight into the ways learners perceive, interact with and respond to the environment in which learning occurs. Many teachers teach in the way they were taught which usually can be characterized as field independent (content oriented, formal teaching methods, less student involvement, structured class activities); a style that can work well with students who are field dependent (prefer structure and guidance from the teacher). When students' learning preferences match their instructor's teaching styles, student motivation and achievement usually improve, but some students may do better with a learning/teaching style mismatch. Learners need to become better all-around learners by adapting their learning style to non-preferred teaching styles. Teachers can become more flexible by being willing to change their view of the role of students. The following five perspectives on teaching can help teachers to identify, articulate, and justify their teaching approaches: (1) transmission (focus on content, teacher directed); (2) developmental (values students' prior knowledge, directs students to develop more complex understandings); (3) apprenticeship (authentic tasks in real world settings); (4) nurturing (focus on interpersonal elements and students' emotional and intellectual needs); and (5) social reform (relate ideas explicitly to the lives of the students). (CG) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Annotated Bibliographies; Cooperative Learning; Disabilities; Disadvantaged; Dropout Prevention; Educational Benefits; High Risk Students; Learning Motivation; Lifelong Learning; Noncollege Bound Students; Postsecondary Education; Problem Solving; Salaries; Salary Wage Differentials; School Holding Power; Secondary Education; Student Motivation; Student Organizations; Vocational Education; Wages

Abstract:
Career and technical education (CTE) can benefit students directly by providing earning advantages before and after graduation. It can benefit them indirectly by increasing engagement, retention, and persistence and by directing them to postsecondary education and pursuit of lifelong learning. CTE programs motivate students to get involved in their learning by engaging them in problem-solving activities that construct knowledge and by providing hands-on activities that enable them to apply knowledge; bring students and adults together in a setting of collaborative learning; and offer opportunities for students to interact with community members, potential employers, and students and teachers who share similar career/vocational interests through such organizations as Future Farmers of America. CTE programs offer students an alternative to college prep programs, programs they may not have the interest, ability, or skills to pursue. Research shows students considered "at risk" or "disadvantaged" and students with disabilities have greater success when they are enrolled in technology education, tech prep, school-to-career, and other CTE programs. (Contains annotations of 18 resources that contain information on the ways in which CTE programs, including student organizations, have benefitted students by improving employment, retention, and achievement outcomes.) (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Standards; Articulation (Education); Career Information Systems; Curriculum Development; Demand Occupations; Economic Climate; Emerging Occupations; Employment Opportunities; Employment Patterns; Employment Projections; Information Dissemination; Information Utilization; Integrated Curriculum; Labor Force Development; Labor Market; Occupational Information; Policy Formation; Postsecondary Education; Supply and Demand; Vocational Education

Abstract:
The use of up-to-date labor market information (LMI) provided by a variety of state, federal, and local agencies and organizations can help program planners and policy makers design effective career and technical education (CTE) programs to prepare students for occupations and careers in demand. LMI includes information about labor market conditions, employment trends, earnings in occupations, skill requirements, and education and training resources that offers insights about economic trends that have implications for employment. CTE program planners can use such LMI to ensure that they accomplish the following: develop occupational standards that reflect changing socioeconomic demands; ensure that CTE programs contain current and relevant workplace information; and facilitate individual career decision making. Four ways that program planners can use LMI to coordinate services, be cost effective, meet quality requirements, and show evidence of success are as follows: link academic and occupational skills standards to career development; use multiple sources of LMI; refer students to high-quality information resources; and link career information with assessment tools. (A bibliography listing 4 publications and 8 Word Wide Web sites constitutes approximately 20% of this document.) (MO) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Annotated Bibliographies; Career Development; Career Education; Career Guidance; Career Ladders; Career Planning; Developmental Stages; Education Work Relationship; Employment Potential; Employment Practices; Family Work Relationship; Flexible Working Hours; Futures (of Society); Horizontal Organization; Lifelong Learning; Occupational Mobility; Skill Development; Teaching Models; Vertical Organization; Work Environment

