Based on the goals and organization of the middle school and the fifteen clusters of career education, a model for use in the activity-based middle school program is presented. (MS)

The need for industrial education for many developing countries has involved them in implementing some career education concepts (awareness/exploratory, preparation, and specialization stages) in their industrial arts educational programs, utilizing such program guidelines as program financing, personnel development, and the availability of…

The authors, in light of the growth of the career education movement, are striving to encourage and prepare elementary teachers to utilize industrial arts activities in the elementary school. (Author)

Curricular development should be geared toward the study of industrial technology and must meet the needs of students. (MS)

The article reports on a study of teacher attitudes toward career education; an opinionnaire was used which reflected five major concepts or components of career education. Findings and recommendations relate to the need for increased teacher exposure to the aims of career education. (AJ)

The article introduces career education to industrial arts teachers of the New York City schools at the elementary, intermediate, and senior high school levels. (MS)

The importance of discussion in a child's career education at school, at home, and in the community is described. (MS)

Industrial arts (based on socio-psychological premises), as an important part of general education, helps individuals understand and interpret the concepts underlying an industrial/technological society, while vocational education (based on socio-economic premises), including career education, assists individuals in choosing and fulfilling an…

The pilot project in career education developed at the University of Maine at Portland-Gorham for grades K-6 is described. It is centered around the concept of the USOE's School-Based Model. (MS)

Simulation can take advantage of the characteristics of the younger child more readily than the project. The challenge to industrial arts education is clear: The project method should be augmented with career simulation experiences associated with industrial technology--especially at the elementary school level. (Author/SA)

The Dewey-Bonser-Russell Theory, one of the most far-reaching and all-encompassing philosophies of industrial education, suggests a challenge to modern industrial arts. Career education, a major effort to unify education, is consistent with the social-industry theory and identifies a broad responsibility. (Author)

The goal of the project described is to initiate career education instruction in all teacher preparation institutions in the State of Oregon. Fifty career education competencies are identified. (MS)

To insure the success of career education, all disciplines must pool their resources toward a common goal. The industrial arts teacher can act as an advisor to those instituting the "hands-on" classroom experience in free enterprise recommended to junior high teachers of all subjects. (Author/AJ)

A four-phase scheme for technology education attempts to relate industrial arts activities in the elementary school, contemporary industrial arts thinking for secondary schools, and vocational-technical education, consistent with major guidelines for career education. (Technical specialization is the fourth phase.) (Author)