DOCUMENT RESUME CE 079 736 ED 438 434 McGowan, Barbara AUTHOR Exploring Career-Related Learning in Primary Schools. NICEC TITLE Briefing National Inst. for Careers Education and Counselling, INSTITUTION Cambridge (England). Careers Research and Advisory Centre, Cambridge (England).; SPONS AGENCY Department for Education and Employment,' London (England). 2000-01-00 PUB DATE 7p.; Briefing based on development work by Bill Lau. NOTE Briefing produced with the support of: The Boots Company; Esso; The University of London Institute of Education; Lambeth Education-Business Partnership; Merseyside Training and Enterprise Council; and Ness International. AVAILABLE FROM National Institute for Careers Education and Counselling, Sheraton House, Castle Park, Cambridge CB3 OAX, United Kingdom. Web site: http://www.crac.org.uk/. PUB TYPE Reports - Descriptive (141) MF01/PC01 Plus Postage. EDRS PRICE Articulation (Education); *British Infant Schools; *Career DESCRIPTORS Education; Career Guidance; *Continuous Progress Plan; *Curriculum Development; Educational Benefits; Educational Improvement; Educational Needs; *Educational Objectives; Elementary Education; Foreign Countries; Instructional Materials; Models; Needs Assessment; Parent Participation; Primary Education; Program Development; Secondary Education; State of the Art Reviews *United Kingdom IDENTIFIERS ABSTRACT Although teachers usually refer to it in other terms, career-related learning is already widespread in primary schools in the United Kingdom. Teachers readily recognize that, even without any adult interventions, children constantly assemble impressions of work and that it is important to broaden primary school pupils' horizons and experiences of the world of work, and thereby help them extend their future career choices. Most teachers in primary schools are, not familiar with the Qualifications and Curriculum Authorities' careers-work documents. Furthermore, the nonstatutory framework-for personal, social, and health education and citizenship does not include the explicit support for career-related learning that primary teachers need. However, schools find the framework of career learning theory readily recognizable and useable as a practical blueprint for helping children develop their career-related learning. The framework details outcomes, points needing attention, and curriculum opportunities at the following stages of learning: sensing; sifting; focusing; and understanding. Primary teachers providing career-related learning have the following range of five partners to call upon: careers services; secondary schools; parents; governors; and the wider community. In addition, an extensive portfolio of development materials has been tested with teachers and published as a framework for developing career-related learning in primary and middle schools. (MN) Reproductions supplied by EDRS are the best that can be made from the original document. Briefing 00 Exploring 4.1 Career-Related U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION Learning CENTER (ERIC) *".6This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. in Primary Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Schools PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Children's impressions of the working world, and of the This Briefing was produced with support from: The Boots Company; the Department for Education and Employment; roles they may occupy, are formed at an early age. Career Esso; the University of London Institute of Education; Lambeth learning can extend and challenge what may be narrow Education-Business Partnership; Merseyside Training and Enterprise Council; and News International. and restrictive constructs. In order to do so, it has to begin earlier than current secondary-school programmes. This Briefing: reviews current practice in career-related The National Institute for Careers Education and Counselling learning in primary schools; is a network organisation initiated and supported by CRAC.. It conducts applied research and development work related to establishes a rationale for such work; guidance in educational institutions and in work and community settings. Its aim is to develop theory, inform policy and enhance suggests a framework for implementing practice through staff development, organisation development, the work; curriculum development, consultancy and research. offers recommendations for developing the work. CRAC The Careers Research and Advisory Centre is a registered The Briefing is based on development work undertaken by educational charity and independent development agency founded in 1964. Its education and training programmes. Bill Law and Barbara McGowan, both NICEC Fellows. publications and sponsored projects provide links between It has been written by Barbara McGowan. the worlds of education and employment. CRAC has sponsored NICEC since 1975. Sheraton House, Castle Park; Cambridge CB3 OAX 2 BEST COPY AVAILABLE Tel: 01223-460277 Fax: 01223-311708 E-mail: [email protected] Web site: www.crac.org.uk EXPLORING CAREER-RELATED LEARNING IN PRIMARY SCHOOLS RATIONALE CURRENT PRACTICE Teachers readily recognise that, even without any adult Career-related learning is already widespread in primary schools interventions, children constantly assemble impressions of work. (although teachers do not usually refer to it in these