Abstract:
The evolution of the workplace has required changes in the guidance and counseling practices of career education (CE). Basic elements of CE strategies for enhancing students' career awareness, exploration, and planning are still in place, but contemporary issues such as life-work balance, involuntary career transitions, and mentoring have led to new models that address trends in future careers. The traditional model of CE was designed for workplaces in which vertical movement within a single organization and career longevity were typical. It stressed a series of developmental stages, basic and academic learning, employability skill development, and lifelong learning. More current CE models are designed for workplaces characterized by interorganizational mobility, flexible work arrangements, teamwork, technology, and international relationships. Newer models include the following: (1) the "new careering," which advocates a theory of life as career; (2) the "integrated theory and practice" model, which stresses integration between school-, employer-, and residential-based models developed around lifelong learning needs; and (3) the "Intelligent Career" model, which stresses the importance of knowing how, why, and who when addressing ways to enhance career preparation. The new models are "boundaryless" in that career development can take place through lateral and horizontal, as well as vertical, movement. (An annotated bibliography listing 12 publications and 5 World Wide Web sites constitutes approximately 75% of this document.) (MO) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Attitude Change; Change Agents; Counselor Attitudes; Course Selection (Students); Education Work Relationship; Educational Attitudes; Educational Benefits; Marketing of Education; Noncollege Bound Students; Parent Attitudes; Parent Participation; Postsecondary Education; Program Effectiveness; Public Relations; School Business Relationship; Secondary Education; Student Needs; Student Organizations; Technological Literacy; Vocational Education; Vocational Education Teachers

Abstract:
Career and technical education (CTE) instructors can use four strategies to present a new image of CTE as a viable strategy for education and work. Strategy 1 is to give students something to brag about. Three ways to help students see their vocational studies as unique and special opportunities for satisfying and rich experiences are to provide stimulating, innovative activities that students can appreciate, learn from, and share with their peers; get state-of-the-art equipment or at least provide students access to it; and highlight the marketability of CTE program completers. Strategy 2 is to bring parents inboard. Two strategies for convincing parents to consider CTE are to address misconceptions about the need for all students to seek college diplomas and to describe CTE options that might better meet the needs of their children. Strategy 3 is to target marketing to those who have the greatest impact on student choices. Three steps for recruiting certain groups into CTEs corner are to reeducate guidance counselors, look to student organizations for influence, and cultivate support of business/industry representatives. Strategy 4 is to work with media. (10 references) (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Education; Annotated Bibliographies; Apprenticeships; Comparative Education; Continuing Education; Delivery Systems; Education Work Relationship; Educational Environment; Educational Finance; Educational Objectives; Educational Planning; Educational Practices; Educational Principles; Educational Trends; Employment Potential; Foreign Countries; Government Role; Indigenous Populations; International Studies; Lifelong Learning; Literature Reviews; Models; Postsecondary Education; School Business Relationship; Secondary Education; Training; Training Methods; Trend Analysis; Vocational Education

Abstract:
Increasing globalization has spotlighted a range of international approaches to career and technical education (CTE), including the German dual system, the British National Vocational Qualifications and General National Vocational Qualifications, and Australia's Vocational Education and Training and Technical and Further Education systems. Across the international spectrum, CTE reflects a country's economic and social investment in education and the strategies used to enhance the skill development of workers and foster their employability. The ways various countries have approached the challenge of raising productivity and competitiveness have changed over the years. Across countries, there is a growing awareness of the need to connect academic education and CTE. Core competencies, soft skills, and foundation skills that contribute to lifelong learning are increasingly being recognized as vital to employment in workplaces that demand flexible production methods, product and production innovation, and generation of new knowledge. The responsibility for CTE is also changing as systems encounter considerable pressure to reduce costs by increasing private investment and initiating public-private partnerships. This is especially true for continuing vocational training programs, which are showing a trend away from government-led funding toward demand-side initiatives that distribute costs across governments, industries, and individuals. (A 23-item annotated bibliography constitutes approximately 80% of this document.) (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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