The purpose of the study was to analyze the 1973 and 1975 vocational business and office education graduates trained in the intensive office laboratory, the data processing laboratory, and the cooperative office education programs in Region VI of the State of Indiana. Tables were constructed to display aggregate and detailed data pertaining to:1. employment status of graduates2. reasons for graduate unemployment 3. length of time graduates have beenemployed4. satisfaction of the graduates withcurrent employment5. perception of the graduates of thehigh school vocational programs6. number of graduates continuing posthigh school training7. type of institutions serving thegraduates post high school trainingneeds8. occupational classification of the employed vocational business and office education graduates9. graduate participation in the Office Education Association.So that the purpose of the study could be met, all 577 vocational business and office education graduates were surveyed. The data was based on a return of 365 questionnaires or a 68.9 per cent return. A questionnaire was developed and field tested. After the graduates returned the questionnaire, questionnaires were mailed to the employers of the graduates employed in an office occupation to determine the validity of the data collected.Some of the findings are:1. Sixty-nine per cent of the graduates were employed, twenty per cent were not seeking employment, and eleven per cent were seeking employment.2. Over seventy-six per cent of the employed graduates were employed in office occupations and fifty-three per cent were still employed in the first employment position.3. Fifty-four per cent of the employed graduates were employed within the same geographic area where the vocational training was provided and forty-six per cent had been employed longer than thirteen months.4. Seventy-one per cent of the unemployed graduates had been employed since graduation.5. Twenty per cent of the employed cooperative office education graduates and twenty per cent of the intensive office education graduates were employed as secretaries.6. Twelve per cent of the data processing graduates were employed as computer operators and twelve per cent as key punch operators.7. Fifteen per cent of the employed graduates and forty-three per cent of the unemployed graduates were enrolled in post high school training.Based on the data, some of the conclusions are:1. The vocational programs currently underway must be meeting the needs of the graduates since more than ninety per cent of all vocational business and office education graduates within Region VI have been employed.2. Vocational programs are training students for employment positions which meet the desires of graduates since more than seventy-five per cent of the respondents working in office occupations were satisfied with the current employment position.3. The vocational programs must be providing the necessary training within the current vocational business and office education programs since more than ninety per cent of the graduates working in office positions indicated that they were adequately prepared for the position.Following are some of the recommendations of the study:1. A comprehensive longitudinal follow-up study should be conducted on the vocational graduates that follows the progression of the graduatesin and out of the labor market and post-secondary education institutions.2. Follow-up studies should be conducted every one and three years and a standard questionnaire should be adopted by the Indiana State Department of Public Instruction.3. A follow-up study should be conducted with the employers of the vocational graduates to ascertain the extent of employer satisfaction with the job competence and performance of the graduates.

This research study is designed to take an initial step in the direction of determining whether cooperative office education programs are more effective in teaching clerical skills, in preparing students for office employment, and in helping them to achieve employment and job success than classroom-laboratory training in office skills alone.

The Vietnamese secondary school system is experimenting with the comprehensive concept. The office of education program, one of the first fields included in the process, is at its initial stage of development in Vietnam. A reference guide for a realistic teaching technique is needed to help develop a different approach for the program. Statement of the Problem: The problem studied was to prepare a set of guidelines for using office simulation to teach office practice in the Vietnamese comprehensive high schools. Purposes of the Study: The main purposes of this study were to: (1) introduce a different and realistic approach in the teaching and learning situation for the office practice course in Vietnam; and (2) Provide a general reference guide for an office simulation approach in teaching office practice in Vietnamese public high schools. Methods and Procedures: Research studies and reports, as well as professional writings pertaining to simulation approach in office education and other fields, were reviewed, analyzed and synthesized. The period covered was from 1962 to 1971. The preliminary review revealed the six major areas that were necessary in building guidelines for the Vietnamese business educators and School administrators who have not used the simulation technique. The later selection of data was made based on these six identified areas: The objectives of the office practice course. The simulation technique and its contribution to the office practice course. The criteria for designing an educational simulation model. The organization of the simulated environment. The operation of office simulation. The teacher's role in the simulation program. Telephone interviews were made with the former business education advisor in Thu Due Demonstration High School to acquire a general outlook into the present status of the office practice course in Vietnam. Findings: The findings of this study were presented as a set of general guidelines. These guide lines were based on the theoretical and practical principles and opinions on instructional simulation, in office education and other fields, as experimented researched and expressed in the United States. They were organized into four areas: Design guidelines included the following steps: a. Establishment of objectives b. System analysis c. Data collection d. Establishment of model framework e. Manual and script writing f. Model tryout g. Student evaluation procedure h. Model redesign Administrative guidelines concerned: a. Administrative supports b. Course prerequisites and planning c. Curriculum planning d. Equipment and furniture e. Class sizes f. Employee’s manuals g. Business supplies and forms h. Classroom layout Operational guidelines concerned: a. Pretests b. Simulation orientation c. Intensive training d. Employment interview and role assignment e. Simulation warmup f. Full-scale simulation g. Debriefing sessions h. Post-simulation debriefing i. Post-tests Teacher education guidelines involved: a. Teacher's attitude b. Teacher's role c. Working competency d. Professional responsibility Main Recommendations: As the result of the study, it was recommended that: A field experiment be conducted to test the workability of the guidelines with the Vietnamese business educators. Business teacher education in the Vietnamese educational institutions include the training to use, design, and modify existing simulation games. Commercial simulation packages used in other educational systems be made available to the Vietnamese teachers. Research and evaluation be done in view of the use of mobile office education units in Vietnam. Workshops or practicum be organized to introduce the simulation technique to business education teachers and school administrators.

The problem in this study has a three-fold purpose: to learn the likenesses and differences of the small and large business offices of Dallas, Texas, in regard to their employment requirements for the beginning stenographer; to determine to what extent the average Dallas high school graduate shows the characteristics that are requisite for secretarial success; and to evaluate the learnings of secretarial students in Forest Avenue High School, Dallas, Texas, in view of these findings.

The problem involved in this study was to ascertain the current methods and materials used by office simulation teachers in the secondary schools of the State of Oregon and to suggest a plan to implement a simulated office program in the Reynolds School District.

The purposes of the study were (1) to describe the historical rationale for teacher certification, (2) to survey and report the present requirement of the states for certification as a vocational office education teacher-coordinator, (3) to survey leading business and office education educators for recommendations for vocational office education teacher-coordinator certification requirements, (4) to examine, survey, and report the characteristics and qualifications of employed vocational office education teacher-coordinators, and (5) to develop a model of criteria representing ideal standards for initial and continuing certification requirements for vocational office education teacher-coordinators.

The problem of this study was the need for a systematic development of curriculum for Coordinated Vocational Academic Education (C.V.A.E.) Office Duplication Practice. Sources of data included recent research and information provided by the Texas Education Agency. The study is divided into five parts, including an introduction; background information; an overview of the Mid-America Vocational Curriculum Consortium and the Occupational Curriculum Development Laboratory; and a summary of findings, conclusions, and recommendations. Findings are that there are opposing forces in curriculum development. The study concludes that progress is being made in curriculum development, and recommends that the individual learner be the focal point of all curriculum development efforts.

This survey presents views of department store officials on what they expect from their employees in an effort to improve the training of stenographers and secretaries.