terms): A lot of children's play anticipates working life: they act out work MIMI Primary-school teachers pay a great deal of attention to roles and practise work-related skills. Their attitudes to the world a significant element of this is life-relevant learning outside school are also being forthed through: recognisable as career-relevant learning. MN the impact of the media; MEM Particularly important in this context are programmes MON the views and values of the people at home and around which seek to build pupils' self-confidence and self- them. esteem, and activities related to work roles in the local community. In these ways, children's constructs about work, the working Teachers use a wide range of teaching and learning world and their role in it are developed; the foundations are laid methods which are particularly well-suited to career for their later learning. Some of the early learning is clearly a including story-telling and role-playing. learning 'I'm going to play with a computer when I go good foundation 'I'm to work'. But much reflects a young mind in the making Many primary schools appoint a teacher to co-ordinate and can include constructs going to have a band when I grow up' life-relevant aspects of learning; a few appoint a co- 'Nobody in our house that might be difficult to challenge later ordinator for careers work. goes to work'. Most primary schools 'map themes' across the curriculum; some include career-related learning as one of these. Teachers feel it is important to loosen 'fixed' thinking. Broadening children's horizons and experiences of the world of work can Learning webs are a particularly useful tool in planning support the development of rich and positive constructs about career-related learning, although many primary schools work: thinking that will enable and extend future choice. successfully deliver the work through a subject-based curriculum. Within three years of leaving primary school, children will be Where teachers seek to introduce 'relevance' into their asked to make decisions about GCSEs and GNVQs. The decisions programmes of study, career learning is strengthened they make will be influenced by what they think they already through the utilisation of work-related contexts. know about themselves, about work and about the job roles' available to them: decisions that will influence their subsequent There is a direct relationship between the scope and life chances. Leaving all this to secondary schools relies too much effectiveness of career-related work, and the emphasis on too little, too late. schools put on developing working partnerships with the with' parents, business partners, and wider community in some instances the careers service. MN There is little evidence of coherent, planned progression Windsor County Primary School, Toxteth in career-related work, although primary schools 'This is an area of high unemployment; there are whole recognise its value when it is discussed. been families here who have unemployed for a long time. We want to make sure that our children see the world of work as there for them: we want them to know they can be part of it in most cases they will not get this from home. Alfred Mizen School, Surrey 'We seek to give children broader horizons by introducing 'We always start from where the children are; they come from them to.as many experiences and role models as possible; we very narrow backgrounds, with little experience of the world Want to show them that education is part of the process of around them. We need to build their experience so that they getting somewhere. All this activity enables children to see possibilities, develop skills, understand themselves and recognise what local employment there is we are dropping their capabilities, and appreciate what they can achieve. Our seeds. work is about helping children to know themselves, and make them aware that there is a choice about what they do, and 'We know we are succeeding when we have children at age how they do it. does eleven who are still ambitious. They can say "it matter ... I do maths ... get high grades ... achieve something here". if 'For us "careers" is about finding the career-related learning in That is our achievement.' our usual class teaching; staff find it amazing what they can get out of topics. We utilise existing school and community resources; we make visits out and have people in. We have lots of role-play about people the children have contact with.' BESTCOPYAVAILABLE I II I A CURRICULUM FRAMEWORKS QCA considerable understanding of such learning in order to structure FRAMEWORKS PSHE and citizenship programmes of study to include it. Most teachers* in primary schools are not familiar with Qualifications and Curriculum Authority careers-work documents, the framework explicitly supports career-related learning. Little in including Looking Forward (SCAA, 1995). This identified three Statements in the area of self-development are linked to it, but aims which were exemplified for key stages 1 and 2, as well as 3 primary teachers may not recognise their career potential. For and 4. It was the clearest public statement to date that the work example, within self-esteem, career-related learning can make a needs to begin in primary schools. Stronger connection with the ability to plan for and manage a rewarding future. Learning from Careers