A Bachelor’s Degree with an emphasis on Elementary Education is the minimum necessary requirement to teach at the elementary or high school level. The first step to becoming an Elementary Educator is to acquire an Associate of Arts or Associate of Science Degree, with an appropriate emphasis. After that, the graduate can continue his or her studies to obtain a Bachelor of Arts in Elementary Education.

Through a distance learning course, teachers can further advance their careers by obtaining a Master’s degree or even a Doctorate (PhD) degree, with an emphasis on Elementary Education. An online Master or Doctorate degree qualifies the graduate for employment in Elementary Education as well as higher education.

By taking Elementary Education courses online, future educators can study via the Internet, without commuting to classes. It is possible to accumulate 100 percent of the required credits needed for an Elementary Education degree without ever leaving home!

Perhaps nothing matches the enthusiasm and zeal of elementary school children. This carries over to elementary school fundraising events where young students strive to complete every assigned fundraising chore with determination and dedication. Teachers and parents participate and guide the children to ensure their hard work is successful and raises a lot of money.

Candy is a favorite of children, and candy makes a great fundraiser for elementary schools. Gourmet, Hershey, Maredy Candy are a few companies that provide excellent fundraising programs. You can find out more about the companies and the programs on the Internet or by calling the company.

Selling perfumed candles is a traditional way for children to raise school funds and the returns are quite good. Companies offer attractive brochures for customers to browse through and place orders. The company, in turn, gives a percentage back to the school. Avia Candles, Botika Candles, and Christ’s Light Candles are some of the companies who offer a variety of attractive candles for fundraising.

Book fairs and carnivals are excellent ways to raise funds for elementary schools. School carnivals could include game booths, talent shows and bake sales. Sporting events with parent/child participation have also proven to be successful fundraisers for elementary schools.

An important point to remember with any elementary school fundraiser is the children participating need close supervision throughout the event – safety comes first above everything else.

One thing to keep in mind is that if elementary students want to fundraise door to door, a parent or guardian should accompany them.

Career education essentially means vocational education that develops basic skills required to execute jobs in technical fields. There are many career education institutes that guide students who are looking for the right opportunities to enhance their careers.

Individuals exploring different fields of work, changing professions, or simply looking for a career description are briefed about different vocational careers. The counselors or qualified specialists at career education institutes inform potential students about various colleges and institutions imparting vocational courses that can prepare them for fruitful careers. They also enlighten students about financial aid programs from various sources and summer job programs – both locally and nationally.

Career education resources that offer an extensive assortment of circulating books, pamphlets, audiovisuals, electronic databases, software and periodicals. They assist students in dealing with job search strategies, resume and letter writing, making the right career choices, employment and academic test preparation. They conduct pre-employment tests to determine the skill and personality of the candidates to analyze whether they are fit for a particular job.

Career education institutes also provide assistance to people who are unhappy with their career or job choice. An assessment is done using a series of questions. Answers to the questions are evaluated and students are giving the appropriate advice to help them take effective steps in planning for a job or career change.

There are websites of vocational centers that provide details on career exploration, career and education, work opportunities, trade and technical schools and career related reference resources. People can register and seek necessary guidance from professionals. The sites also provide information on several career descriptions. They also give information on educational sites relating to a particular career such as tutorials, directories, industry news, glossaries and associated academics. Career education institutes have proved to be a boon for people on the look out for suitable jobs.

In the earlier days, higher education was pursued by a large number of people due to its increasing demand among top companies and high paying jobs. Now, the trend has changed completely and top companies are seeking talented career school graduates in large numbers. Besides, increasing demand for technical education has stimulated many people to look for technical schools.

According to the U.S. Bureau of Labor Statistics, within the next decade demand for technical education will arise steeply that is 18 of the 20 fastest growing companies will need skilled technical graduates.

Education is the golden key to unlock your bright future. So, if you want to establish a high paying and well deserved career then look for technical school which is replacing community colleges gradually. A latest survey reveals that many companies pick high school graduates mainly due to lack of technical graduates. Besides, career school graduates are getting more salary than high school graduates.

