Many vocational counselors, classroom teachers and professional people have been involved with career education for many years through informal interviews, lectures and conversations. Efforts to formalize the opportunities that are available in career areas are now coming to the fore.
At a recent career information day in our junior high, we learned that few schools have a program such as ours. The philosophy behind our career information days is to present a career information educational process. Even if a student has no expressed interest in an occupation, he can increase his general education by knowing about its opportunities, advantages and disadvantages. He also can better understand his neighbor, who might be employed in a job other than his.
Our junior high has about 215 students, grades six through eight.
Our building can accommodate 12 areas of participation, with a maximum of 35 students in the larger rooms and 20 in the smaller rooms. Screens must be provided for slides, films or overhead projectors, and display areas should be available for presenters.
Before our career information day, vocational areas are selected. Students have input, because after each career day they fill out questionnaires, asking for other areas of interest and suggestions for improvement. We select about 15 vocational areas, contact representatives of these areas and wait for replies. If as many as 12 representatives can and will participate, we have our day filled.
Participants have included representatives from the armed forces, conservationists, law enforcement officials, beauticians, restaurant managers, waiters and waitresses, nurses, mechanics, farmers, teachers, coaches, retailers, insurance agents, real estate agents, secretaries, truck drivers, lawyers, home economists, ministers, bankers, and college professors.
These people present the pros and cons of their vocational area. Whenever possible, we use local people who are successful in their vocations. This is good for the students, the school and the community, as it involves local professional people in the school system.
To avoid confusion, students register in five areas they wish to visit. Registration forms are collected and not returned to students until the day of the program. Sixth, seventh and eighth graders are often forgetful, and it is very tempting for friends to fill out identical schedules.
As physical facilities dictate the optimum size of a group, sections are changed when necessary so that all may comfortably attend the presentations of their choice. It has never been necessary to move students into areas they did not choose. Occasionally, times have had to be changed, however. By evening out sections, presenters have five groups of more equal size, which encourages student participation.
We allow two and one-half hours for the presentations-five sessions of about 30 minutes each. Bells ring only to signal that a session is over. Teachers, who rotate with the students, are free to attend any session they like. After the day is over, they evaluate the presenters and make suggestions.
Discipline has never been a problem with this program. But it has been our experience that the amount of time we allot is long enough. Another day is better than more than two and one-half hours in one day.
Both students and teachers enjoy career information days. With organization and the cooperation of faculty and administration, I have found this an excellent way to involve both community and school in a rewarding experience.
