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The document is an index to the Career Information Service (CIS), a cooperative program between the Greater Lowell Regional School District and the Massachusetts Division of Occupational Education. The program utilizes the microfilm aperture card technology for disseminating occupational information in a school setting; its objectives are to provide localized, up-to-date occupational information for secondary students across an entire State, to provide school counselors with current occupational information with which to work, and to provide educators with a teaching aid that will assist them in relating school programs and subject matter content to the world of work. The system consists of a set of 644 microfilm aperture cards which carry occupational briefs; one four-page brief is contained on each card. A microfilm reader is located in each participating school for users of the system. The index lists and describes, in one or two sentences written at a sixth-grade reading level, the 644 careers whose briefs are available in the system. The index is preceded by a listing of the CIS career titles without annotation. Both lists give Dictionary of Occupational Titles (D.O.T.) numbers and Office of Education (O.E.) numbers. (Author/AJ)

The Fargo area schools work experience program, "Mission Possible," was designed to help students explore career-related activities in three phases: (1) Students Seeking Insight (SSI), the observation-visitation-interview approach in which a student is matched with an employer in the career area of interest; (2) Participate in a Career Experience (PACE), an unpaid practical work experience through formal agreement with a community participant; and (3) Job Information Search (JIS), providing career information and materials to students unable to participate in either of the other two phases. This voluntary program originated because student enrollment in the traditional vocational education cooperative work experience program was restricted to rigid school-work structuring and because the high availability of part-time jobs drew many students to work instead of the school program. The report describes the 2-year program from June 1974 to June 1976 in grades 9-12 in both urban and rural schools. Conclusions and recommendations based on analysis of the 2-year experience are presented along with a review of the five program objectives with commentary on their status at the program's conclusion. More than half of the document consists of appended materials developed in or for the project: Promotional materials; student, parent, and employer questionnaires and comments; and various forms and program data. (MF)

The relationship between educational background and mobility into the executive ranks of state government was examined in a questionnaire survey of 839 state executives at the assistant division chief level and above. This study is part of a large study of the background characteristics of executives from South Carolina, Mississippi, North Carolina, Virginia, Alabama, Kentucky, and Tennessee. The major conclusions are: (1) Over half of the executives had graduate level education, and 48 percent had graduate level degrees, a finding that indicates the declining value of a bachelor's degree. (2) Three primary areas at the undergraduate level allow maximum executive mobility--the physical and biological sciences, business, finance and economics, and engineering--and these are areas in which women and minorities are less likely to major. (3) A select few colleges and universities in the region provide the greatest opportunity for mobility, especially in terms of graduate degree program offerings. (4) The educational system poses barriers for the mobility of women into the executive ranks of government that few policy-makers have adequately analyzed. Recommendations are made for expanding opportunities. (LBH)

The Career Opportunities Program (COP), established under Title V of the Education Professions Development Act of 1967, was implemented in Philadelphia, Pennsylvania from 1970 through 1975. It served low-income persons, primarily blacks, who had no other means to enter the teaching profession. The primary project goals were to attract capable persons to education careers, improve employment opportunities of the poor, and establish productive career lattices for COP recruits. Overall, COP attained its major goals while benefiting all participants--trainees, teachers, pupils, principals, and college staff. COP was partially successful in attracting minority, low-income, target area residents to careers in education. The majority of trainees were black community residents, and a third were Model Cities aides with low incomes. The project also successfully implemented a vertical career ladder, which facilitated trainee movement at higher level instructional jobs. However, horizontal and diagonal lattices were not implemented. Additional findings are discussed in detail. (Author/RC)

One of the major concerns of the Grand Rapids (Michigan) Advisory Council of the Career Opportunities Program (COP) is that traditional methods of recruitment and training are largely insufficient and leave much to be desired in quantity and quality of instructional staffs in low-income areas. As a result of discussions between the COP Project Director, the COP Advisory Council, and administrators and teaching staff from Western Michigan University, an on-site educational program was established for approximately 40 participants in Grand Rapids. This program included two interdisciplinary and intercollege experimental minors: language arts and intercultural studies. The objectives of the program were: (a) to train teachers who were better prepared than average teachers to teach language arts to ethnic minorities and (b) to help all children understand and appreciate the cultural diversities existing in the United States by providing content and experiences designed to create positive interpersonal relationships in a pluralistic society. (Included as appendixes are a breakdown of income and expenditures, extracts of opinions assessing the program, course descriptions, and a career lattice with related factors). (Author/JA)