Nowadays, you can find many trade schools which can offer a professional career school graduate certification when you complete your 2 years course, but make sure you are choosing the best school since some certification may not impress the companies. So, check out the school’s graduate certification value before enrolling in it.

There are a wide range of job opportunities for the technical graduates in different sectors like business, health care, information technology, computers, hospitality, legal and much more, so you need to choose the best field in which you are interested. Apart from its increasing demand among people, technical schools are also incorporating many flexible features to offer comfort and flexible training schedules for students.

Some flexible features offered by technical schools are listed below:

Latest technology:

Technical schools have modernized facilities and technologies to enhance the education standard. Now, you can make use of modern technologies like computer instruction labs to enhance your technical skills. Moreover, you can even make use of computer labs to get additional certification which might uplift your career opportunities.

Flexible learning schedule:

If you are quite concerned about learning schedules, just relax a bit because technical schools have comfortable training schedules like full-time and part-time basis.

Personal attention:

Unlike higher education, you may not have to struggle while learning, since technical schools have experienced faculties to offer personal attention which ultimately enhances your technical skills and boost your confidence.

Placement assistance:

Most of the technical schools have placement assistance which might help you to clinch to a top company before completing your training. Placement assistance facility offers much assistance to the students like tips and strategies to win interviews, mock interviews, resume assistance, and job leads.

All these important features and increasing opportunities for skilled career school graduates pinpoint the importance of career education.

With the new learning guide design, iFOREX hopes the new forex traders will have no difficulty and less stress as they are mastering the art of forex trading little by little. The combination of texts and infographics are important to prevent the forex traders getting bored while there so many parts they have must learn. iFOREX even creates some kind of avatar called “Simon” who is ready to help by giving tips and examples which obviously making the learning guide more like interactive learning material.

The amount of time and research that iFOREX has spent on creating the interactive learning guide on forex trading has been giving positive feedbacks and comments. Most of them credit the new design as reader-oriented as it provides easy understanding about Forex and CFD trading. The specially designed avatar, Simon, is one of the key elements in propose fun way of learning forex as he briefly explains about the steps of opening trades.

You want to send your child to youth camp, but aren’t sure what to expect. Will they have to spend the night? Will you be able to contact them easily whenever you want to talk to them? How will you know how they are doing or that they are safe at any given moment? These are perfectly normal concerns for parents sending their children to summer camp for the first time, but the answers depend on what specific camp you are allowing your children to attend.

Open Communication

The best summer camps will have staff members in communication with the parents throughout the camp. If your child is staying overnight for an extended period of time, then there should be a phone number where you can call to discuss your child at any point. You should never trust a camp that wants you to turn over your child for any length of time without open communication of some type.

Summer camps designed to be wilderness or camping adventures may not allow direct access to your child all the time, but there should be someone on-site with your child who has a phone for contact as needed. Your child should also get routine phone calls home so you know they are okay.

If you choose a day camp, then you can pick your child up every day and know for sure that they are doing fine. This allows you to have them in your daily life while still exposing them to the camp environment.

More than Camping

The best youth camps today teach kids far more than basic survival and safety skills. There is so much more for your kids to do than just camping and fishing! They may deepen their self-confidence skills, learn to trust others, develop close friendship bonds, and learn to trust their own instincts. Some camps are also offering success training, which allows children to pick up strategies for setting goals, following through with plans of action, and other essential methods that will lead to success in life.

Loosening the Grip

No matter what type of summer camps your children want to attend, you will have to let go of your control over them to some extent. You cannot go with them to youth camp, and you cannot protect them from all of the experiences that will come to them through the camp. Whether they have trouble making friends or fit right in, you have to trust them to make good decisions on their own.

You also have to place great trust in the leaders of the youth camp. If you cannot trust them to take care of your child, then you should not choose that summer camp for your child. Find a camp that you feel comfortable trusting, and then prepare to back off some once the camp begins. Your child will get more out of the camp if you let them stand on their own two feet while there, which means you will get more for your money.

Youth camp is an excellent place for your children to grow and learn to respect themselves, as well as others. It is about far more than learning to put worm on a hook and catch a fish.

