ERIC ED333154: New U.S. Initiatives for the Transition from School to Work. Occasional Paper No. 8.

10 Pages·1991·0.4 MB·English

by  ERIC

DOCUMENT RESUME
ED ::3 154
CE 058 147
AUTHOR
Kazis, Richard; Roche, Barbara
TITLE
New U.S. Initiatives for the Transition from School
to Work. Occasional Paper No. 8.
INSTITUTION
International Labour Office, Geneva (Switzerland).
REPORT NO
ISBN-92-2-107924-4
PUB DATE
91
NOTE
10p.; Edited by the Training Policies Branch of the
International Labour Office.
AVAILABLE FROM
ILO Publications, International Labour Office,
CH-1211 Geneva 22, Switzerland.
PUB TYPE
Reports - Descriptive (141)
EDRS PRICE
MF01 Plus Postage. PC Not Available from EDRS.
DESCRIPTORS
Adolescents; *Apprenticeships; *Articulation
(Education); Economic Factors; *Education Work
Relationship; Foreign Countries; High Schools;
Postsecondary Education; Vocational Education; Young
Adults; *Youth Programs
IDENTIFIERS
*Tech Prep
ABSTRACT
Two innovations have developed in response to
economic and educational concerns--the demand for workers who will be
able to contribute productively in the workplaces of the coming
decade and the pedagogical movement toward a closer integration of
clasroom and work-based learning. One such innovation, called Tecn
Prep, has been incorporated into the 1990 Carl Perkins Act. This
initiative, promoted by the U.S. Department of Education, links
the
last 2 years of high school with the first 2
years of postsecondary
learning in a sequence that is coordinated with and leads to either
an associate degree or certification of occupational skills in
a
specific career area. The second innovative
program, called youth
apprenticeship or work-based learning, was influenced by European
apprenticeship systems. Youth apprenticeship programs meld Tech
Prep-style coordination of secondary and postsecondary
learning with
paid work experience beginnirg in the last 2
years of high school,
providing the context for both classroom and work-based learning.
These two models are seen as competing solutions to the
same problem:
one is driven by labor market concerns, the other by educational
concerns. The differences between the two will narrow in the coming
years. (NLA)
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Reproductions supplied by EDRS ar.: the best that
can be made
*
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from the original document.
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occasIonal
U.S. INIPARISSENT Of EDUCATION
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INFORMATION
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MI doetrnen1 nu boon INNOCItrced as
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Points ot view or ()onions RAIN" tn due doe tr
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New US Initiatives for the
OERI Danbon or 0014V
transMon from school to work
"PERMISSION TO REPRODUCE THIS
MATERIAL IN MICROFICHE ONLY
HAS BEM (.RANTED BY
by
Richard Kazis and Barbara Rothe
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
Occasional Paper No. 8
edited by the Training Policies branch of ILO Oeneva
BEST COPY AVAILABLE
I I*
2
New US initiatives for the
transition from school to work
by
Richard Kazis and Barbara Roche
Occasional Paper No. 8
Copyright © International Lab lur Organisation 1991
Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal Copyright Convention.
Nevertheless, short excerpts from them may be reproduced without authorisation, on condition that the source is indicated.
For rights of reproduction or translation, application should be made to the Publications Branch (Rights and Permissions),
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ISBN 92-2-107924-4
First published 1991
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Printed by the International Labour Office. Geneva. Switzerland
New US initiatives for the transition
from school to
work
As firms in the United States try to keep
gramme) or certification of occupational
pace with rapid technological change and
skills in a specific career area.
intensifying
international
competition,
they have begun to focus
on the need to
The second, often called youth
appren-
improve the supply and the quality of
entry
ticeship or work-based learning, is
a new,
level workers. The need for manufacturing
largely untested model for the US that is
and service industry technicians who
are
of many
influenced
the
by
success
mature and are able to learn quickly has
European apprenticeship systems. Youth
led employers and educators alike
to ex-
apprenticeship programmes attempt to
plore ways to improve the connection be-
meld Tech Prep-style coordination of
tween school and work for young adults. At
secondary and post-secondary learning
the same time, recent eCucational and
cog-
with paid work experience beginning in the
nitive research on the value of contextual
last two years of high school that provides
or situated learning has made the case that
the context for both classroom and work-
both academic and vocational learning
can
based learning. This model is being ad-
benefit from applied problem-solving in
a
vanced at the federal level by the US
work setting.
