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,DOCUMENT RESUME

'''"'il217*1060:461.1. '.. -' - VT-020 369

_AUTHOR Moore, Allen B..- titlit Career Education: The Role ofAdult Education..INSTITUTION Ohio State Univ., Columbus..Center for Vocational and

.r Technical Idadatioric:

SPONS AGENCY National Inst.of Edilation '(DREW), Washington,D.C.

#061-1T NO Inf-Ser-81PUB DATE 73P,10! 21p. .

AVAILABLE FROM Proddat Utilization Section, The Center forVocatiOnal and-Technical Education, 1960-Kenny Road,Columbus, OH 43210 (One of a set, prices available--upon request)

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RS3PRICE: MF-4065-HC-$3.29tdgekiPTOHS A-chWiDelfelOpMeni;_ *Adult_Education; *Adult

EaddatOrt:,.-Adultl-proga-Mi_t.-Arti6iilatiOn APiograml;

*t4teek *dildifiont.P.OP6*-s;-144+44441A1-Rd10;Post :secondaky =Education; Pro4iaiit-AumiiiiStiation;Program coOrdinaiibn; Research Reviews(Publications)

"ABSTRACTPredidated On the-belief that there exist, no vast

distinctions between career and adult education as programs.

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j4hi-OlihaVe as their objective, helpinTtO iake:yodth and' adultt More,-*eCtive ,decision makers- and personally self-fulfilling, prOdudtiVeindiViduals, this paper is intended for localditedtorSof adult and-cares= education activitiesi-Differiii4ilfiL regard. to time -frameand':00mprehensivenest of scope;- career education ana-Adiat edUdation44geheaVily-Upon each-other for their ultimate success. Careeredikation considert the total economic prOgrets and decision- makingpr6dOses of the individual,- while adult edUcaticin concerns itselfWith-00:indiVidual!S access tientry into: exit from, and reentryinto educational dkperiencesthif:will facilitate any-identified needof-the individual..AddltedUcation Coordinators-can-do-much to-

-strengthen the existing bond between- the --two programs..Spme of theihiligs which-can be done are: (1) Provide programs to fit-thestudents rather than-admit only thoSe who Meet prerequitites-of-thepariiCular programt, (2) Plan more extensively and cooperatively withadMinistratorS, teachers, and students -forTetttecondary programs_OrNnekt-,stepft-ievel-4duditional needs, and (3) 'Give more emphasis toditi collection, goal clarification, and evalUation activities..(AUtaxAurSN)

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nfQrmaton S_ iis.No. 81VT 020369

ON CLEARINGHOUSE ON VOCATIONAL

9 AND TECHNICAL EDUCATION

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FILMED FROM BEST AVAILABLE COPY

GEMENTSAtINOWLED,.

The _profession is indebted to len -B-. More for his _

scholarship in the preparation of this report. RecognitionAlto due James -A.-rTainer- OniVereity of California

at Los Angeles; and Kiriani Dowling,, Department of AdultEdudit-ion, -21)6=JOhid State University, for their criticalreview of the manuscript pric4-, to final -reVidiOff.and

'tioni The -development of the -publication was -coordinated by'Paul E. Schroeder, and Paula K. Young 1:44ov:idea the technicalediting.

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on. AT644#Onal,

The Material in this: publication was pre-pared pursuant -to acontract with the National Institute of Education; U.S.Department of Health, Education, and Welfate. Contractorsundertaking such projects under golvernment sponsorship areencouraged to express freely their judgment in..prOfessionaland teOhnical'matters. Points of view or opinions do not,therefore, necesSarily-represent Official National Instituteof Education-'-position or policy. -

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U S. DEPARTMENTS/F HEALTH.EDUCATIONS. WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN ,'REPROOUCEO EXACTLv AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN,ATING IT POINTS OF VIEW OR OPINIONSSTATE° DO NOT NECESSARILY REPRESENT OFFICIAL NA TIONtL INSTITUTE OFEOUCATION POSITION OR POLICY

. Inform* ion Series:No. 81VT 020 369

. CAREER EDUCATION:THE ROLE OF ADULT EDUCATION

Allen F. Mc5-611e-Research Specialist

The. Center-for Vocationaland Technical Edfica.hon

The Ohio State University''Columbus, Ohio 43210

ERIC Clearinghouse on Vocational and Technical EducationThe Center for Vocational and TeChnical Education

The Ohio State University1960 Kenny Road Columbus., Ohio 43210

1973

CONTENTS

Introduction 1

'Definitions and Descriptions 2

----Secondary and Post-Secondary Institutions 8

0..-. Articulation of Local Programs Betweenthe Secondary Level and the "Next Step" 11

Summary and Recommendations 14

. Bibliography 16

INTRODUCTION

Education is life-long. "1-1.-TV'c-b-fitrn-ab-u-S- "happening"

from.the_cradle-td7the grave and includes all the experiencesof ah individual frobirth to death. This paper focuses onthe adult life span of an;_,individual-as-it relates to learn-ing and educatiori:'SWOMcally, adult learning "...takesplace in a 'natural societal setting'" and adult education"...takes place in the context of 'learning organizations.'To be sure, all adult education then involves adult learning,but all adult learning is not adult education" (Perspectives.,., 1972: 1).

