Cybernation is a term used in a new context to identify a new era. It is a term that is associated with technical development and productivity. The implications that cybernation bring with it are twofold for the discipline of education. The first task that falls to education is the development of understanding and the identification of values that will enable mankind to benefit from his surroundings. Secondly, men must be trained to work the new machines. It is in connection with the second task of education that this thesis addresses itself. In Alberta, government-directed institutions of training have developed over the years in order to train apprentices, technicians and to provide other vocational training programmes. An outline of the development of each of these levels of training is presented including a tabulation of the number of people who participated in the different levels of training. The summary that is made herein of the number of people trained is in response to the question: What number of people are being trained and what is the per capita cost? The question is not unique to Alberta. It is suspected, however, that answers are not readily available and a review of the literature bears this out. Technical and vocational training has a history of nearly fifty years in Alberta. The gradual development of facilities through periods of economic crisis, pressures from enrolment, and Federal financial assistance is outlined before the detailed examination of enrolments and costs is presented for the decade commencing in 1956. The number of apprentices in training in 1956 was 2,195. By the year 1965 the number had increased to 4,572. In relative terms the increase was from 1.9 per one thousand population to 3.1. A similar increase was evident in the training of technicians. In 1956 the Southern Alberta Institute of Technology trained 303 technicians. By 1965 the number of technicians in training had increased to 1,701. Of this number, 950 were trained at the new Northern Alberta Institute of Technology. The relative change as measured per one thousand population was from 0.26 to 1.1. The number of persons in other vocational training and non-technical training programmes also increased. The enrolment of 2,379 in 1956 increased to 4,976 in 1965. The relative numbers in training increased from 2.1 per one thousand population to 3.4. An examination of the financing of apprenticeship, technical, and vocational training reveals that an expenditure by the Province in 1956 of $241.35 was required to train each apprentice. However, the net cost to the Province after reimbursements and adjustments, was $148.63 for each apprentice. In 1965 these figures had increased to $328.39 and $191.88 respectively. The expenditure and cost of training each technician in 1956 was $903.71 and $721.43 increasing to $1,464.25 and $750.75 by 1965. In 1965 the expenditure on each technician at the Northern Alberta Institute of Technology was $1,989.13 and the cost $1,062.70. For other vocational trainees the expenditure made by the Province in 1956 amounted to $143.18 and the cost amounted to $98.35. This had changed by 1965 to a Provincial expenditure of $388.72 and a net cost of $116.82. The capital expenditure in the form of site, construction, furnishings and equipment for students at all levels of training, over the ten-year period 1956 to 1965, was $241.01. The capital cost was $93.06. The completion of this study for Alberta creates the need for comparisons. The reference points for enrolments and for costs have been established herein, but these must mark the beginning and not the end. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Rapidly changing social and economic conditions can impart significant challenges to high school career decisions. Recent career education initiatives have been structured to support this school-to-work and school-to-post-secondary education transition. The student needs assessment focus of study allows a unique insight into the availability, delivery, and effectiveness of high school career programs. This research provides data from a nineteen-item Comprehensive Career Needs Survey, administered to 888, Southern Alberta grade 12 students. The results profile the student responses to questions on career plans after high school the meaning of occupation and career, career choice, reasons for career choice the importance of career planning, factors of encouragement and discouragement in career plans, and what would be most helpful in career plans. Questions on career hlep included the availability, use, and helpfulness of high school services, curriculum and resources, the peple helpful to career, the confidence in career plans after high school and the preferred work location. The results of this study suggest grade 12 students value career plans and the resources both people and informational, to support transitions. These students voice the need to have passion for career, and report a wide range of occupational choices. The large majority who plan post-secondary education or training expressed the need for diverse but specific career development services to support success in career. High school career development resources are available but the efficacy data suggest their under utilization or reports of not being fully helpful to career plans. An important finding is that career resources are used in the school setting but not the community. The results of this study have implications for the delivery of high school career programs and the development of the public policy on career services. / x, 149 leaves ; 29 cm.

A Comprehensive Career Needs Survey was designed to assess the career needs of junior high and senior high school students. The survey consisted of questions regarding students, teachers, parents, counselors and administrators evaluation of career education and support needs in Southern Alberta. Due to the recent research that suggests that adolescent perceptions of their needs, often differ from teacher or parent perceptions, it was important to examine how adolescents perceive "career" and "occupation" and how this perception evolves overtime and through developmental stages. Quantitative results show that the themes of "occupation" and "career" do not differ significantly across grade level, nor are there any prevalent themes within grade levels. However, the results of the qualitative research suggest that the way in which individuals think about these themes does evolve throughout developmental stages. Based on this research, it is suggested the Career Education begin earlier, be more integrated and comprehensive. In addition, increased adolescent involvement in future needs assessments is also recommended. Implications for teachers and counselors will be discussed. / ix, 108 leaves ; 28 cm.