Education. and Guidance (QCA, 1999) restates these aims, saying that pupils should be-able to: understand themselves and develop their capabilities NATIONAL CURRICULUM PROGRAMMES OF STUDY (self-development); Schools also link career-related learning into the National EMI investigate careers and opportunities (career exploration); Curriculum programmes of study. These are acknowledged as accessible locations for developing and managing career-related MIMI implement career plans (career management). learning in primary and middle schools. Teachers from primary schools believe they do much to lay the foundations of such work, particularly in the area of self- A NOTE ON VOCABULARY development. They also engagechildren in activities that grow broader concepts of work; and they build foundation learning in IEEE 'Work-related teaching and learning' and 'personal and `career management' through pupils' target-setting, monitoring both recognisable in primary schools social education' and review of their own work. are good descriptors of aspects of this work; but by themselves do not reflect sufficiently focused and A recognisable starting point for all teachers is pupil learning progressive development for this learning. about people at work, and pupils' own roles..This works across the range of curriculum contexts in which this learning takes `Careers work' or 'careers education and guidance' all too easily imply that the work involves asking children place. what they want to do when they grow up. `Career-related learning' has similar problems, but at PERSONAL, SOCIAL AND HEALTH EDUCATION least implies that it is removed from the mainstream of (PSHE) AND CITIZENSHIP careers work and is focused on related learning. The non-statutory framework.for PSHE and citizenship at key stages I and 2 becomes part of the revised National Curriculum supports implicitly in September 2000. Much in the framework career-related learning. However, primary teachers need a Arnot County Primary School, Liverpool The school has appointed a teacher as a Careers Co-ordinator, who is doing a Diploma in Careers Education and Guidance. St Philomena's Roman Catholic Junior 'I was intrigued to be offered this opportunity it is a gap in primary schools, but a challenge! Some staff were cynical, but School, Liverpool they now see that it is too late leaving it to secondary schools to develop the skills pupils need for career choice. 'We involve partners in work with children: parents work alongside teachers, and a group of sixth-form BTEC drama 'I teach a "careers course" with my year 5, and I do a "job students did a production. It was a moral story and the children swap" once a week to teach a class in year 6. We help pupils why did he lose his job? wouldn't it have been discussed it to look at "what they want, what they can offer, what they are better if he had done this instead? it isn't fair! All were ready to put in, what they value and how they prioritise". But impressed by the depth of questions from young children. not about work; we help them to apply this kind of thinking to school. They are developing a sense of who they are, what 'If our children can talk to other people, we know they are their role is, what other people's roles are, and what the doing well; children recently surprised the inspector in a local expectations are of them. This work fits easily into the National reading survey by their confidence and ability to explain what speaking and listening skills (English), problem Curriculum they were finding out. If we can help them to know it is OK to solving (design & technology), evaluating (history) and more. take a risk, get the answers wrong, have an opinion, we are This is no detriment to committed time.' succeeding in helping them build for their future.' BEST COPY AVAILABLE EXPLORING CAREER- RELATED LEARNING IN PRIMARY.SCHOOLS PROGRESSION Schools find the framework of career learning theory* readily This progression is, not key-stage-related, but there is a reasonable recognisable and useable as a practical blueprint for helping expectation that children in key stages 1 and 2 will be more children to develop their career-related learning. The four stages concerned with sensing and sifting; and young people in key reflect pupils' progress. Each builds on the other, until young stages 3 and 4 more engaged with focusing and understanding. people reach the stage of being able to make effective decisions. The final two columns record some teachers' comments on using the framework. Stages Outcomes PointS needing attention Curriculum opportunities Pupils will be able to... Sensing Children look at people in the working ...say what is done by Children lack work-related English: people who work in world, and find out what adults think and whom; what they use; experience; this is re- our school feel about it. This is a stage of building where they do it; how inforced if no-one at work in the Geography. impressions: they notice what goes on, they feel about it home works neighbourhood; visit to the who does what. They have a great deal of ...say what happens in Children do not see the local shopping precinct this experience before they get to school sequence; maybe world of work as inclusive children begin to get a sense of what the Circle time: sharing identify turning points of them world of work is