If education is .continuous and-life-long? .wher-eT do theartificial divisions (eiemeniary, Secondary, ,posi-secondary,career,- and adult) of education begin? End? Only two ofthese areas will be discussed in this pa-per: career-educa-tion and adult education.. Specifically, this paper istargeted- for directors of adult and career education activi-ties at the local school level charged with the responsibi-litylif providing education, training and placement for youthand.:_adu/ts as-they-leave-the public secdffdary school andcontinue to the "next step "; an occupation, post-secondaryeducation, retraining, upgrading, or a college degree.

Organization of the Paper- .

This paper is organized to provide the reader with basicinformation about adult educAtion and the emerging concept ofcareer education. Brief definitions and descriptions of -these domains are presented in the first section. Theremaining portion of the paper directs attention to the pointof terface of -adult and career education: methods and

-tech ues of.articulating the needs of youth and adults asthey x secondary schools and proceed to their "next step."

Statement of the Problem

The problem addressed ir(this discussiol .onc_eams theneed to coordinate educational and training activities foryouth and adults and to establish cooperation with numerousorganizations to meet their needs. The local administrator,

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e.g., director of adult programs,' director of career educa-tion programs, coordinator,of high school programs, orevening school director, is confronted with the need toprovide career-related information for training and-continu7int edication.opportunities to the "early leaver," highschool graduate, and interested adult. The local. directormust dear'with the problem of articulating the career infor-.mation, training, and educational needs-of youth and adultsto program planners at the secondary, post-secondary, andhigher education levels. T- -

DEFINITIONS AND DESCRIPTIONS

Adult education involves the planned formal and informal-learning-experiences of the individual that are designed tocreate a change in his or het behavior. What are. plannedformal and informal learning experiences? Who is the "indi-vidual"? What types of changes in behaviorare desired?These are the items for discussion in this section.

Adult Education Defined and Described

Planned learning experiences are the activities thatthe individual defines.and develops for himself either aloneor with other people. These are the experiences-that-theindividual determines, through some decision-making process,will-meet his immediate and/or future needs. The. specificneeds could be a high school diplota or equiValent, specialeducation for a jobor'interest, continuing education, orleisure time pursuits.

The planned activities that the individual pursues maybe'formal or informal, classroom or home study, small groupor individual,-onOr off the job, or organized or at aleisure pace. These activities mad involve the direct atten-tion of a teacher, supervisor, foreman, coach, or assistant,or-they may be self-directed.

Planned learning activities can and do take place inmultiple settings in a formal and informal atmosphere 'withthe purpose of bringing about behavioral change. The changein behavior is panned, developed, and encouraged ratherthan being an unplanned, serendipitous happening.

----For purposes of thit discussion, the individual is the. ,...--,person who has exited the school system either by graduation-

or other means, and desiresto pursue his or her interestsin an occupation, or post-secondary or higher education. Mil--'phasisis placed on meeting the individual's needs by provid7ing job placement and continuing education opportunities, inseveral alternative settings.

Behavioral changesare defined by the individual.- Areasof desired change could include skill development, employmentstatus, leisure time interests and continuing education. Tof-fler (1970: 367) describes the beHavioral changes necessaryto cope with ous technological society:

...education must teach the individual how to clas-'sify and redlassify information, how to evaluate itsveracity, how to change dategories when necessary,how to move from 'the concrete to the abstract and'back; how to look at problems from a new direction--how to teach himself. Tomorrow's illiterate willnot be the man who can't read; he will be the- manwho has not learned how to learn.

Career Education- Defined and, Described

tareereducation has been described rather than defined.Early advocates of career education declined to 'define theconcept for fear of halting its development and excludingeducational groups from the ferment of discussion.