Department of Labor, which has recently
funded six demonstration projects that in-
Two innovations
have
developed
in
volve employers, high schools and
com-
response to these economic and educa-
munity colleges.
tional concerns ie., the demand for work-
ers who will be able to contribute
productively in the workplaces of the
Tech Prep and 2 +2
com-
ing decade; and the pedagogical
move-
ment toward a closer
integration of
Tech Prep is a programme that attempts
to
classroom and work-based learning. One,
create rigour and structure for young
called Tech Prep, has been incorporated
people pursuing technical education,
so
into the 1990 reauthorisation of the Call
that they emerge prepared not only for
Perkins Act, which is the federal vocational
entry level jobs in technical fields but a!so
education
legislation.
This
initiative,
for career advancement
or four-year col-
promoted at the federal level by the US
lege. The bare bones of Tech Prep include:
Department of Education, links the last
an articulation agreement between a local
two years of high school with the first two
high school and community college that
years of post-secondary learning in a se-
specifies a planned sequence of
courses,
quence that is coordinated and leads to
both academic and vocational, that will
either an associate degree (signifying
com-
!ead participating students through high
pletion of a two-year college degree
pro-
school toward a two-year associate degree
the 1980s as the size of the youth cohort
in their chosen technical field; and coor-
shrank and high school and community
dination not only of course sequence but of
colleges began to work A "advanced cur-
curricular materials within the course, to
riculum" 2 + 2 progamlnes that coor-
minimise duplication and repetition of
dinated courses and curricula and raised
material and learning sequences.
the level of technical proficiency expected
of students while reviring high school stu-
Articulation agreements that cover the last
dents to finish four years of high school
two years of high school and two years of
before taking community college courses.
community college are often called "2 + 2"
plans. There are variationa on this model:
In 1984, Dale Parnell, President of the
4 + 2 programmes begin in school year
American Association of Community and
nine rather than eleven; 2 + 2 + 2 initia-
Junior Colleges, published an influential
tives provide for a six-year articulation
book called The neglected majority. In that
plan that begins with the last two years of
book Parnell argued eloquently for new
high school (years 11 and 12), moves
structures and systems to educate and train
through two years of community college
the majority of American youths who do
and into the last two years of a four-year
not complete a four-year baccalaureate
college (school years 15 and 16).
programme. One of Parnell's central re-
commendations was the elimination of the
Tech.Prep is meant to provide a rigorous,
general education track and its replace-
high-expectations alternative to the un-
ment with Tech Prep programmes that
focused, inadequate general education
of
were targeted to: 1) the middle quartiles
curriculum that enrolls abour 40percent of
the typical high school student body in
the students in many American high
terms of talent and interest and 2) the mid-
schools. (The other 60 percent of US high
range of occupations requiring some
school students are split fairly evenly be-
education and training beyond high school
tween vocational and college preparatory
but not necessarily a baccalaureate degree.
curricula). The term 'Tech Prep" was cho-
He presented a vision of a new route to
sen deliberately: like college prep, Tech
employment and higher learning that
Prep is intended to be a high status option
would link high schools and community
designed, according the the American As-
colleges in the provision of a four-year se-
sociation of Community and Junior Col-
quence that w3uld have as its foundation a
leges (AACJC), to "raise the self-esteem
common core of proficiencies in maths,
level of general and vocational track stu-
science, commun'cations, and technology
dents by enabling them to identify with a
taught through an applied rather than
programme that has direction, status, and
abstract pedagogy.
visible support from local employers."
Since 1984, Parnell's ideas have spread.