like. experiences of mum at work Sifting Children start to find patterns, make ...sort out how things Some children beginning comparing objects, Science: comparisons and link things together that change, through time to grasp basic concepts linking things and events are similar or different. This leads to the and in different here, but most need English: comparing classroom formation of concepts and classifications: settings practice and work settings e.g. when they say 'at work some people ...begin to use concepts look after children..' and, more History similarities and like 'qualification', questionably, '... that's women's work' differences between today 'profile', 'outdoor work', children begin to sort it out. and the past etc. Focusing Each child starts to find out more about ...recognise differences Often very difficult for listening, not PSHE: what is important to him/herself, which between their own children; many don't interrupting; respecting may be different to what other people see views and those of expect to be heard differences and say. They begin to notice the differences their family and Reflects work done with express opinions, English: between their own and other people's friends parents and carers discuss with others points-of-view. They may first focus on ...know whether and work they know about froth home because use work on evaluating Art: how something is it is familiar and easier to understand images from the locality, from important to them children find things that particularly interest the past and present something they want them. or value Understanding Children start to appreciate how actions, ...make sense of how Dealing with cause and links well into existing PSHE: their own and other people's, have things got to this point effect is a skill; it needs programmes in social education consequences they start to recognise constant reinforcement and preparation for transition to ...know how it can work causes and effects. This means being able secondary school out Many children find it hard to explain past events and anticipate future to accept that their actions History discussion about why ones; it opens doors to seeing 'it doesn't have consequences for things happened or changed have to be like this, it can be different' themselves and others children begin to understand how things discussion about Geography. fit together and how this affects them. how it got like this, and how and why it is changed. *. Law, B. (1996). A career learning theory. In A.G. Watts et al.: Rethinking Careers Education and Guidance: Theory, Policy and Practice. London: Routledge. - 5 BEST COPY AVAILABLE I I 4 MATERIALS SUPPORT A extensive portfolio of development materials were trialled This work is not done in isolation: career-related learning has a, range of partners to call upon. with teachers and those who professionally support them. The materials have been published as Opening Doors: a Framework for Developing Career-Related Learning in Primary and Middle CAREERS SERVICES Schools (available from CRAC). There is at present limited evidence of active and formal links This consists of four major sections, corresponding to the four with the local careers service. However, careers service staff share stages of career learning progression, sandwiched between a a common agenda with primary schools regarding: users' guide and finding and using resources. tackling underachievement; About this pack: a users' guide. dealing positively with social exclusion; Taking a look: what this work is about in primary schools. working to raise standards. Thinking about: an examination of some of the basic The priority which careers services can attach to work with primary concepts behind careers work to see how they apply to schools is dependent on the targets to which they are subject. primary schools. Identifying priorities: ideas to develop work in individual schools. SECONDARY SCHOOLS Securing the foundations: practical help for curriculum Many primary teachers have structural links with local secondary planning for a whole-school approach. schools to deal with transition issues at the end of key stage 2. Using the resources: both people and materials. Such work can usually be linked to transition between key stages, and into the world beyond statutory schooling. Primary-school teachers often do not recognise the work they are doing as career-related, and therefore contributing to careers programmes in secondary schools, until this is pointed out to them. PARENTS Parents and carers are a highly influential factor in influencing young people's future career choice; all the teachers consulted saw this group as key partners. BEST COPY AVAILABLE All the primary school; ::onsulted had well-established ways'of working with parents that actively involved them in children's learning. NM There was an appreciation by most teachers that parental perceptions of the future bring both possibilities and limitations into children's future lives, even at this early Gilmour Junior School, Garston age: these issues need to be part of the ongoing dialogue 'We seek to give children opportunities to find out about the between school and home. world of work, what it is like, what people do, what work might be like for them, what equal opportunity means; we want to give them a chance to develop understanding and know what