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Abstract

Communication skills should be a basic part of any career education program but often are not classified as such, rather, these skills are included under other goals and objectives. In general, the major approach of the National Institute of Education to career education programs has been based on research into four areas: school models for K-14 curriculum development, an experience-based model for secondary school student work programs, a home-community model to provide resources for school dropouts and adults, and a residential-based model aimed at teaching new skills to members of disadvantaged rural families. A specific task force sponsored by the Speech Communication Association is focusing its efforts on three areas for communication research in career education: (1) defining skills that are directly job-related, as distinct from general competencies; (2) studying the relationship of