Marland (1971), Assistant Secretary for Health,Edu'ca-tion and Welfare, has described career education as follows:

Career education is designed to give every y6-ung-step a genuine choice, as,well as the intellectualand occupational skills necessary to back it tp.Career education is not merely a-substitute for"vocational education," or "general education," or"college- preparatory education." Rather, it is ablending of all three into ah entirely new cur-riculum. The fundamental concept of career educa-tion is that all educational experiences--curricu-lum, instruction, and counseling--should be geared

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to preparation for economic independence, personalfulfillment, and an appreciation for the dignity ofwork and productive living.

Career education will eliminate the artificial sep-aration between thing6 academie and things vocation-al.' Three factors will distinguish career educationfrom traditional vocational education: It will beoffered as part of the curriculum of all students;.it will permeate the entire spectrum of a youngster'seducation, from kindergarten through high school;and it will offer a, much wider range of occupationalchoices than arse -now available in regular vocation-al education (1971: 6-7).

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If the description is oontinuecrto the logical extension-of each fadet, it will (1) be'for all students --all races,sexes, ages; (2) begin in early childhood atTkpldergar;ten-or

. before; (3) continue through the elementary'4ftd Secondaryschool years; and .(4)'provide a range of "next step" choicesfor the individual's entry into an occupationl_posse:&ondamyeducation, 'or" a four-year college.

In the author's opinion, career education can be definedas an organizes'., comprehensive effort that enables youth andadults, in accordance with their interests and abilities, toacquire the knowledge, skills and-attributes necessary-for. ,

'developing viable personal plans for lifelong learning andfor .productive,, personally rewarding emplpyment. Sudh-aipro-gram provides youth and adults the opportunity to: ..._11),ad-quire useful information about social, aesthetic, citizenshipand family roles, the-structure of the economy and the occu-pational needs of society;. (2) develop the attributes andskills necessary for playing an effective participatory role

. in society, including the-4orld of work; (3) develop the de-cision=making abilities necessary for realistic assessment ofalternative choices for future personal and societal action;and (4) acquire a marketable skill that will insure entranceinto the labor force when such action becomes necessary ordesieable (Gilliand, 1971) .

Relationship BetWeen Adult Education and Career Education

The function of adult education is multifaceted. It isremedial, vocational, relational, liberal, political (Bryson,1936), assimulative, mobility-promoting, and compensatory'(Floud and Halsey, 1958); it develops responsible citizens

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(Peers, 1958), expands communication skills, developsflexi-bility, improves human relations, facilitates participitionin societal activities (Knowles,'1960), and assists people --

in meeting their individual needs as they are' interpreted byindividuals themselves. A detailed discussion of adult ed-ucation functions and definitions is preiented by Schroeder(1970).

The function of career education is evolving. Duringthe period from July 1, 1971 to December1972, the author ob-served firsthand the function of Career education as demon-

, strated In fledgling efforts across the nation. The follow-ing are a number of the comments, perceptidhs, and c(*tcp.Usionsthat project directors, school administratori, employers,teachers, and parenti expressed about career edudation duringmy visits. Career education:

-1) Serves as a tandite, a total process, an instructionl.al system.

2) Simulates, and duplicates life situations.

3) Is open to allapproach.

4) Comprehensivelyadult ltivels.

5), Involves "learning how(

to live," and "learning howto make a living."

6) Includes preparation,.experiences, and decision-making about life roles.

7) Provides continuity of programs at all -levet, and.develops-the meaning of work.

8) Encourages adaptability. .

9) Develops attitudes, -and skills, and provides infor-mation about work, jobs, and the individuakr

10) Includes awareness, orientation, exploration andpreparation stages.

11) Strives to develop individuals competent workersand comprehending as men and women.

students, utilizing a developmental

involves elementary, secondary, and

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12) Includes training-and retraining.

13) Includes career orientation' and skill training.4t,

14) Relates to student needs.

15) Incorporates the Protestant -work ethic.

16) Develops the individual's economic potential.

17) Provides the opportunity to view the work process - -and the lifelong process of education to meet indi-vidual needsL

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18) Involves busihess and induitry .(observations and.,.work experience), enhances career development (un-derstanding one's self), and. helps students imple-ment their choices for personal satisfaction.

19) Guides the student in choosing, preparing, and con-tinming in a career.

20) Prepares the individual to seek and explore jabsand job information for himself.

21) Provides systematic and continuous self exploration,which includes investigating the relationship be-tween self, work requirements, and work and society.

22) Is open-ended, and includes all careers throughpractical applications.-

23) Develops the natural powers of a person over hisentire lifetime for his life work.

24) Provides job information and skill development,. de-velops attitudes (personal, psychological, and eco-nomic) about the significance of work, and the im-portance-of guidance and counseling.