Tech Prep has evolved from the efforts in
Several states, such as Hawaii, Rhode Is-
the 1960s and 1970s to improve "articula-
land and Delaware, implemeated versions
tion" between secondary schools and com-
of 2 + 2 and Tech Prep r-ogrammes even
articulation
Initially,
munity
colleges.
before the federal govermient (1,-cided to
plans enabled high school students to take
authorise funds for such efforts. Indiana
community college courses while still at
was one of several states to pass its own
high school, accelerating their progress
Tech Prep legislation in the mid 1980s.
toward an associate degree. This "time-
shortened" approach fell out of favour in
6
The Centre for Occupational Research
technology was
nics/electromechanical
am Development in Texas has created
created through collaboration between
Tech Prep curricula in applied maths, prin-
local education agencies (LEAs) and
a
ciples of techuuloity, and applied
com-
business/industry/government consortium
munications
and
provides
training
under the direction of the Virginia Com-
workshops to school administretors and
munity College System and the Virginia
educators in how to move toward
success-
Department of Education. In Oregon,
ful 2 + 2 and Tech Prep
programmes. In
Portland Community College has joined
general, CORD's Tech Prep model
starts
with local high school district to form PAV-
students out in high school with applied
TEC (Portland Area Vocational Technical
academic and broad technical coursework,
Education Consortium), whiz!' in 1988 in-
leaving specialty technical
course work to
cluded 26 high schools in thirteen districts.
the post-secondary level.
PAVTEC currently coordinates Tech Prep
programmes in about 50 different occupa-
The culmination of efforts by Parnell and
tional fields, from accounting and
com-
puter field service to dental hygiene,
others had been the inclusion of Tech Prep
in the 1990 Amendments
to the Perkins
hotel-motel management, industrial draft-
Act. The Act now authorises special
ing, welding ?lid more.
grants
for secondary schools that join with
two-
year colleges or apprenticeship program-
Youth Apprenticeship
mes for the purpose of creating new Tech
Prep curricula. The law mandates that
spe-
cial consideration will be given .1.n
funding
A second model that is receiving sig-
decisions to programmes devek ped
in
nificant attention in the United States
consultation with business, industry,
and
today is called "youth apprenticeship." This
organised labour. For fiscal
year 1991,
new interest in apprenticeship starts from
Congress has appropriated $63.4 million,
the recognition that the United States does
ensuring that the concept and the number
not do a good job of preparing the majority
of Tech Prep
programmes will spread.
of its young people for productive
par-
ticipation in the nation's
economy and
According to University of California
eco-
society. At the same time, it is clear that
nomist David Stern, the best estimate
of
apprenticeship systems for
young people
the extent of Tech Prep
programmes in the
are the cornerstone of a number of suc-
United States is at present in the order of
cessful European national
systems for
122 programmes in 33 states. Some
of
preparing new entrants to the workforce
these programmes
are probably older;
for careers in a broad
range of high-skill
however, newer programmes
are generally
occupations. Many experts from industry,
consistent with the federal government's
education, and youth policy have begun
to
definition of Tech Prep
as a four-year,
argue that programmes that place high
rigorous programme leading
to skilled
school students in real work settings
and
technical careers.
build the learning sequences around the
work experience can provide
a different,
Some of the best Tech Prep
programmes
more egective way of preparing young
involve more than
one high school and
people for both academic and occupation-
more than one community college. For
ex-
al advancement than the
current vocation-
ample, a 2 + 2
programme to prepare
al education system.
"master technicians" in the field
of clectro-
7
One organisation involved in several
Youth apprenticeship in the US is still
demonstration projects testing this model
tradition-
more an idea than a reality. Most
prin-
has specified the following guiding
al apprenticeship programmes in the US
ciples for youth apprenticeship in the
begin at the age of 18 at the earliest and
United States. Programmes must:
require a high school diploma. Average
apprenticeship program-
age in most US
concentrated
mes, which are inordinately
Establish new and better links be-
in the building and construction trades, is
tween employers and schools, be-
Moreover, appren-
over 25 years of age.
tween academic and occupational
ticeship in the US is so limited that fewer
instruction, and between work-based
than two percent of high school graduates
and classroom learning;
ever enter it.
Provide an opportunity for young
people to advance both academically
In the 1970s, the federal government tried
and occupationally, bridging high
to encourage the expansion of existing ap-
prenticeships to include thigh school stu-
school and post-secondary education
and providing completers with re-
dents. This programme created parmime
apprenticeships for high school students
cognised certification in both areas;
who would become full-time apprentices
Provide entry to well-paying careers
after graduation. This accelerated school-
that offer both vertical and horizon-
to-apprenticeship programme continued
tal mobility;
after federal funding ran out. At the same
time, though, replication was limited and
Have widespread and substantial
the programmes have not had significant
employer support and respond to ex-
impact on the structure of vocational
isting and anticipated employer de-
education or high school education more
mand for skilled workers;
broadly.
