ABSTRACT
Driven by the global economy, a new workplace is emerg ing (Clark, 1999). The traditional workplace operated under centralized control, advanced workers by seniority, and viewed workers as a cost. The emerging workplace encourages decen tralized control, provides advancements by skill documentation, views workers as an investment and continues to build their educational skill levels. These developments, along with the current wave of school reform, suggest the need for a major re thinking of the design and delivery of career-oriented educa tion and career guidance programs.