In order to be successful in the adult world, your children will have to learn to work well with others. They will have to interact with others in a personal manner if they want to enjoy close friendships and intimate relationships. They will have to control their impulses and bite their tongue to survive the business world. They will have to think strategically and get creative when dealing with people who have challenging personalities. They will also have to know who they are as individuals so they are able to stand their ground, rather than following along with others who try to sway them.

You are no doubt working hard to teach your children how to interact with others and even how to deal with difficult people, but you cannot do it all on your own. The only way to get a child comfortable talking to others is to expose them to others suitable for communication. The only way to get them to trust themselves is to put them in situations where they have to use their own instincts and take action in faith.

In order to learn new skills, children must be exposed to new situations. As a parent, you can encourage them to trust themselves by giving them a little bit of your trust. This might start with a daytime youth camp, or perhaps a camp that extends just half of the day. Eventually, it can lead into a weekend camp or a full summer camp where your child spends a more significant time away from home.

During youth camp experiences, your children will learn to trust themselves as well as others. They will meet new people, and they will develop efficient communication and interpersonal skills. They will find themselves in new situations that would never occur in their ordinary daily lives. This puts them to the test and gives them a wider variety of life experiences to learn from.

In the end, a youth camp will allow your child to stand on their own two feet and feel perfectly comfortable listening to their own instincts and making their own decisions. They will learn from experienced camp counselors who will help them grow in terms of self-confidence and wise decision making. They will also learn what it takes to reach goals, which will help them reach greater heights of success in their adult lives.

Remember, children learn interpersonal skills through direct exposure. If you want them to learn a skill, you have to put them in a situation where they have to rely on that skill to survive. This is exactly what you are doing when you put them in a youth camp. You are placing them somewhere safe where they are properly supervised, yet you are giving them exposure to unique experiences they would never encounter in their normal daily lives. These experiences will teach them interpersonal skills faster than they would learn them at school or in the home environment.

Think about the skills that you would like your children to learn, and then find a summer camp or youth camp that focuses on those skills. For example, you would pick one camp for wilderness experiences and another camp for study skills or life success skills.

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India’s US$40b education market is experiencing a surge in investment. Capital, both local and international, and innovative legal structures are changing the face of this once-staid sector

The liberalization of India’s industrial policy in 1991 was the catalyst for a wave of investment in IT and infrastructure projects. Rapid economic growth followed, sparking a surge in demand for skilled and educated workers. This, combined with the failure of the public system to provide high quality education and the growing willingness of the burgeoning middle class to spend money on schooling, has transformed India’s education sector into an attractive and fast-emerging opportunity for foreign investment.

Despite being fraught with regulatory restrictions, private investors are flocking to play a part in the “education revolution”. A recent report by CLSA (Asia-Pacific Markets) estimated that the private education market is worth around US$40 billion. The K-12 segment alone, which includes students from kindergarten to the age of 17, is thought to be worth more than US$20 billion. The market for private colleges (engineering, medical, business, etc.) is valued at US$7 billion while tutoring accounts for a further US$5 billion.

Other areas such as test preparation, pre-schooling and vocational training are worth US$1-2 billion each. Textbooks and stationery, educational CD-ROMs, multimedia content, child skill enhancement, e-learning, teacher training and finishing schools for the IT and the BPO sectors are some of the other significant sectors for foreign investment in education.

Opportunity beckons

The Indian government allocated about US$8.6 billion to education for the current financial year. But considering the significant divide between the minority of students who graduate with a good education and the vast majority who struggle to receive basic elementary schooling, or are deprived of it altogether, private participation is seen as the only way of narrowing the gap. Indeed, it is estimated that the scope for private participation is almost five times the amount spent on education by the government.

CLSA estimates that the total size of India’s private education market could reach US$70 billion by 2012, with an 11% increase in the volume and penetration of education and training being offered.
The K-12 segment is the most attractive for private investors. Delhi Public School operates approximately 107 schools, DAV has around 667, Amity University runs several more and Educomp Solutions plans to open 150 K-12 institutions over the next four years. Coaching and tutoring K-12 students outside school is also big business with around 40% of urban children in grades 9-12 using external tuition facilities.