This is the status report of a survey conducted to determine the types of entry level positions of students who graduate from Western Michigan University with a B. S. in Business Teacher Education and Administrative Services and those with a B. B. A. certified as a Business Education Teacher, for the academic years 1970-71, 1971-72, and 1972-73. The major purpose of this study is to learn what is happening to recent business education graduates in terms of such variables as: types of entry level positions graduates are holding: how these positions were found; length of time to locate positions and plans for graduate studies. Necessary data was obtained through questionnaires sent each year to the graduates of the 1970-71, 1971-72, and 1972-73 academic years soon after they graduated. Some findings are: (1) approximately 90 percent of the graduates of the Business Education and Administrative Services Department found employment either in teaching or business and industry during the three-Year period under study; (2) unemployment among the 1970-73 graduates is lower than the Michigan labor force population; (3) slightly more than one-third to almost one-half of the graduates found their positions by applying directly on their own. Tables are included in the text. (Author/KE)

The Southern Regional Education Board special reports on manpower and education are designed to aid the decisionmaking of two audiences: prospective students and institutional planners. The series attempts to fulfill the projects mission of exploring ways in which postsecondary education can adjust its offerings and degrees output to the fluctuating opportunities in the world of work. This report addresses itself to the future prospects for careers in government service and the issues of the several educational pathways students have taken and which civil service systems have honored in staffing public administration positions. Some students have completed programs offered through departments and schools of public administration. Sections of the report cover a description of public administration, prospects for administration graduates, the rising supply of master's in public administration, the outlook, and implications for higher education institutions. (Author/PG)

The Career Opportunities Program (COP) provides individuals from low income communities an opportunity to acquire work and academic experiences that would help them qualify for a better career in education or a related field. Since 1970, 348 persons have been successfully admitted in the University-based program. At reporting time, 131 (38 percent) had graduated from college; 111 (30 percent) had withdrawn. COP trainees serve elementary schools and Get Set Centers, providing small group and individualized instruction. Survey data is reviewed and tabulated, providing information about COP trainees, the kinds of services they provided, the relative changes of their roles in the classrooms, their perceptions of the program, and reactions of cooperating principals and teachers. The cooperating principals, although agreeing that the performance and service of the trainees was excellent and the program good for training future teachers, felt that scheduling should be coordinated through the schools. The trainees felt a need for a better communication system and more counseling. It was concluded that: the program was successful in attracting participants from low-income communities; the participants played an important role in their assigned schools and day care centers; and that the participants were able to master the academic coursework required. (Author/MW)

A Federal contract study with Johns Hopkins University School of Health Services was initiated to analyze career decisions and behavior of unaccepted medical school applicants for implications as to their recruitability to alternative health careers. Questionnaires were sent to a national sample, stratified by sex, of 3,500 of the 16,800 unaccepted applicants to the 1971-72 entering medical school class. From the 3,034 located respondents, there was a 68 percent return. Focus was on the 73 percent of respondents remaining unaccepted applicants in 1973. The current major activity of 53 percent of males and 49 percent females was study, with 46 percent males and 49 percent females employed. Half of both males and females were in health-related jobs or study, with very few in innovative, mid-level health occupations. Over half the unaccepted applicants reapplied to medical school within a year. Post-rejection advice to persist was the strongest correlate for reapplication. An early, single-minded commitment to a medical career also was correlated with persistence. Women displayed an overall pattern of lowered aspirations in reaction to the blocked career. Implications are the need for career information on newer mid-level and alternative health careers and intensified pre-application counseling and counseling for women. (30-page appendix). (EA)

This report describes a nationally coordinated program development project whose purpose was to catalyze the implementation of needed postsecondary educational programs in the field of nuclear medicine technology (NMT). The NMT project was carried out during the six year period 1968-74 in cooperation with more than 36 community/junior colleges and other institutions in 22 states. It involved more than 400 hospitals, 12 industrial employers, 29 universities, and particularly close cooperation with leading nuclear medicine practitioners, major NMT professional societies, and the American Medical Association on Medical Education. In addition, this report generalizes on the difficult problems which emerging occupations present to our nation's educational system and makes recommendations for systematic new approaches to keep our education relevant to the changing needs of new and emerging occupational fields. (Author/EB)

Background information and an overview of the program of the national conference are followed by summaries of the daily proceedings. Presentations were made on the following topics: A Case for Change, Arthur A. Fletcher; The Career Opportunities Program (COP) Thrust, Samuel Proctor; and COP as Career Education, Kenneth Hoyt. Discussion sessions covered: What COP Has Done and Meant, Strategies for the Continuation of COP, and How COP Practices Can Be Related to Local Education Agency Goals. Simultaneous problem workshop sessions focused on: career lattices, field-based teacher education, the hiring of graduates, bilingual education, veterans, evaluation, working with the community, and concerns of rural and urban projects. The full text is included of an address by G. Robert Bowers, Teacher Education Redesign, followed by a summary of a panel session on fiscal linkages. The final conference resolution is appended, as are the detailed reports from four workshops which discussed strategies for the continuation of COP. Reprints from COP Notes, the conference agenda, and a list of conference participants are also appended. (SA)