GOVERNORS they can do about it. Governors have a valuable perspective as both `insiders' and 'We began by working with the careers service; they `outsiders' to the school, and can often bring a network of useful approached us and linked with me as the teacher who had contacts into the school. They are frequently underused as a, most recently been in non-teaching employment. At first we resource. factories, the fire station, took the children to job sites North-West Water and others. Then these companies came into school to a Careers Fair: this was a chance for parents THE WIDER COMMUNITY also to talk with people in work. The careers service helped us to build the contacts; now we have a register of supporting Most primary and middle schools have active, bngoing links with organisations for the school. their local community. Partners from this world beyond school are both a resource, and a stakeholder interest in the future well-being 'The learning from this is developed in the classroom; for of children currently in school. example, we use holiday brochures from the travel agent in maths (prices, distances) and in English (writing, compre- There is a need to establish clear roles and tasks for partners. The hension). We are using the resources of the community to key to sucessful `working together' is clear expectations on both introduce real life into school-based learning. sides, grounded in both need and reality. . -E ATED LEARNING IN PRIMARY SCHOOLS A RECOMMENDATIONS DFEE AND QCA Careers co-ordinators in secondary schools need to identify what relevant learning children coming into year "7 bring Effective careers education programmes can support the raising of with them. This needs to be the basis for programme attainment andincrease pupil motivation; it is rightly part of the planning, to build on what is already there or make good government's agenda to encourage more young people to remain any deficiencies. within education and training to age 18. Career-related learning at NEM Work in years 7 and 8 can form a bridge between career- key stages 1 and 2 can help all children develop positive constructs about learning and work. related learning in primary school, and the planned careers programme from year 9 onwards. =El What is needed is a clear base to make explicit what schools are currently doing implicitly. A useful Way forward would be to produce a framework, to enable all TEACHER UNIONS primary teachers to recognise the value of this work, to There is an understandable anxiety that teachers should not take support teachers who are already involved in career- on more responsibilities than have already been thrust upon them. related teaching and learning, and to provide a guide for mus It is important to recognise that this work is an existing developing this work within the curriculum. and valued part of teaching and learning in most primary M. Clear references to career-related learning need to be schools: it is not 'additional work, but the curriculum included in the QCA guidance to primary schools, looked at from another point-of-view. supporting the implementation of the non-statutory Support for this aspect of teaching and learning is a framework for PSHE and citizenship at key stages 1 and 2. ONION critical contribution to tackling social inclusion at an um Future QCA materials supporting the development of earlier stage, and enabling the more effective use of careers work should include specific sections for key limited resources in later stages of careers programmes. stages 1 and 2, exemplifying the work for primary teachers. INITIAL TEACHER TRAINING (ITT) The introductory sections of the National Curriculum CAREERS SERVICES documentation state that teaching and learning must prepare Career-related learning in key stages 1 and 2 is even more critical pupils for the responsibilities of adult life. Children's early in the light of current changes to the careers services. This early learning influences future life choices and chances: this work is work represents an investment: without strong foundation too important to be left on the margins of the curriculum. learning, the opportunities, resources and expertise available at Incorporating a module into ITT programmes for primary teachers key stages 3 and 4 are less likely to achieve the outcomes would: raise-awareness of the possibilities of the work; increase intended, being absorbed in remedial teaching and learning rather relevance in curriculum 'planning and delivery; raise enthusiasm than in progression. for learning; and extend children's often limited horizons. NEE Targeted funding needs to be made available for careers advisers to work with primary-school teachers on the development of career-related learning in key stages Sources 1 and 2. The work reported here was carried out between 1995 and 1999. It comprised: LOCAL EDUCATION AUTHORITIES to nine primary schools, to explore with Extended visits teachers and headteachers the concepts they were Advisory teachers for careers work have a critical role to play in working with in relation to career learning, and to find out the development of understanding, value and purpose of this how they framed their work in this area of learning. work, the dissemination of good practice, and the provision of for developing and frameworks materials Development of resources. this