Adult Education in Career Education

Career education begins at the preschool age, continuesthrough the high school years; exposes several alternativesbeyond the secondary level, and has implications for the do-main of adult education. Adult education has been the safety

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net below the secondary school trapeze. If performers havedifficulty getting from point to point, they can fall intothe adult eduCation net.

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Adult Education

Fig. 1.--Domains of Education

Reentersthe System

The "net!!_is....actually a network of educational oppor-tunities offered to youth and adults who have exited the se-condary school system for one reason or another. All indi-viduals can be admitted to these educational opportunitiesvia the "open door"-coriait. The term "open door" means thatall people may enter the post-secondary level institutionsre ;ardless of prior educational experiences. The term im-plies that continuous cycling in and out of adult educationexperiences is possible.

Toffier (1970: 367) discusses the linkage between edu-cation for career development, which begins .early, and adulteducation, which emphasizes the demand for continuing the

y learning process throughoUt a lifetime.

Today's "fact" becomes tomorrow's "misinforma-tion." This is no argument against learning factsof data--far from it. But a society in which theindividual constantly changes his job, his place ofresidence, his social ties and so forth, places anenormous premium on learning efficiency. Tomorrows -

schools must therefore teach not merely data, but

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to manipulate it. Students must learn how to. discard old ideas, how and when to replace them.

They must, in-short, learn hOw to learn.

SECONDARY AND POST-SECONDARY INSTITUTIONS

The discussion in this section deals with the secondaryschool and its relationship to the post-secondary schools,the individuals_attending-both institutions, and the localdirector of adult and career programs chargedwith the re-sponsibility of providing alternative ways for individualsto-reach the "next step.,

Institutions

Secondary schools provide the mandatory next step for.1% youngsters exiting elementary schools. They are the impor-

,4,----.--1--Itant linking institution between elementary schools and post-secondary schools. *It is on this battleground that the warsof maturation (discovery of self- identity, decision-making,and the transition-to adulthood) are fought., Some of thecasualties are students and some are curricula. Should theinstitution serve the curriculum-or the individual (the stu-dent), Should secondary and post-secondary schools articu-late curriculum or individuals (the students)? Post-second-ary schools are those institutions providing educationkl andpractical experiences for youth and adultsbeyond the secondary school. These institutions may be called community col-leges, junior colleges, or other titles designating educationbeyond the high school level.

Traditionally, the-linkage between schools has servedto articulate curricula. The individual moves into a curri-culum and continues to airikit point such as graduation. Ifhe elects to go on to college, he moves into another curricu-lum and continues to another exit point: graduation with afour-year degree.

Statistically, moving into the curriculum afirgraduationcycle at the secondary and higher education level is creatingmany coualties. On a national basis, for each 100 studentsenrolling in-elementary school only 20 graduate from highschool. Eighty percent (Worthington, ff7d.) of the youngsters

entering elementary. school do not complete_their secondaryschooling. These'"early leavers".have fewer educational andeconomic opportunities than those who graduate from highschool.

Students

In a work entitled 'What Do Students Really Want?, Baugh-Lman outlines his perceptions about individuals in the secon-dary schools of our nation. He begins_facetiously and philo-sophically: ".-..They want theNest.from life with no majorworries and-troubles; that is selfish. They want everyone toenjoy'the-Best of living; that is selfless'" (1972: 8). Baugh-tan's (1972) chapter on"What Youth Wants From School" shouldbe read by all educators. He describes the pressure§ of changethat face youth, their demand for "real" and. quality educa-tion, their need to determine their §-elf-identify, their,de-

:. sire 'for education to be fun and friendly, youths' rights asstudents, their need for realistic guidance and-direction in

determining.their "next step," the importance of success insome experiences at the secondary leitel,"and their demand forunderstanding teachers during th-- period of adjustment and.discovery.

Teaching styles are in need of change to'firgef-tlie-real--life educational demandd of youth.- In situations outside ofthe school, youths observe multiple approaches to problem-solving. They are demanding that they be expoded to multipleproblem-solving approaches in the school. Baughman states:

Pursuit of education at school is likely to .be morelively when additional options are present. Ado-lescents are pleased to have options in communitylife for recreational, cultural, avqcational, andservice activities. In the larger society, theyopt for multiple avenues rather than the slot sys-tem for employment and life styles (1972: 17).

Discussing the attitudes of youth toward work, Baughmanmakes three important observations:

...They [students, youth] are in quest of self-fulfill-ment through creative and satisfying productivity....

...If work is to become more meaningful, self-expressionof young people must be encouraged and'valued....

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...Creative productivity, Valuable and challenging work:individuality, self-expression, continuous dialog, andincreased respehsibility add up to participative manage-ment (1972: 39-40).

