Current and projected programs in California Community Colleges are provided in this master plan and inventory of programs. The programs are in the following subject areas: Agriculture and Natural Resources; Architecture and Environmental Design; Regional Studies; Biological Sciences; Business and Management; Communications; Computer and…

Examines some of the social, cultural and political factors in Israel which affect the direction of change or obstruct change in the secondary school system. Poses the question as to whether changes more extensive than those already observed are imminent in secondary education as a result of social and other input. (Author/RK)

Great Oaks Joint Vocational School (Ohio) devised an experimental model for instructional programs in dental assisting, chef's training, electronics, welding, and industrial maintenance. The vocational instructors provide occupational and job-readiness skills and subject-matter specialists provide related instruction in mathematics, science, and…

In Israel, academic track placement enhances eligibility for higher education of all but the least able students. Vocational track placement inhibits Sephardims' already low likelihood of receiving higher education. (CMG)

A study used new data from the National Longitudinal Study of Youth 1997 to compare students in combined academic and vocational programs with high school students in other curricular categories in 1997 and to compare the 1997 patterns with those of earlier surveys. Previous studies have found that the proportion of high school students…

This investigation measured the meaning and value of work as it applies to senior cooperative-vocational students and senior noncooperative-academic students in a New Jersey high school. (CT)

The author's observations, based upon a recent Senior Fullbright Fellowship in West Germany, reflect educational reform of vocational education in West Germany, which advocates reducing and revamping community involvement by formalizing and integrating community experiences with formal education. The author feels a reverse strategy is needed in…

Describes three approaches to integration of academic and vocational education and discusses how schools can move toward this concept. The approaches are (1) integrating academic and vocational coursework; (2) the academy model; and (3) occupational clusters and career paths. (JOW)

The vocational education program in middle schools should give early adolescents opportunities to explore careers and increase self-understanding. Interdisciplinary units presented cooperatively by academic and vocational teachers and a core curriculum that includes exploratory courses are ways to accomplish these goals. (SK)

BASICS: Bridging Vocational and Academic Skills is a resource package based on the premises that (1) academic skills are embedded in vocational tasks; (2) vocational tasks allow real-world application of basic skills; and (3) basic skills and vocational skills should be taught together. New Bern-Craven County Schools (North Carolina) have…

Describes how a vocational-technical center in a poor county in Michigan was transformed with an integrated program that ensures four provisions for all learners: (1) involvement in applying academic skills with occupational skills; (2) expanded opportunities to develop employability skills; (3) linkages with business, industry, and community…

Delaware vocational-technical school districts were united to create a system of full-time, comprehensive vocational schools, the first in the United States. Each of five schools offers a comprehensive educational program and has considerable autonomy to reflect its unique situation. (JOW)

A study identified the benefits and problem areas of competency-based vocational education (CBVE) and compared perceptions toward CBVE of 44 faculty, 5 administrators, and 236 students of the Cabot Institute of Applied Arts and Technology in Newfoundland. Academic faculty were more negative toward CBVE than any other group and students were…

An imaginary dialogue with Socrates elicits premises about tech prep: (1) it is not narrow vocationalism or anomalous to liberal education; (2) by blending academic and vocational content, it emulates liberal education purposes; (3) critical thinking skills must be fostered; and (4) meaningful cross-disciplinary integration is vital. (SK)