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General - intortaation contained in chapter 1 includes definitions of vocational and, distributive education; philosophy , objectives, and benefits of^ -the "distributive Education program.? i r * • / \^ • •» n\can be ex t r eme ly ) h e 1 p f jo^ to. Em|3hasis is placed on the deve L^^me n-t of attitudes and skills, A. V — : ^ =" r ) Instruction is offered at the postsec Tondary and adult education ievel3. such bus ij T esses as retail'and wholesale trade :^ fin an ce, insurance , « and raal estate; services and service trades; manufacturing; transport at j^on and utilities; and communications.

Co^ord inators ; *Marketing; * ' • Postsedondary Education; *Program Administration; Program Development; Program Implementation; Public ^ Relations; Secondary Education; Student Organizations; Student Placement; Student Recruitment; *Teacher Responsibility ; IDENTIFIERS ' Distributive* Education Clubs of America; Louisiana ABSTRACT This guide on marketing and distributive education cooperative education is designed to assist the beginning , teacher-coordinator with the resource material| he/she will need and to pfrovide experienced teacher -Coordinators and administrators with a feady ifefference on current procedures and jpractices. * See' that dues are collected and State and N^ional dues are sent in. To advisors of such \c hap t e r s it is re commend e d that the As section for the High School c Tit tzt ci r\r\ be followed . CHAPTER VI f / ADULT "classes 'Adult -Distributive Education is ^ p^occupational instruction in marketing, merchandisihg, and management. to prepare individuals to enter, to progress in, or to improve competencies in, distributive occupations.

Kelly N-ix Staf^ Superintendent of Education i X \ ACKNOWLEDGMENTS •4 Th i s • pub 1 i ca C ion represents the coope Tat iv^ efforts of person- nel in marketing ajnd distributive education and the Distribu- tive and General Cooperative Ed.uca'tion Section of the. Remigius David,, Professor ^Southeastern Louisiana University Hammond, Louisiana ^ X- Dr. P ro f e s s o r ^ ^' Southeastern Louisiana ^"University ^ Hammond Louisiana Field Review Dr. 'The general direction of vocational education is vested in the State Board of Elementary and Secondary Education and is summarized in the State Plan for the Administration of Vocational Education . The plan's and policies for the development of the progra-m are administered through the State Superinteadent of Education, t The executive afficer of the State boards of education. Each field of vocational education is under th-e ^ immediate supervision of the approp'riate section, in the State Dep ar tme nt .o f Education and under the general direction of the Bureau of Vo^cational Education, Secondary. On the local level the p^ish-or city school board ^through the superintendent) is respon- sible for the administration of t K^ program. Parish and city school boards are required to submit such statements, progress reports, and financial* reports as may be prescribed by the State Department^ of Education. Custome^r relations, ^Merchandise accessibility, Accuracy of me.rchand ise inf orm'at ion , Merchandise service per dollar expended, Customer comfort. ' ~ ^ ' — ♦ '''' ^""'^'^ °' nine/eenth century that the real cooperative movement between e duca t ion 'arxi business began.- Schools in general, at that time, werf ' criticized for. Distributive Education oz'iginated with the Women's Education andlndustrial Unic^ of Boston. aim of this or- ganization was to increase the efficiency of women workers- Itwas founded in 1880 and is r ememb e r e d b e c a u s e of its unique contribution to education. rinc^, a Vertified hi'gh school' 'V °^ organization, became interested ; in the lowly condition of salesgirls. \ / / MARKETING AND DISTRIBUTIVE EDUCATION DEPARTMENT High School INTRODUCTION CARD Date To the prospectivl e mp 1 o y e r ' Firm name « • This wi 11 , i«nt roduc^ ^■^ ^ o'f the Coop J^rative Distributive Education Program at » ' High School, who is in t e r e s t e d ' in obtaining part-time employ— ment for at least ^ hours per week to supplement the ^training in distribution received at school. ' ^ Teacher-Coordinator Accept ed_ Not Ac.cepted Commen t s ; ? ' • Day^ Training Station Reason for not working Activity for afternoon Date DISTRIBUTIVE EDUCATION IDENTIFICATION CARD High School is enrolled in Distributive Education./ He 'has permission to leave school at Signed Principal ■-A III . Teachers visit students on the job in order to gain information which enables them to correlate instruction with* each student's work experience. Avoid visits during rush hours, weekends and sales periods. Use a planned schedule so that your visits will not be too many or too few. Be flexible; remember that your t^raining director has business emergencies. Keep your administration informed concernin-g your coordination activities. ' Areas *of competition *for high school events are: Competency based seriesi Advertising S'ervices' Master Employee App|irel and Accessories^ Master Employee and Manager / Owner Finance and Credit ' .