Opening the doors

Private initiatives in the education sector started in the mid-90s with public-private partnerships set up to provide information and communications technology (ICT) in schools. Under this scheme, various state governments outsourced the supply, installation and maintenance of IT hardware and software, as well as teacher training and IT education, in government or government-aided schools. The central government has been funding this initiative, which follows the build-own-operate-transfer (BOOT) model, under the Sarva Shiksha Abhiyaan and ICT Schools programmes. Private companies such as Educomp Solutions, Everonn Systems, and NIIT were among the first to enter the ICT market, which is expected to be worth around US$1 billion by 2012.

Recently, the central government invited private participation in over 1,000 of its industrial training institutes and offered academic and financial autonomy to private players. Companies such as Tata, Larsen & Toubro, Educomp and Wipro have shown keen interest in participating in this initiative.

Regulatory roadblocks

Education in India is regulated at both central and state government levels. As a result, regulations often differ from state to state. K-12 education is governed by the respective State School Education Act and the Central Board of Secondary Education (CBSE) Rules and Regulations concerning affiliation and/or the rules of any other affiliating body. Under current regulations, only not-for-profit trusts and societies registered under Societies Registration Act, 1860, and companies registered under section 25 of the Companies Act, 1956, qualify to be affiliated with the CBSE and to operate private schools.

While the K-12 segment accounts for the lion’s share of India’s educational market, weaving through the complex regulatory roadmap to qualify for affiliation poses serious difficulties for investors. The CBSE requires privately-funded schools to be non-proprietary entities without any vested control held by an individual or members of a family. In addition, a school seeking affiliation is expected to have a managing committee controlled by a trust, which should approve budgets, tuition fees and annual charges. Any income accrued cannot be transferred to the trust or school management committee and voluntary donations for gaining school admission are not permitted.
Schools and higher education institutions set up by the trust are entitled to exemptions from income tax, subject to compliance with section 11 of the Income Tax Act, 1961. In order to qualify for tax exemptions, the trust needs to ensure that its predominant activity is to serve the charitable purpose of promoting education as opposed to the pursuit of profit.

Alternative paths

Alternative routes do exist for investors seeking to avoid the web of regulatory barriers that constrain their involvement. Sectors such as pre-schools, private coaching and tutoring, teacher training, the development and provision of multimedia content, educational software development, skill enhancement, IT training and e-learning are prime sectors in which investors can allocate their funds. These areas are attractive because while they relate closely to the profitable K-12 segment, they are largely unregulated. As such, they make attractive propositions for private investors interested in taking advantage of the burgeoning demand for quality education. Companies such as Educomp Solutions, Career Launcher, NIIT, Aptech, and Magic Software, are market leaders in these fields. Educomp recently acquired a large number of educational institutes and service providers across India. It has also formed joint ventures with leading higher education groups, including Raffles Education Singapore, for the establishment of higher education institutions and universities in India and China. Furthermore, it has entered into a multi-million dollar collaboration with Ansal Properties and Infrastructure to set up educational institutions and schools across the country and closed an US$8.5 million deal to acquire Eurokids International, a private provider of pre-school educational services in India. Gaja Capital India, an education-centric fund, has completed the funding of three education services companies in India. NIIT and Aptech, meanwhile, are engaged in the IT training business.

Core Projects and Technology is also focusing heavily on India and is likely to bid to takeover, upgrade and run public schools for specified periods on a public-private partnership basis.

Higher hurdles

While state governments are largely responsible for providing K-12 education in India, the central government is accountable for major policy decisions relating to higher education. It provides grants to the University Grants Commission (UGC) and establishes central universities in the country. The UGC coordinates, determines and maintains standards and the release of grants. Upon the UGC’s recommendation, the central government declares the status of an educational institution, which once authorized, is entitled to award degrees.

State governments are responsible for the establishment of state universities and colleges and has the power to approve the establishment of private universities through State Acts. All private universities are expected to conform to the UGC guidelines to ensure that certain minimum standards are maintained.

Amity University in Uttar Pradesh is one of the private universities to open its doors. It was approved by the Uttar Pradesh state legislature on 12 January 2005 under section 2(f) of the University Grants Commission Act.