Adults come to learning situations having had variousexperiences and with preconceived expectations. Miller (1964)and Rauch (1972) emphasize that adults may hayse more experi-ence in some areas than the teacher or leader of the group.Adults have specific reasons for participating in learningexperience, e.g.,, they are ready to learn and apply past ex-periences tc, new skill development; they want help in solvingparticular problemS; they have'less time for leaiihing becauseof other,activitied; or they want to be involved in the plan-ning and developMent of their "own learning experiences.

Local Directors

Local :irectors of adult, and career education programs.have been delegated the responsibility of providing Curricu-lum, activities, and opportunities that meet the needs ofyouth and adults who exit the secondary school system. Theseneeds present several questions:

1) How does the dropout-and push-out learn about edu-cational and occupational opportunities after heleaves school?

2) How does the potential high school graduate obtaininformation about his needs and interests after heleaves high school?

3) What services are offered youth and adults for jobplacement,and post-secondary educltion opportuni-ties?

4) Does the curriculum of nearby post-secondary insti-tutions repeat the experiences and knowledge learn-ed at the secondary level?

The remainder of this paper will specifically considerhow local directors of adult and career education can assistthe individual in making the transition from secondary schoolto the "next step": training and retraining, a job, post-secondary education, higher education, and continuing edu-cation.

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ARTICULATION OF LOCAL PROGRAMSBETWEEN THE SECONDARY LEVEL AND THE "NEXT STEP"

Articulation is described by the Association for Super-vision and Curriculum Developthent of the National EducationAssociation (Menacker, 1969: 221).

...Successive:units of the educational structureare said to be well-articulated when the parts arerelated to one another in a well-organized whole,when the various school levels are=seen and are oprerated as interdependent parts of an-ongoing andunified process of education.

Articulation: Defined and_Described

Education is-assumed to be--& continuous process. If.thisassumption is true,_there should be no problem-for the young-ster or adult to move from one level to another in pursuit ofhis or her goals. Menacker (19691 220), discussing articula-tion between high school gnd college, points out that:

...student transition in subjects common to succes-sive levels of education has, at times, been char-acterized by overlap or gaps in subject material,changes in teaching methodology, and other impedi-ments to a smooth, uninterrupted presentation ofsubject matter to the student.

The overall goal of an articulated educational system isthe smooth transition between institutions from kindergartenthrough continuing education.. -Linson, et al. (1971) specifysome of the purposes of articulation. The author is takingthe liberty to adapt these purposes to the articulation be-tween secondary and post-secondary educational opportunities.Articulation, then, is designed to:

1) Make all segments of education work together to ad-vance the objective of the student.

2) Eliminate duplication between school levels.

3) Expand the students' opportunities.

4) Make related training more effective.

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5), Give the student a better Oppbftunity to obtain a--__.halanced_education by taking courses which Are re-

lated and meaningful to him.

6) Make all levels and all aspects of his educationmore relevant.

7) Enable the individual student to develop and pur-

sue a long-range career plan.

8) Improve the quality of-education. .

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9) Make education more efficient and more economical.,,,

At the present time, much of the subject matter offered

at the secondary and post-secondary levels creates problems

for the students and the-institutions. Students completingbasic and advanced courses at the secondary level are forced

to repeat many of their experiences at the post-secondary lev-el, These conditions are-boring for students and inefficientfor the school. .

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Suggestions for. Improving Articulation

Suggested activities designed to'improve the articula-

tion between adult and careeredUcation programs arie-riretent-

ed in this section. Local directors of adult and career ed-

ucation programs can examine the educational situation and------

parcel out the individuals and organizations needing atten-tion, e.g., state and local boards of education for second-

ary and post=secondary institutions, school superintendentsand post-secondary institution directors, teachers, parents,

and students. First, the governing bodies of secondary andpost-secondary institutions need to examine their mission forexistance and establish that they will serve the educational

needs of youth and adults. Local directors can facilitatethis decision by providing flexible course schedules, easy

entry and exit into curriculum, and credit for competency orprevious experience.

Second, institution administrators need to support the"service to students mission" and open up their schools to

the local community. Local directors can establish contactswith business, industry, and community_leaders and bring this

expertise into the school. These contact persons can serve

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ac potential advisors and employers for graduates or earlyleavers with demonstrated skill competgncies.

.----- Third, teachers need to continually_ upgrade their skillsand information about employment and cultural opportunitiesfor youth and adults. Local directors can facilitate staffdevelopment by identifying cooperatiye employment for teach-ers in business or indu9try and by providing the opportunityfor local'resource people to be the "teachers" and on-siteexperts.

