| Herrin Community Unit School District No. 4 |
| Bylaws & Policies |
2420 - CAREER EDUCATION
The students of today face a world which is full of change and challenge. The rapid technological advancement and the expansion of knowledge emphasize the need for students to have the opportunity to develop an awareness of their own potential, a sense of dignity and pride in accomplishment and the confidence to move forward toward their goals. In recognition of the prime importance of work in our society and in recognition of the role of schools in occupational education, the Herrin Community Unit School District No. 4 Board believes that the constructive attitudes and concepts involving the dignity of all kinds of work should be woven into existing curriculum beginning with the primary grades.
The District will approach occupational education on two (2) fronts:
| A. | through career motivation and exploratory programs; | |
| B. | through vocational education that may provide job-entry level training. |
Vocational education courses will be made available to all interested students. Career Education shall be part of the general education offered all students and will be directed toward career awareness and exploration. Career education is defined as the totality of experiences through which students learn about and prepare to engage in work as part of their way of living.
The Herrin Community Unit School District No. 4 Career Education Program shall be based upon the following assumptions:
| A. | The societal objectives of career education are to help all individuals to want to work, acquire the skills necessary for work and engage in work that is satisfying to the individual and beneficial to society. | |
| B. | The individualistic goals of career education are to make work possible, meaningful and satisfying for each individual. |
If students can see relationships between what they are being asked to learn in school and the world of work, they will be motivated to learn more in school.
Basic academic skills, a personally meaningful set of work values and good work habits represent adaptability tools needed by all students to work in today's rapidly changing society.
Work values, a part of the student's personal value system, are developed to a significant degree during elementary school years and are modifiable during those years.
Occupational stereotyping hinders full freedom of occupational choice and should be avoided.
While the emphasis and methodology of the Career Education Program will vary from one (1) grade level to another, the following kinds of tasks are essential for implementation of a Career Education Program. All classroom teachers will:
| A. | devise and/or locate methods and materials designed to help students understand and appreciate the career implications of the subject matter being taught; | |
| B. | use career-oriented methods and materials in the instructional program, where appropriate, as one means of educational motivation; | |
| C. | help students acquire and use good work habits; | |
| D. | help students develop, clarify, and assimilate personally meaningful sets of work values. |
Integrate, to the fullest extent possible, the Career Education Program assumptions into the instructional activities and teacher-student relationships.