A substantial number of students drop out of high school at or below the tenth grade. Approximately 35 percent of those entering the ninth grade do not complete high school, and another large group goes through high school avoiding on the one hand direct training in vocational education and on the other the sequences in high school which will prepare them adequately for college. Therefore, about 50 to 60 percent of our youth are ill-prepared for any particular advanced training or for any occupation requiring specialized skills or competencies. Then, too, many students who are adequately prepared for college do not enter college. There are two important courses of action which high schools may take to hold students in school and to encourage the scholastically capable students to continue their education beyond high school. One is to develop curriculums appropriate to the needs of students to prepare them for successively higher level educational and vocational activities. The other course of action is to provide the guidance services needed to enable wise student choices in curriculums and occupations and to stimulate motivation to remain in the appropriate sequences. This bulletin outlines an approach in guidance designed to estimate and utilize characteristics of students at the seventh- to ninth-grade level which should increase the effectiveness of educational and vocational guidance work. The original question which prompted the writing of this bulletin was, "How can we improve the selection of students for vocational education (in high school)?" Upon analyzing the situation, it was concluded that much better "selection" or better "guidance" for aiding students in choosing vocational courses and could be attained. However, it was also concluded that guidance for this particular purpose should probably be considered a part of the total school guidance program and not as an independent and highly specialized procedure. This approach should be helpful in the process of educational planning for all students irrespective of their ultimate educational and occupational goals. Appended are: (1) Two Minor Limiting Features; (2) Note on Cumulative Records for Use With the Essential Data Discussed in This Approach; and (3) Addresses of Publishers of Measurements Mentioned in This Approach. (Contains 29 footnotes, 4 tables, and 6 charts.) [Best copy available has been provided.].

This book discusses the scientific developments on the new roles of interventions in career-and-life design (career education, career counseling, etc.) regarding the world's main challenges. Thanks to the strong partnership between the UNESCO Chair and partners ECADOC (European Doctoral Program on Career counseling and Guidance) and ESVDC (European Society for Vocational designing and Career counseling), this book represents a strong collection of models, scientific proposals and analyses of practices and interventions by scholars from all different parts of the world. It provides a large overview of current research in the field of Interventions for Life and Career Design (ILCD) in Northern and Southern countries, and calls for increased responsibility of individuals, groups and communities to design their life and their individual and collective future.