Fourth, parents and students need to develop the atti-tude that the school approach is only one method of provid-ing educational experiences for yOuth and adults. Local di-rectors can facilitate attitude,--devellopment by establishingtrust and confidence in students and communication betweenthe adult or career program and the community.

Fifth, communicatiosi between school levels is fundamen-tal to increasing articulation and cooperation. Specific ac-tivities might include:-

1) Inclusion of teachers in advisory committees.

2) Increased visitation between the different faculty-.

levels.

3,) Summer workshops offering an opportunity for facul-ties' to work together. ,

4) Establishment of joint curriculum committees in eachof the,technical fields.

5) Specialized courses offered by the institution to as-sist teachers in professional and academic advance-ment (Beach, 1969).

Sixth, involvement of the learner in the education pro-cess is a key factor in conducting learning experiences foryouth and adults. Involve the student, the teacher, poten-tial employers, and community leaders in designing, implement-ing, and supporting local career education programs.

Seventh, cooperative planning-between the secondary and"next step" level should be considered. Techniques (Mikalsonand Bloomquist, 1967) to facilitate planning might include:

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1) Determining courses that should be offered at the

high school and community college level to assure

that the student is given full credit for his high

school training and experiences and to minimize re-

"dundancy in repeating course work at the community

college level.

2) Determining which courses should be given at the

high school or community college level only.

3) Determining gaps between high school and community

college curriculums and identify course content to

be given at the different levels.

---4) Determining whether other programs should be of fer-

ed at the ,highschool or community eollege because

of un-met §tudent heeds in the local area.

These suggestions are not exhaustiVe or mutually exclu-

sive. The local director will need to employ all or parts

of these activities to get a student-oriented program "off

the ground," and in.dbing so he will design and implement

new techniques for delivering career education to youth and

adults.

SUMMARY AND RECOMMENDATIONS

Clear-cut distinctions between adult education and the

emerging concept of career education are lacking. The de-

scription and purposes of career education reach down into

the preschool and kindergarten levels and extend through post-

secondary, adult, and continuing education. From the pre-

school and kindergarten levels through high school, the dif-

ference between career and adult education can be observed.

However, when career education focuses on the early leavet

(pushout or dropout) from the secondary school, the differ-

ence between career and adult education becomesvery hazy.

Summary,

Both career education and adult education are intended

to make youth and adults aware of more than one alternative

when making personal decisions. Both efforts are concerned

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with the'individual_and his efforts to achieve a richer, ful-ler life for self .and family. Career and adult educationstrategies incorporate the preparation for employment as apart of their emphasis-

The distinction, if any, between career and adult edu-cation is that the former considers the total economic pro-gression and decision-making processes of the individual.Adult education is concerned with the individual's accessto, entry into, exit from, and reentry into educational ex-periences that will facilitate any need he identifies as im-portant in his life style.

Recommendations

In order to meet the popular demand-for pIannedformaland informal learning experiences of youth and adults, adulteducation organizations/institutions will need to adopt the"reach out" policy. The "reach out" policy will "...providethe prograM to fit the student rather than to select out andadmit only those students who meet the prerequisites of par-ticular programs" (Grede, 1973: 119)

Programs.at the post-secondary or "next step" level needto be planned cooperatively with administrators, teachers,and students from the secondary level. Community leaders andemployers should be included in the program planning processand encouraged td provide out-of-school facilities for on-the-firing-line learning experiences.

Adult educators should give more emphasis to the infor-mation gathering, clarification of alternatives, consequencesof,identified alternatives, and the decision-making processesof individuals in relation to career decision-making, i.e.,"Understanding the nature of decisionmaking, the necessityfor short-term commitments to careers in a changing society,and moving in and out of careers..." (Spradley, 1973: 14).

BIBLIOGRAPHY

Baughman, M. Dale. What' Do Students Really Want? Fastback.No. 12Bloomington, IN: Phi Delta Kappa EducationalFoundation. 1972.

Beach, T.O. "Coordinating Secondary and Post- Secondaryt Pro-grams." Agricultu -al Education. Vol. 41, No. 8 (Feb-

- .------ruary, 1969)-, L9-5.

Bryson, Lyman. Adult Education. New York: American BookCompany. 1936.

Floud;--Jean, and Halsey, A.H. "The Sociology of Education."Current Sociology. Vol; 7, No. 3 (1958), 191.

Gilliand, June. "Communication regarding the definition anddescription of career education." Raleigh, North Caro-lina. 1971.