learning. These were trialled in the original schools Local authority advisory staff need to facilitate links and also with a wide range of teachers and others in some between career-related learning in key stages 1 and 2, 25 related workshops around the country. and CEG programmes in key stages 3 and'4. on the rationale Individual and small-group consultations Cross-phase in-service training programmes, including and materials with teachers, headteachers, governors, careers advisers, secondary careers co-ordinators, careers advisers, can help to ground the work in the advisory teachers in local education authorities, education- curriculum, and model an integrated learning approach. business partnership managers, colleagues working in primary-school development in university departments of education, and a range of community partners who work SECONDARY-SCHOOL CAREERS CO-ORDINATORS with primary schools. Careers co-ordinators in secondary schools are often interested in developing programmes of work alongside primary colleagues. A joint approach can offer some starting points for years 7 and 8. January 2000 1.1L2K1219327 7 REST COPY AVAILABLE < E 079 734 0 U.S. Department of Education Office of Educational Research and Improvement (OERI) National Library of Education (NLE) Educational Resources Information Center (ERIC) REPRODUCTION RELEASE (Specific Document) I. DOCUMENT IDENTIFICATION: Lt S C 1* 0%-S 1 f 1. Sk-1 r% A 2,1 114 PA 4 LA. L. A 1 C> cr ci%, Title: ML Cro A 114 Author(s): Publication Date: Corporate Source: c..4,C 00 II. REPRODUCTION RELEASE: In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced in the monthly abstract journal of the ERIC system, Resources in Education (RIE), are usually made available to users in microfiche, reproduced paper copy, and electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, if reproduction release is granted, one of the following notices is affixed to the document. If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following three options and sign at the bottom of the page. The sample sticker shown below will be The sample sticker shown below will be The sample sticker shown below will be affixed to all Level 1 documents affixed to all Level 2A documents affixed to all Level 2B documents PERMISSION TO REPRODUCE AND PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL IN PERMISSION TO REPRODUCE AND MICROFICHE, AND IN ELECTRONIC MEDIA DISSEMINATE THIS MATERIAL IN DISSEMINATE THIS MATERIAL HAS MICROFICHE ONLY HAS BEEN GRANTED BY FOR ERIC COLLECTION SUBSCRIBERS ONLY. BEEN GRANTED BY HAS BEEN GRANTED BY TO THE EDUCATIONAI.RESOU.kCES TO THE EDUCATIONAL RESOURCES TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) INFORMATION CENTER (ERIC) INFORMATION CENTER (ERIC) 2A 2B 1 Level 2A Level 28 Level 1 Check here for Level 1 release, permitting Check here for Level 2A release, permitting Check here for Level 28 release, permitting reproduction and dissemination in microfiche or other reproduction and dissemination in microfiche and in reproduction and dissemination in microfiche only ERIC archival media (e.g., electronic) and paper electronic media for ERIC archival collection copy. subscribers only Documents will be processed as indicated provided reproduction quality permits. If permission to reproduce is granted, but no box is checked, documents will be processed at Level 1. I hereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminate this document as indicated above. Reproduction from the ERIC microfiche or electronic media by persons other than ERIC employees and its system contractors requires permission from the copyright holder. Exception is made for non-profit reproduction by libraries and other service agencies to satisfy information needs of educators in response to discrete inquiries. Az_ Sign Signature: Printed Name/Position/Title: A.v. JrVri tks t.4Sok. bILA.C. T Of. here, - -c 11, 1-ow I iks 3-C IV p. CA f-4.4,1164 Organization/Address: FAX: please 114,1 - 3 I 11 CI J.434. LlCr Suit &A -c1 LI. .1$( AaD t Cb1 E-Mail Ad.gress:,,, 141 c., Date: t.4:) CA-s n IA 11- Ns C. L A tl.G. Ori 4.14. bf % M-1 Q. a. Int oe, SOURCE): III. DOCUMENT AVAILABILITY INFORMATION (FROM NON-ERIC from another source, please If permission to reproduce is not granted to ERIC, or, if you wish ERIC to cite the availability of the document it is publicly provide the following information regarding the availability of the document. (ERIC will not announce a document unless selection criteria are significantly more available, and a dependable source can be specified. Contributors should also be aware that ERIC stringent for documents that cannot be made available through EDRS.) Publisher/Distributor: Address: Price: IV. REFERRAL OF ERIC TO COPYRIGHT/REPRODUCTION RIGHTS HOLDER: If the right to grant this reproduction release is held by someone other than the addressee, please provide the appropriate name and address: NaMe: Address: V. WHERE TO SEND THIS FORM: Send this form to the following ERIC Clearinghouse: Acquisitions Coordinator ERIC Clearinghouse on Adult, Career, and Vocational Education Center on Education and Training for Employment 1900 KennY Road Columbus, 011 43210-1090 However, if solicited by the ERIC Facility, or if making an unsolicited contribution to ERIC, return this form (and the document being contributed) to: EFF-088 (Rev. 9/97)