Career Development Needs of Thirteen-year Olds: How to Improve Career Development Programs

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Roger F. Aubrey
National Advisory Council for Career Education, 1977 - 127 pages
 

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Page 6 - Areas in or around cities with a population greater than 200,000 where a high proportion of the residents are on welfare or are not regularly employed.
Page 6 - These include: (1) high metro — areas in or around cities with a population greater than 200,000 where a high proportion of the residents are in professional or managerial positions...
Page i - The result has been the comnissioning of two series of papers on a wide variety of topics. Several of the papers from the first series were published in 1976, eg, those dealing with the emerging history and the efficacy of career education. A second series of papers were commissioned in 1976, again, on a broad number of career...
Page 13 - ... ectives: I. Prepare for making career decisions. A. Know own characteristics relevant to career decisions. B. Know the characteristics and requirements of different careers and occupations. C. Relate own personal characteristics to occupational requirements. D. Plan for career development or change. II. Improve career and occupational capabilities. III. Possess skills that are generally useful in the world of work. A. Have generally useful numerical skills. B. Have generally useful communication...
Page 7 - Urban fringe. Communities within the metropolitan area of a city with a population greater than 200,000, outside the city limits and not in the high- or low-metro groups.
Page 12 - An Assessment of Career Development Basic Work Skills; Selected Results from the First National Assessment of Career and Occupational Development. Career and Occupational Development Report No.
Page 6 - ... (3) those who have at least one parent who graduated from high school and (4) those who have at least one parent who has had some post-high school education.
Page 1 - ... learning areas: art, career and occupational development, citizenship, literature, mathematics, music, reading, science, social studies and writing. Different learning areas are assessed every year, and all areas are periodically reassessed in order to measure educational change. Each assessment is the product of several years work by a great many educators, scholars and lay persons from all over the country.
Page i - Ihis does not and should not imply that the National Advisory Council for Career Education accepts and endorses all the concepts, ideas, suggestions and recommendations in the papers we are now disseminating. We disagree with opinions expressed in several of these papers. This document, rather, reflects the realization that the Council has identified certain goals and issues and that we wish to make available for reading, and, to be sure, thought-provoking discussion, this set of commissioned papers...

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