,Grede, John F. "The Role of Community Colleges in Career Ed-7ucation." Essays on Career Education. Edited by' LarryMcClure and Carolyn Buan. Portland: Northwest Region-al Educational Laboratory. April, 1973.

Jensen, Gale, et al., eds. Adult Education: Outlines of anEmerging Field of University Study. Washington, DC:Adult Education Association of the U.S.A. 1964.

Knowles, M., ed. Handbook of Adult Education in the UnitedStates. Washington, DC: Adult Education AssociationarEET.U.S.A. 1960.

1Bib:dographical entries followed by an ED number aregenerally available in hard copy or microfiche through theEducational Resources. Information Center (ERIC). This avail-ability is indicated by the abbreviations.. MF for microficheand HC for hard copy. Order from ERIC Document Reproduction.Service (EDRS), P.O. Drawer 0, Bethesda, Maryland 20014. Pay-ment'must accompany orders totaling less than $10.00. Docu=ments available from the Government Printing Office may be ob-tained from the Superintendent of Documents, Government Print-ing Office, Washington, DC 20402.

17

Lipson, M.G., et al. "Is Articulation Possible?" American

Vocational Journal. Vol. 46, No. 7 (October, 197ITT29-31, 88.

Marland, Sidney P., Jr. "Career Education." Presentationbefore Session of the International Conference on Edu-cation (33rd, Geneva, Switzerland, September 15-23, 1971).

Washington, DC: U.S. Office of Education, Department ofHealth, Education and Welfare. September 16, 1971. 9

pp. ED 056 203 MF $0.65 HC $3.29.

Menacker, Julius, "Subject Articulation Between HIGH SCHOOLand COLLEGE." Clearinghouse. Vol. 44, No. 4 (December,1969), 220-223.

Mikalson, Roy G., and Bloomquist, G.R. Articulation of Occu-

, Iiatiohal Education in Clackamas County. Oregon City, OR:Clackamas Community College. October', 1967. 80 pp. ED018 185 MF $0.65 HC $3.29.

Miller, Harry L. 'Teaching and Learning in Adult Education.New York: The Macmillan Company. 196-4.

Peers, Robert. Adult Education: A Comparative-Study. Lon -

con, England: -Raitledge and Kegan-Paul. 1958.

Pers ecitives of Adult Education in the United States-and a'rgec ion for t e uture. eport or the ir nter-national Conference on Adult Education; Sponsored by theUnited Nations Educational, Scientific and Cultural Or-ganization, Tokyo, Japan, July 25-Augusf-71'17972. Wash-

ington, DC': Bureau of Adult, Vocational, and Technical

r '1972. 74 pp. ED 065 734 MF $0.65 HC $3.29.Also available from the Government Printing Office, Cat-alog No. HE 5.213:13042, $.35.

Rauch, David B., ed. Priorities in Adult Education. Wash-

ington, DC: Adult Education Association of the U.S.A.

1972. 2432 pp. ED 068 828, document not available EDRS.. _

Reich, Charles A. The Greening of America. New York: Ran-

dom House. 1970.

Schroeder, Wayne L. "Adult Education Defined and Described."Handbook of-AduIt Education. Edited by Robert M. Smith,et al. London: he Macmillan Company, Collier-Macmil-lan Limited. 1970.

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4-- 1

Smith, Robert M., et al., eds. Handbook of Adult Education.London: The Macmillian Company, Collier-Macmillian Lim-ited. 1970.

Spradie, James P. "Career Education in Cultural Perspective."Essays on Career Education. Edited by Larry.McClure andCarolyn Buan._ Portland: Northwest Regional EducationalLaboratory. April, 1973.

Toffler, Alvin. Future Shock. New York: Random House. 1970.

Wilhelms, Fred T. What Should the-Schools Teach? FastbackNO. 13. Bloom-11117E5El IN: Phi, Delta Kappa Educational

7 Foundation. 1972. -

Worthir,gton, Robert M. Remarks before the Regional IndustrialDevelopment Corporation, St. Louis, Missouri, October 13,1971: Cited in Why Career Education? The Facts, by LindAForsythe and Edwin York. Trenton: New Jersey State De-partment of Education. n.d.

19

The mission of the ERIC CLEARINGHOUSE ON VOCATIONAL AND TECHNICAL EDUCATION is toacquire, process, and'diss6m3:igfe. re.,seardhand relaten information and instructionalmaterials on vocational and technical education and related fields. It is linked tothe Educational Resources Information Center (ERIC), the national information systemfor education.