Not-for-profit and anti-commercialization concepts dominate higher education fee structures. To prevent commercialization and profit-making, institutions are prohibited from claiming returns on investments. This, however, does not pose a hurdle for universities interested in mobilizing resources to replace and upgrade their assets and services. A fixation of fees is required in accordance with the guidelines prescribed by the UGC and other concerned statutory bodies. For this purpose, the UGC may request the relevant information from the private university concerned, as prescribed in the UGC (Returns of Information by Universities) Rules, 1979.

In line with the policy on Fee Fixation in Private Unaided Educational Institutions Imparting Higher and Technical Education, two types of fees are required: tuition fees and development fees. Tuition fees are intended to recover the actual cost of imparting education without becoming a source of profit for the owner of the institution. While earning returns on investment would not be permissible, development fees may provide an element of partial capital cost recovery to the management, serving as a resource for upkeep and replacement.

Legal precedents

In order to be awarded university status by the UGC, institutions must comply with the objectives set forth in the Model Constitution of the Memorandum of Association/Rules, and ensure that no portion of the income accrued is transferred as profit to previous or existing members of the institution. Payments to individuals or service providers in return for any service rendered to the institute are, however, not regulated.

In this context recent court judgments on private universities are relevant. The Supreme Court, in Unnikrishnan JP v State of Andhra Pradesh, introduced a scheme regulating the admission and levy of fees in private unaided educational institutions, particularly those offering professional education. The ruling was later notified in the fee policy.

Subsequently, in the case of Prof Yashpal and Anr v State of Chattisgarh and Ors in 2005, the Supreme Court assailed the Chattisgarh government’s legislation and amendments which had been abused by many private universities. It was contended that the state government, simply by issuing notifications in the Gazette, had been establishing universities in an indiscriminate and mechanical manner without taking into account the availability of any infrastructure, teaching facilities or financial resources. Further, it was found that the legislation (Chhattisgarh Niji Kshetra Vishwavidyalaya (Sthapana Aur Viniyaman) Adhiniyam, 2002) had been enacted in a manner which had completely abolished any kind of UGC control over private universities.

The Supreme Court concluded that parliament was responsible for ensuring the maintenance and uniformity of higher education institutions in order to uphold the UGC’s authority. Following the judgment, only those private universities that satisfied the UGC’s norms were able to continue operating in Chattisgarh.

Professional institutions

Professional and technical education in India is regulated by professional councils such as the All India Council for Technical Education (AICTE). Established under the AICTE Act, 1987, AICTE gives recognition to courses, promotes professional institutions, provides grants to undergraduate programmes, and ensures the coordinated and integrated development of technical education and the maintenance of standards. The AICTE has recently exerted pressure on unrecognized private technical and management institutes to seek its approval or face closure.

A single bench decision of the Delhi High Court in Chartered Financial Analysis Institute and Anr v AICTE illustrates the far-reaching implications this kind of pressure can have on all institutions operating independently of the AICTE. The court found that the Chartered Financial Analyst Institute, a US-based organization, was engaged in imparting technical education and that its charter, though not described as a degree or diploma, was nevertheless descriptive of the candidate attaining an academic standard, entitling him to pursue further courses, and achieve better prospects of employment in the investment banking profession. The AICTE argued that the Chartered Financial Analyst Institute fell within the ambit of its regulation and was therefore obliged to submit to the jurisdiction of the regulatory body. The Delhi High Court upheld the AICTE’s view that the Chartered Financial Analyst Institute did qualify as an institution imparting technical education..

This judgment may have emboldened the AICTE to proceed against a number of other establishments that are on its list of unapproved institutions. It holds particular significance since despite not granting degrees and diplomas, the Chartered Financial Analyst Institute was still deemed by the court to be covered under the description of a “technical institute”.

Enthusiasm grows for foreign participation

While regulators such as the AICTE continue to exercise influence in the Indian education system, the sector is expected to witness a surge in foreign investment and perhaps a reduction in the number of regulatory roadblocks as a result of the central government’s enthusiasm for overseas investors. Foreign direct investment in higher education could help reduce government expenditure and there is a general consensus that education as a whole should be opened for domestic and foreign private participation.