It is our creased efforts on- the part of state education cognize and encoura'ge the growth and deve lop- vocational studen't organizations aj^ highly deserve the support of all leaders in American These policies represent ttie position of the United St"ates Office of Education and its bureaus and divisions concerned with vocational and technical education. It aay be used as a guid-e to assist the beginning t e ache r - c oo r d i n a t o r with the resource material he will need and to provide experienced t e ach e r- c o o r d i n a t o r s and administrators with a ready reference on cur-rent procedures and practices. Vocational Educa t i orf , is' a broad term which covers any training or instruction which prepares the student for the succe-ssful filling of a job or a, class of jobs. — ^ Age Hei^ht^ Weight « Foreign Language, if any i WORK RECORD \ Store Type of Work Length of Time Rate Per Hour CLASS SCHEDULE 1st Seilester 2nd Semester • Teacher Homeroom Sub Teacher Home room 1 2 y ♦ 6' V 71 up interviews ^or students. -3) If' a student already Ij^s a suitable job or he acquires a suitable iob on hi-s own, discuss program and student's^ employment with emploj^er be f ore giving final approval as^ a 'training station. Send ^re leases to The Distributor.* Set up advisory committee me e t ing . ^ ' ^ • ' ^ Article in school paper on DECA activities.^ Barticipart^ in homec6ming and fair activities and send articles and pictures to news media. L4 'Novembe r ^ ^ Speak to Chamber of "c Tl^l^n cooperative and adult * programs. sch OQl, paper on 'DECA activities (oossibly the Jhanksg ivi'ng project) * ^■en d Irticle to State Secre tal DECA newsletter. January • X * i * \ Window displays m downtown stores. Article ^local ^ape r s on State*Xareer Development ^ ' Con tfifence ^ Article in^ school paper on 'DECA ac t ivi't iea-. DECA annually holds the National Ca reer Development Conference for its membershio. The ^ Official DECA Handbook, revised in 1975, serves as the national organization's guide for rules, regulations, an*d recommendations for 'local, state, and national p a r t i c i p at;^ion .

s ib i re s t- in o re e se and lity for instructional programs and related ts with the states and localities. Because of the im p o r t anc e o f this v Dc-ationa'l d.iscipline, a handbook is needed 'to assist the' marketing a nc\ d is t r i b u 1 1' ve t e a ch e r - c oo r d i n a t o r s . RECORD Distributive Education, Stua§nt*s / / ( " 1 Address Phone Homeroom Teacher and No. work o'f adviso-ry ^ committee, ^ , \ Article in school paper on , DECA activities. On the national level, the Distributive Education Clubs of America is he adq u a'r t e r ed at 1908 Assaciation Drive, Reston, Virginia 22091.

The Georgev Reed Act of 1^29 V'ided additional funds, 3. It should be q\i'i(fk and easy to fill out, but itrshould provide enough inf ormatio'ir to start the screening process. Ob tain approval for the survey i torn the princip^al. Make announcements explaining Distributive Education and the survey. \ ' Hold^and open house for prospective students and for, faculty members. Promote an understanding of the benefits derived from full participation In the chapter program and instill enthusiasm for the program in the ^ students. Many chapters .assess membership dues to help financfe various chapter activities. See that all memlj.ers, old and new, have an op- " portunity to participate! See thaj: each chapter memb/er accepts his or her responsibilities and tries to do\his or her share . Advise the s e 1 1 in g up 'of adequate recor\ds'and a c c o u n t's .

The Smith-Hughes Act o f Jl 9 1 7 provided for an annual appropriation to the States for promoting vocational education for students and teachers.' ^ 2. Training Needs (List actual wo^rds of person intei*viewed.) 2 ERIC_ p. The student survey can be used to get information a T^'out students who are potential enrollees. The press, too,'cooperates willi,ngly Try an annual school bette rm'en t project , such as Clean-up, Paint-up Week, March of Dimes assistance; open house for DE and many others^ "** Try ^ community betterment^ project such as *'Slave Day" for the United Fund; Thanks- 7) 8) 9) lor 11) 12) 13) 14) 15) 16) 17) 18) 19)' 20) 4 for the needy local sotne giving Christmas baskets or many other projects. Plan and take a field ^trip to study areaofmarketing. Plan and hold a party foi^ children at' a local hospital or orphanage or for elderly residents of a nursing home. Responsibilities of Local Chapter Adviso^ (Coordinators): - a. Become thoroughly 've rsed in the history, prin- ' ciples constitutional provisions, ceremonies, typical activities, parliamentary procedures and other es^^tials of the organization, c. Assist members in setting up a sound, wortliwhile Program of Work and guide them to its completion see that the local chapter is adequately financed and ^unds properly protected.

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