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TUESDAY, NOVEMBER 29, 1994 <br />that can be adopted and implemented by both groups. It was suggested <br />that community specialists in marketing and communications as well as <br />representatives of Council, School Board, City and School Professional <br />Staff, the media, and local business and industry be represented on the <br />task force. It is important to have members of the .target audience <br />(i.e. uninvolved citizens) participate in the development of these <br />strategies. The task force will be in place and at work by the end of <br />February, 1995. <br /> <br />The groups then discussed what education can do to enhance community <br />economic development. It was noted that education can support the <br />development of a quality work force and make an important contribution <br />to the economic development of the community if the following <br />characteristics are integrated into all education opportunities: (1) <br />making sure that vocational education is available to those who can <br />most benefit and is flexible enough to meet the needs of potential <br />employers; (2) programs prepare students for local jobs and employment <br />opportunities; needs of local employers are inventorled and programmed <br />accordingly; (3) alternative education opportunities are made available <br />to those who cannot function in the public school environment; (4) team <br />working skills are a priority in all education experiences; (5) <br />computer training is emphasized; (6) emphasis is placed on skills such <br />as reasoning, communications, and interpersonal skills; and (7) <br />students are taught that education is a life-long responsibility. <br /> <br />The groups concluded the meeting by agreeing that the community must <br />first decide 3ust what kind of employment the community is expected to <br />attract and then educational components can be developed to enhance <br />those skills. It was noted that the Community in Transition group was <br /> <br /> <br />