Elementary and Secondary Career Education Act of 1977: Hearings Before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, Ninety-fifth Congress, First Session, on H.R. 7 ... |
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academic activities adult AFL-CIO amendments Association basic bill BLOUIN career development Career Education Act career education concept career education programs career guidance Carl Perkins Cashmere cation Chairman PERKINS classroom committee concept of career concern CONGRESS THE LIBRARY coordinator counseling counselors curriculum economic educa education agencies efforts Elementary and Secondary evaluation experience FANTE February 24 Federal funds goal going Grubb HEFTEL high school Hoyt implementation individuals institutions involved kind labor market learner outcomes learning legislation LIBRARY OF CONGRESS National occupations Office of Career Office of Education opportunities participating percent person personnel planning preparation problems Puerto Rico QUIE responsibility role rural school districts school system Secondary Career Education sex bias sex stereotyping skills social specific staff statement STEINHILBER Subcommittee teachers things tion title IX U.S. Office unemployment vocational education women workers youth
Popular passages
Page 133 - HOUSE OF REPRESENTATIVES, SUBCOMMITTEE ON ELEMENTARY, SECONDARY, AND VOCATIONAL EDUCATION, COMMITTEE ON EDUCATION AND LABOR Washington, DC The subcommittee met, pursuant to notice, at 9:35 am, in room 2175, Rayburn House Office Building, Hon.
Page 397 - From this point of view, the principle of continuity of experience means that every experience both takes up something from those which have gone before and modifies in some way the quality of those which come after.
Page 395 - The democracy which proclaims equality of opportunity as its ideal requires an education in which learning and social application, ideas and practice, work and recognition of the meaning of what is done, are united from the beginning and for all.
Page 397 - I take it that the fundamental unity of the newer philosophy is found in the idea that there is an intimate and necessary relation between the processes of actual experience and education.
Page 499 - HOUSE OF REPRESENTATIVES, COMMITTEE ON EDUCATION AND LABOR, SUBCOMMITTEE ON ELEMENTARY, SECONDARY, AND VOCATIONAL EDUCATION, Washington, DC The subcommittee met, pursuant to call, at 10 am, in room 2175, Rayburn House Office Building, Hon.
Page 213 - Career education is not directed at resolving social problems, developing avenues of upward mobility, or making school and work more satisfying experiences. It is aimed instead at reducing expectations, limiting aspirations, and increasing commitments to the existing social structure.
Page 397 - ... that enters into making an experience is split. A divided world, a world whose parts and aspects do not hang together, is at once a sign and a cause of a divided personality. When the splitting-up reaches a certain point we call the person insane. A fully integrated personality, on the other hand, exists only when successive experiences are integrated with one another. It can be built up only as a world of related objects is constructed.
Page 378 - The sequence of major positions occupied by a person throughout his preoccupational, occupational, and postoccupational life: includes work-related roles such as those of student, employee, and pensioner, together with complementary avocational familial, and civic roles. Careers exist only as people pursue them; they are person-centered.
Page 324 - State and local vocational education programs, and (iii) incentives, to be provided to eligible recipients so that such recipients will — (I) encourage the enrollment of both women and men in nontraditional courses of study, and (II) develop model programs to reduce sex stereotyping in all occupations...
Page 146 - ... the employer-based model of career education," a plan which was strongly opposed by the AFL-CIO. Labor has warned against permitting vaguely thought through career education plans to convert the schools into little more than job training institutions. Relating education to the world of work is important, but it is equally important that education be related to preparing students for the demands of citizenship, for their future roles as members of their families, and for the fullest development...