The Computerized Vocational Information System (CVIS) at Oakton Community College (OCC) is an integrated set of guidance systems designed to help students expand their awareness of the various career and educational opportunities available to them. Terminals are available for student use every weekday from 8:30 a.m. to 10:00 p.m. The Career Exploration subsystem of CVIS permits a student to explore and receive specific information about 450 occupations. Three College Planning subsystems provide general and specific information about various four-year colleges and their programs. The Technical Specialized School subsystem enables the student to identify local technical and specialized schools. The Apprenticeship subsystem uses a tutorial approach to inform students about apprenticeships in general and about local apprenticeship opportunities. The Employment Opportunities subsystem provides computer assisted instruction to inform the student about the process of making decisions related to job selection. A Military Information subsystem provides students with a teaching script about draft obligations, deferments, enlistment, military academies, and ROTC units. The Transfer Planning to Illinois Schools subsystem assists students in planning their OCC programs. Results of various surveys indicate that CVIS is well-received and well-utilized by students and counselors alike. (DC)

Section 1 examines the issues involved in the educational preparation of social workers. Section 2 concerns the supply-and-demand outlook for graduates in social welfare in the southern region in 1980. Broad issues dealt with are: (1) recent developments; (2) undergraduate issues; (3) educational resources; (4) potential employment for doctoral graduates; (5) specialization; (6) social welfare policy; (7) administration and mangement; (8) continuing education; (9) personnel classification; (10) employment settings; (11) supply of social workers from associate, baccalaureate, master's and doctoral programs; (12) continuum in social work education; (13) demand for social workers. Findings indicate that: (1) it is incumbent on the educational institutions in each state to work closely with the employing agencies and to plan in such a way that social work manpower at all levels of training will be adequate to meet demonstrated needs; and (2) if the trend of the 1960's and early 1970's continues, the outlook for social welfare graduates in the south appears favorable at all degree levels and that competition will continue to be heavy in urban centers but that graduates will find a more favorable employment market in the nonmetropolitan areas. (Author/KE)

This paper summarizes a survey conducted to determine the need for dual-trained personnel in foreign languages and technical/professional skills. The project also produced a large annotated bibliography and a model curriculum for integrating language and occupational training. The survey included an analysis of government agencies to determine the number of positions in which foreign language skills are needed. It was concluded that language requirements at the federal level include the diplomatic agencies and various other agencies. Approximately 25,000 federal employees need foreign language skills. A survey of over 6,000 business firms was conducted, and respondents identified 60,000 language-related jobs. The government is more cognizant than business/industry of the benefits of having personnel with foreign language skills. Language training and rating methods are more efficient in government. Some companies benefit from a policy that rejects English as the "Lingua franca" and supports multi-linqualism among its employees. Consultants, theorists and many practitioners believe this would be a highly beneficial policy for all multinational companies, but they also recognize that most American firms do not take advantage of hiring language-skilled and culturally sensitive personnel. Methods of industrial and business training for these purposes are by and large inadequate. (Author/CLK)

The Market for Foreign Languages Study was begun in South Carolina to ascertain both the state's projected needs for modern foreign language competencies and the state's foreign language resources over the next five years. Questionnaires have been sent to industrial plants, secondary schools, and junior and senior colleges. Of the plants responding, 21.48 percent presently use or expect to use foreign language skills. Such firms engage in business abroad and use the languages in manufacturing or marketing. Staff members speaking foreign languages do needed translations or use the language in overseas business or with foreign businessmen in South Carolina. Most businesses would like to employ engineering or management graduates with foreign language skills. Languages that will be needed most in the future are German, Japanese, Spanish, French, Chinese, Portuguese, Russian, and Swedish. Of the schools questioned, most teach some foreign language, chiefly French, German, Russian, and Spanish. Enrollment in high school language classes is constant or growing; in college it is tending to decline. Schools also gave their activities and plans in regard to dropping or adding foreign languages and their policies on foreign language requirements. Reasons given by the educators indicate that languages are generally selected because they are traditional, rather than because of community needs. The future outlook is that the business community will develop a substantial demand for people fluent in Japanese and Chinese before schools can meet the need. Copies of the survey forms and accompanying letters are appended. (CHK)