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| Careerways 2000. A decision-making, educational, and career planning project designed to encourage students to explore options without restrictions of stereotyping. |
Audience Approved by PEP for students of all abilities in grades 8 through 12.
Description The Careerways 2000 program will help students to be more keenly aware of what they need to be successful in both their academic world today and the work-a-day world tomorrow. The program is designed to focus students' attention on those skills, attitudes, and abilities that will afford them the widest variety of educational opportunities, and career options in the future. The program's newly revised curriculum package features six motivational thirty-minute videocassettes, each focusing on an identified cluster of careers. Accompanying the videocassettes is the Careerways 2000 Teacher's Guide, divided into seven instructional units, each containing a number of student activities. Each "Activity" contains a lesson plan, necessary teacher background materials, and student worksheets. The first unit, containing sixteen activities, helps students to focus their thinking on key aspects of the decision-making process. Each of the next six career cluster units includes an overview, highlights of the video program corresponding to that unit, suggested discussion topics, a vocabulary list, a sample list of careers in the field, and an interest survey for students. All seven of the units help students grow in their ability to utilize planning, organizing, and critical-thinking techniques in the decision-making process. The six career cluster areas covered by the program's video cassettes encompass: the Arts, Business and Finance, Industry, the Media, Service, and Science and Technology. Two new chapters have recently been added to the project: A Student-To-Workforce Academies Model (including student and mentor handbooks) and Developing Career Portfolios.
The video cassettes (available in opened caption) focus on the personal stories of women and men who tell how they identified their goals, used organizing and planning skills in order to meet their educational challenges, and to succeed in their chosen areas of endeavor. These role models are seen "up close" as they perform within their work environments and interact with their fellow workers. As students take an in-depth look at the specific careers being spotlighted, the stories of the role models reinforce and enhance the program's primary goal, which is to help students develop specific strategies for setting and attaining their educational and career objectives.
The program can be implemented as a self-contained career education course of study, or as a unit in a specific subject content area using the Careerways 2000 Teacher's Guide as a text. It can also be implemented as a school-wide career education program tracked into appropriate subject content area classrooms related to the career cluster areas under consideration.
Careerways 2000 addresses the National Goals for Education, specifically that students and adults demonstrate competency in challenging subject matter, and are able to compete in the workplace. The program is most appropriate for those audiences seeking emphasis on decision-making and communication skills, gender equity, at risk, and infusion of vocational education and academics (Carl Perkins).
Requirements Implementation will require that the teacher have a 1/2" VHS videocassette player and a large-screen television set. A one-day teachers' training workshop is recommended.
Costs The Careerways 2000 program curriculum materials are available for $450 per set of six video cassettes and the Careerways 2000 Teacher's Guide. Additional copies of the guide and the individual video cassettes may be purchased separately at $75 each.
Services Awareness materials are available at no cost. Program staff are available to attend awareness conferences, or to conduct program training at the site of the requesting agency. (Trainer's per diem and travel costs to be negotiated.)
Developmental Funding: ESEA, Title IV.
PEP No. 81-31R2 (3/28/91)
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