The entry of foreign educational institutions into India will be covered by the new Foreign Education Providers (Regulation for Entry and Operation) Bill. The bill seeks to regulate the entry and operation of foreign education providers, as well as limit the commercialization of higher education. Foreign education providers would be given the status of “deemed universities” allowing them to grant admissions and award degrees, diplomas or certificates.

Operationally, the bill proposes to bring foreign education providers under the administrative umbrella of the UGC, which would eventually regulate the admissions process and fee structures. Since these foreign institutions will have to be incorporated under central or state laws, they will also be subject to the government’s policies of reservations. The bill is pending approval from the Indian Parliament but it is unclear if it will be taken by the present government for a vote prior to the general elections in 2009.

Innovative structures unlock profitability

The regulatory restraints on running profitable businesses in the K-12 and higher education sectors have driven Indian lawyers to devise innovative structures that enable private investors to earn returns on their investments. These typically involve the establishment of separate companies to provide a range of services (operations, technology, catering, security, transport, etc.) to the educational institution. The service companies enter into long term contracts with the trust operating the institution. Payments made by the trust to the service companies must be comparative and proportionate to the services rendered by such companies. Furthermore, in order to qualify for tax exemptions, the expenses paid by the trust to the service companies must not exceed what may reasonably be paid for such services under arm’s length relationships.
Despite the regulatory constraints, the Indian education sector is on a path of exponential growth. A growing number of private companies are undertaking creatively structured projects in the education business and the level of investor confidence is demonstrated by the recent spate of M&A activity that has taken place.

With more domestic players emerging, the education sector is likely to witness consolidation, but at the same time, increasing foreign participation will drive competition and raise standards. Liberalization will continue to intensify as the government struggles to remedy its poor public education system and provide quality institutions to educate India’s masses.

As teachers and counselors, you know that the elementary school years are important. During the elementary school years, your students build visions of what they desire to do in their lives as they contribute to the workforce. With your help, your students remain open to new career ideas and possibilities. As you work with your students, your students do not make premature career choices or career preparations. For your students, elementary school is a time to build awareness.

As elementary school teachers and counselors, you use career education to promote self-worth, skill development, and decision making strategies. Your activities are designed to build self, family, school, community, and career awareness. You use age-appropriate materials that match your students’ developmental levels. These activities expose your students to a variety of different jobs, career information sources, and the reasons why people work.

When you prepare to develop age-appropriate materials products, tests and tools, you use career models like the National Career Development Guidelines (NCDG). The National Career Development Guidelines (NCDG) have domains, goals, and indicators. Each domain represents a developmental area. Under each domain, there are goals or competencies. For each goal, indicators highlight the knowledge and skills needed to achieve the goal. The National Career Development Guidelines (NCDG) prepares you to make materials that are suitable for your students.

As a elementary school counselors and teachers, you create individual career plans and portfolios. Individual career plans (ICP) -

• Develop self-awareness
• Identify initial career goals and educational plans
• Increase employability and decision making skills

Individual career portfolios summarize career awareness activities and experiences that occur during the school year. In addition to individual career plans and portfolios, you use a variety of resources -

Career days
• Career fairs
• Community speakers
• Field trips
• Information interviewing
• Literary works
• Mentors
• Collages, murals
• Educational games
• Job shadowing
• Dramatic presentations

All of the career activities and tools combine academic work with career pathways. Career activities serve as foundations for future skills. As teachers and counselors, you help students build connections between academics and real life situations. You use career education activities to stress the importance of language arts, mathematics, social studies, and science.

You show students that Language Arts have many uses in the work force:

• Reading
• Writing
• Listening skills

You provide examples that show how people solve problems when they use Mathematics. Different types of Mathematics include:

• Addition
• Subtraction
• Multiplication
• Division

In Social Studies, your students learn how skills that are necessary to be successful in the global marketplace. In Social Studies, your students learn about -

• Countries
• Languages
• Cultures

Your students learn the importance of Science gaining skills to solve problems. You show your students how applications of Science are used in different industries, such as -

• Food
• Media
• Agriculture
• Automotive industry

The connections between academics and real life situations reinforce, develop, and expand previously learned skills. In summary, as a elementary school teachers and counselors, you help students:

• Know and value self
• Build self-esteem and confidence
• Learn and apply the academic material
• Identify interests and build relationships between the school environment and the work force
• Build academic, communication, problem solving, and social skills
• Increase awareness of the need for future jobs skills
• See the connections between learning in school, academic skills, job related skills, and careers
• See career possibilities
• See themselves as a future contributor to the job force
• Receive empowerment
• Build self-determination

As counselors and teachers, you build self-awareness, family awareness, school awareness, community awareness, career/ work awareness, attitude development, skill development, decision making strategies, and self-worth. You use age-appropriate materials that match the developmental levels of the students. Examples of activities include individual career plans (ICP), individual career portfolios, career days, career fairs, field trips, information interviewing, and library book reports.