PRODUCTS

The information in the ERIC system is made a-yailable to users through several informationaccess products. Documents and journal artic-les are acquired, selected, abstracted, index-ed, and prepared for announcement in these pub-lications. The document's abstract can be readin the same ERIC publication in which it is in-dexed. The full text of announced documents isavailable from the original source or from theERIC Document Reproduction Service (EDRS) inmicrofiche and hard copy form.

11,_ ABSTRACTS OF INSTRUCTIONAL MATERIALS IN VO-CATIONAL AND TECHNICAL EDUCATION (AIM), aquarterly publication, provides indexes, toand'abstracts of a variety of instructionalmaterials intended primarily for teacher orstudent use.

* ABSTRACTS,OF RESEARCH MATERIALS IN VOCATION-'",AL AND TECHNICAL EDUCATION (ARM) is.,..publish-ed quarterly and provides indexes to and ab-stracts of research and related materials.

COMPUTER TAPES of AIM and ARM contain resumesof over 6,000 documents on vocational andtechnical education that have not appearedin RIE.

* -RESEARCH IN EDUCATION (RIE) and CURRENT INDEXTO JOURNALS IN EDUCATION (CIJE) are monthlypublications. Many of the documents announcedin AIM and ARM are also listed in RIE, theCentral ERIC publication. Journal articlesreviewed by the Clearinghouse are announcedin CIJE, the CCM Corporation publication.

CAREER EDUCATION

A new project, the Supportive Information forthe Comprehensive Career Education Model (SI/CCEM), is using the ERIC document base to pro-vide information for the development of the Com-prehensive Career Education Model (CCEM). Inaddition to using ERIC, the project staff is -helping to acquire additional materials for CCEM.Many of these are being announced in AIM, ARM,and RIF-

. -

INFORMATION ANALYSIS

The Clearin ouse engages in extensive informa-tion analys L activities designed to review,

. analyze, syn size, and interpret the litera-ture on topics of Critical importance to voca-tional and technical education.' Reviebi andsynthesis papers have been prepared on many pro-blems or processes of interest to the entirefield. Current emphasis is upon interpretationof major concepts in the literature for specificaudiences. Recent career education publicationshave been developed that clarify and synthesizefor program developers and decision - Rakers thetheoretical, philosophical, and historical basesfor career education.

USER SERVICES

In order to provide information on ways of uti-lizing effectively the ERIC document base, theClearinghouse provides the following user ser-vices:

1. Information on the location of ERICmicrofiche collections;

2. Information on how to order ERIC accessproducts (AIM, ARM, RIE, and CIJE);

3. Bibliographies on timely vocational-technical and related topics such as(1) career education, (2) vocationaleducation leadership development,(3) vocational education for disadvan-taged groups, (4) correctional insti-tutions, (5) cooperative vocationaleducation, (6) information system forvocational decisions; and (7) manage-ment systems in vocational education;

4. Brochures describing ERIC operationsand products;

5. Directing users to sources of informa-tion required for solving specific pro-blems; and

6. Referral of requests to agencies thatcan provide special services.

?CUR INPUTS

Your comments, suggestions, and questions arealways welcomed at the Clearinghouse. In addi-tion, any documents you feel are beneficial toeaucators may be sent to the Clearinghouse forpossible selection and inclusion into AIM, ARM,or RIE.

ERIC Clearinghouse on Vocational and TeChnical Education1960 Kenny Road

Columbus, Ohio 43210

VT 020 369

DESCRIPTORS - *Career Education; *Adult:-.Educationi Post Sec-

ondary Education; Research Reviews '(Publications); *Institu-

tional Role; Adult Development; Dropouts; *Adult Educators;Adult Programs; *Program Coordination; Program Administra--

tion; Articulation (Program).O

ABSTRACT - Predicated on the belief that there exist no vastdistinctions between career education and adult education as'

programs which have as their objective helping to make youthand adults more objective decision-makers and personallyself-fulfilling, productive individuals, this paper is in-tended for local directors of adult and career education ac-

tivities. Differing mainly in.regard to time-frame and com-prehensiveness of scope, career education and adult educationhinge heavily upon each other for their ultimate success.Career education considers the total economic progress anddecision-making processes of the individual, while adulteducation concerns itself with the individual's access to,

entry into, exit from, and reentry into education experiencesthat will facilitate any identified need of the individual.Adult education coordinators.can do much to strengthen theexisting bond between the two programs: Some of the things

which can be done are: (1) Provide programs to fit the stu-dents rather than admit only those who meet prerequisites oft_particular programs, (2) Plan more extensively and coopera-

tively with administrators, teachers, and students for post-secondary programs or "next step" level educational needs,and (3) Give more emphasis to data collection, goal clarifi-

cation, and evaluation activities. (author/SN)