IMPLICATIONS OF WOMEN'S WORK PATTERNS FOR PROGRAM DEVELOPMENT IN VOCATIONAL AND TECHNICAL EDUCATION.

Overview & Synopsis

THE IMPLICATIONS OF WOMEN'S LABOR FORCE PARTICIPATION FOR EDUCATORS AND LEADERS PLANNING PROGRAMS IN VOCATIONAL AND TECHNICAL EDUCATION WERE DERIVED AT A 2-DAY CONFERENCE BY 30 PEOPLE REPRESENTING THE VARIOUS SERVICES IN VOCATIONAL-TECHNICAL EDUCATION AND RELATED AREAS. IMPLICATIONS AND RECOMMENDATIONS FOR VOCATIONAL AND TECHNICAL EDUCATION CONCERNED THE NEED FOR BETTER AND FASTER COMMUNICATION, THE NEED FOR RESEARCH UPON WHICH PREDICTIONS CAN BE BASED, AND THE NEED FOR RESOURCES SUCH AS GUIDANCE WORKERS, SPECIALISTS, CURRICULUM GUIDES, AND PREPARED EDUCATIONAL MEDIA MATERIALS. IN BUSINESS AND OFFICE EDUCATION AND DISTRIBUTIVE EDUCATION, THE IMPLICATIONS WERE RELATED TO (1) CRITERIA FOR PROGRAM DEVELOPMENT TO COORDINATE EFFORTS ACROSS VOCATIONAL SERVICE LINES, (2) PREPARATION OF TEACHERS ORIENTED TOWARD FLEXIBLE PROGRAMING, SENSITIVITY TO INDIVIDUAL STUDENTS, AND A BROAD OUTLOOK OF VOCATIONAL EDUCATION, AND (3) RESEARCH ON STANDARDS FOR OCCUPATIONAL PERFORMANCE AND EMPLOYABILITY. IMPLICATIONS FOR HEALTH OCCUPATIONS CONCERNED CRITERIA FOR PROGRAM DEVELOPMENT, STANDARDS OF CERTIFICATION FOR VARIOUS OCCUPATIONAL LEVELS, AND RESEARCH IN DEVELOPING PROGRAMS, CURRICULUMS, AND INSTRUCTIONAL MATERIALS. IN HOME ECONOMICS, IMPLICATIONS WERE RELATED TO DEVELOPING APPROPRIATE MATERIALS, METHODS, SUBJECT MATTER, AND SERVICES FOR JUNIOR AND SENIOR HIGH, COLLEGE, AND ADULT LEVELS OF EDUCATION. RECRUITING WOMEN FOR TECHNICAL EDUCATION PROGRAMS AND STUDYING POSSIBLE NEW TECHNICAL OCCUPATIONS, TECHNICAL EDUCATION PROGRAMS, AND JOB REQUIREMENTS WERE IMPLIED FOR TRADE AND INDUSTRIAL AND TECHNICAL EDUCATION. IMPLICATIONS FOR COUNSELING AND GUIDANCE WERE RELATED TO DEVELOPING IN STUDENTS REALISTIC SELF CONCEPTS AND A REALISTIC VIEW OF THE WORLD OF WORK. DEMOGRAPHIC DATA ARE PRESENTED IN 52 GRAPHS. A BIBLIOGRAPHY IS INCLUDED. (FP)