After completing career education activities, your students are prone to get higher grades, academic achievement, school involvement, and interpersonal skills. In addition, your students are more adept to complete more complex courses and have higher graduation rates from high school. As your students get older, they will achieve their career visions and goals.

References

1. American Counseling Association, Office of Public Policy and Legislation. (2007). Effectiveness of School Counseling. Alexandria, VA: Author.

2. Angel, N. Faye; Mooney, Marianne. (1996, December). Work-in-Progress: Career and Work Education for Elementary Students. (ED404516). Cincinnati, OH: Paper presented at the American Vocational Association Convention.

3. Benning, Cathleen; Bergt, Richard; Sausaman, Pamela. (2003, May). Improving Student Awareness of Careers through a Variety of Strategies. Thesis: Action Research Project. (ED481018). Chicago, Illinois: Saint Xavier University.

4. Career Tec. (2000). K-12 Career Awareness & Development Sequence [with Appendices, Executive and Implementation Guide]. (ED450219) .Springfield, Il: Author.

5. Carey, John. (2003, January). What are the Expected Benefits Associated with Implementing a Comprehensive Guidance Program. School counseling Research Brief 1.1. Amherst, MA: Fredrickson Center for School Counseling Outcome Research.

6. Dare, Donna E.; Maddy-Bernstein, Carolyn. (1999, September). Career Guidance Resource Guide for Elementary and Middle/Junior High School Educators. (ED434216). Berkeley, CA: National Center for Research in Vocational Education.

7. DuVall, Patricia. (1995).Let’s Get Serious about Career Education for Elementary Students. AACE Bonus Briefs. (ED386603). Hermosa Beach, CA: AACE Bonus Briefs.

8. Ediger, Marlow. (2000, July). Vocational Education in the Elementary School. (ED442979) Opinion Papers

9. Gerver, Miriam, Shanley, Judy, O Cummings, Mindee. (2/14/02). Answering the Question EMSTAC Extra Elementary and Middle Schools. Washington, DC: Technical Assistance Center, (EMSTAC).

10. Hurley, Dan, Ed.; Thorp, Jim, Ed. (2002, May). Decisions without Direction: Career Guidance and Decision-Making among American Youth. (ED465895). Grand Rapids, Michigan: Ferris State University Career Institute for Education and Workforce Development.

11. Maddy-Bernstein, Carolyn; Dare, Donna E. (1997,December).Career Guidance for Elementary and Middle School Students. Office of Student Services Brief, v9 n1. (ED415353). Berkeley, CA: National Center for Research in Vocational Education.

12. Ohio Department of Education, Division of Vocational and Career Education, Ohio Career Development Blueprint, Individual Career Plan, K to 5 (ED449322). Columbus, Ohio, 2000

13. Splete, Howard; Stewart, Amy. (1990). Competency-Based Career Development Strategies and the National Career Development Guidelines. Information Series No. 345. (ED327739). Columbus, Ohio: ERIC Clearinghouse on Education and Training for Employment & Ohio State University

14. U.S. Department of Education Office of Vocational and Adult Education. (1994, 2004). National Career Development Guidelines (NCDG). Washington, DC: Author.

15. Williams, Jean A., Ed. (1999, January). Elementary Career Awareness Guide: A Resource for Elementary School Counselors and Teachers. (ED445293). Raleigh, NC: NC Department of Public Instruction, NC Job Ready.

16. Woal, S. Theodore. (1995). Career Education–The Early Years. AACE Bonus Briefs. (ED386603). Hermosa Beach, CA: AACE Bonus Briefs.