Business Services & Vocational Education In a report based on local, state

Conklin (1994) further reports that a large part of meeting employment needs will be vocational training in technology, especially computers. The purpose of the review of literature presented here is to examine business services and technology as they relate to issues concerning vocational education curriculum.

Regarding business services and technology/computers, the most important element of vocational training is to turn out students that are sufficiently trained to handle the technological requirements of these varying jobs. One way in which vocational educators attempt to fulfill this responsibility is to select a geographic area of the country and determine the technological requirements of the businesses in the area.

For example, Ellis (1994) investigated the computer training needs in Fortune 500 companies in the South-Central part of the United States by examining the status and projected need for computer training within these organizations.

The characteristics of computer training programs, performance of training nee

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d resources into the classroom. In this regard, Aguirre (1993) examined the nature and extent of private sector business assistance to vocational programs achieved through the Vocational Instruction Practicum (VIP) program in Illinois. The VIP programs provide on-site work experience internships for vocational staff. A qualitative method was used. Questionnaire data were obtained from 108 respondents on 15 types of business assistance. Fifty-six respondents were interviewed to obtain contextual data. Findings indicated that, overall, business assistance was made available by VIP cooperating employers on a greater extent than was utilized. The most typical offers of assistance were: (1) expertise; (2) information on new technology; (3) training materials; (4) travel, training or new contacts; and (5) privileged access to a work site. Scheduling, distance, financial constraints and lack of follow-up by VIP participants were identified as barriers to use of business assistance. Repeated participation in VIP seemed advantageous in gaining business assistance; respondents with at least three years' of VIP cited more types of business assistance than those with lesser experience. Some postsecondary programs, such as health ed
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Approximate Word count = 2323
Approximate Pages = 9 (250 words per page)

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