Many career and technical education (CTE) programs rely heavily on support from the business community to serve their students. However, there is very little information available on building solid business-education partnerships. Most people in the business world will say that they care about education, but how can educators find the people…

This study sought to formulate a foundation for a Congress of Racial Equality (CORE) adult education program in "Black Identity." Adult educators may play a unique role in the program, serving as a bridge between the black community and the larger American society. The Danish folk schools and the Opportunities Industrialization Center in…

Presents the role of occupational home economics as perceived by a member of the State staff and also offers some exploratory ideas and sequential charts to aid in program development. (Editor)

A BRIEF HISTORIC SURVEY WHICH PLACES PROGRAMED INSTRUCTION IN THE PROPER PERSPECTIVE RELATIVE TO BEHAVIORAL TECHNOLOGY AS A WHOLE IS PRESENTED. BEHAVIORAL TECHNOLOGY IS THE APPLICATION OF LEARNING THEORY TO PRACTICAL PROBLEMS OF TRAINING AND EDUCATION. THE APPLICATION OF BEHAVIORAL TECHNOLOGY TO THE TEACHING OF CERTAIN VERBAL AND INTELLECTUAL…

In this inservice training seminar for correctional administrators, the major focus was on the definition and the objectives of inservice training, selection of training techniques and methods, and the evaluation of training programs. The intent was not to develop specific content, but to suggest general training principles and guidelines for…

During fiscal year 1968, significant changes and improvements in vocational and technical education were reported across the nation. The continuing flow of federal funds and the greater program flexibility under the Vocational Education Act of 1963, together with increased state and local expenditures, made possible expansion of ongoing programs…

In 1971, the "State Plan for Community Colleges in the State of Nevada" outlined goals and strategies for Nevada's four comprehensive colleges in areas including open-access, occupational education university transfer education, and community service. By 1991, the colleges had surpassed all goals set for them in 1971. Specific…

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…

The guidelines for planning career education programs revolve around gathering valid and comprehensive data. The career education planning model involves determining people's needs, available resources, and alternatives; establishing policies and practices; writing objectives and plans; and evaluating the results. The document, in outline form,…

This report on a national seminar attended by over 100 French adult educators from universities, industry, government agencies, and voluntary agencies is divided into three parts. Part I summarizes conclusions and recommendations made by nine commissions on conditions (including needs and objectives, obstacles to continuing education, educational…

The preliminary plan for the proposed National Institute of Education (NIE) is outlined. The author discusses a conflict of interests and pressure between Congress and the educational community which seriously hampered confidence in the Office of Education's R&D program, and suggests that the NIE, to avoid this problem, must establish…

In North Carolina, work force development education (WDE) begins in grade 6 with exploratory courses and leads to specialized classroom instruction in grades 11 and 12. Since 1992-1993, North Carolina's WDE programs have been evaluated with respect to eight long-range performance standards. Only in the case of standard 1 (all students will have…

Profound changes in our socioeconomic structure seem to question the relevance of both "institutional" as well as "open school" forms of education. The educator is faced with the challenge of selecting a model, combining models, or devising a new one. Dealing with these fundamental questions, 10 articles have been selected for their potential…

In 1994, Alaska began the process of using its grant funds from the National School-to-Work Opportunities Act to design a school-to-work system to meet the following objectives: obtain commitment and involvement from Alaska's governor and officials involved in human resource development; develop an implementation plan for a statewide system to…

This document is a workbook that describes how youth practitioners, Workforce Investment Act (WIA) entities, policymakers, funders, and others can use the Promising and Effective Practices Network (PEPNet) to improve the field of youth employment and youth development. The workbook begins with an introduction to PEPNet, which is a framework for…