Be guided by a wcrking coalition that
The current model of youth apprenticeship
includes: employers, secondary and
of 2 + 2/ Tech
can be seen as an extension
post-secondary educational institu-
Prep models to include work-based learn-
tions, labour unions, employment
ing opportunities. In the model proposed
and training providers and repre-
country, par-
most commonly in this
sentatives of state government;
ticipants wrra.al enter a four-year pro-
school year 10
Be seen as an opportunity to restruc-
gramme at the end of
im-
ture high school education to
(following career exploration programmes
prove significantly the opportunities
in the middle school years). They would be
) millions of young people.
availabl
paid a stipend by their employer while in
They must not be another add-on to
the programme, which would enable them
fragmented
an already chaotic and
associate
to earn a high school diploma, an
education system.
degree from a two-year college, and a cer-
tificate of technical competence in their
chosen field. Learning will take place in
The US Department of I..abor has recently
restructured its apprenticeship and train-
both the classroom and at the work site and
curricular materials and teaching staffing
ing office, creating a new Office of Work-
patterns and activities will be designed to
based Learning. Following a re-evaluation
of apprenticeship in the US, the Depart-
that end.
ment concluded that the best
aspects of the
which is located in Meadville, Pennsyl-
model should be diffused into non-tradi-
vania
occupations and that
tional
appren-
ticeship-style
training
and
education
Project ProTech is designed to
create for-
programmes should be expanded to new
mal pathways for students to enter profes-
groups, including high school students.
sional careers in health
care. In addition to
One result of that assessment
was the
a 2 + 2 articulation, the four-year pro-
decision to sponsor initiatives
to en-
gramme will provide student trainees with
courage the spread of the apprenticeship
hospital employment coordinated with
concept among three distinct groups:
new
educational and vocational training de-
entrants to the workforce, existing employ-
livered both in school classrooms and
at
ees, and small businesses.
the worksite. Programme content is being
developed jointly by employers and educa-
This activity led to
a round of Department
tors at both the secondary and community
of Labor demonstration projects
focused
college levels to create a closely integrated
specifically on the "school-to-work
con-
combination of classroom instruction,
nection." In October 1990, six
projects
structured laboratory and occupational
were selected for funding. All attempts
to
training and supervised work activity.
improve the integration of school and
work
and to include work experience
com-
The Pennsylvania Youth Apprenticeship
ponents in their design. These
program-
Project features development of
new cur-
mes are being coordinated by a range of
ricula and learning strategies integrating
public and private sector institutions:
the
school-based and worksite based learning
Los Angeles school system; the
Pennsyl-
to ptepare skilled workers for tomorrow's
vania Department of Commerce; the
Na-
advanced manufacturing and metalwork-
tional Alliance of Business; the
Maryland
ing industry in Pennsylvania. Time
spent in
Department of Economics and Employ-
classroom settings will decrease each
year
ment Development; the Boston Private In-
during the four-year
programme, which
dustry
Council;
and
the
Electronics
will provide successful participants with
a
Industry Foundation.
high school diploma, transferable
post-
secondary credits leading to
an associate
Perhaps the most ambitious of
these
degree, and certification of broad techni-
projects are: Project Protech,
an allied
cal competence that employers identify
as
health professions youth apprenticeship
necessary for entry level employment and
initiative in Boston, involving the
Boston
career advancement.
schools, the leading teaching hospitals
in
the city, Bunker Hill Community
College
and the Boston Private Industry
Linking Tech Prep and Youth Appren-
Council;
ticeship
and the Permsylvania Youth
Apprentice-
ship Project, a multi-site effort
to create
youth
apprenticeship
programmes
in
In effect, the youth apprenticeship
model
metalworking and advanced manufactur-
combines paid work ekaerience in
a job
ing, linking school districts,
community
relevant tc a student's
career choice with a
colleges, large and small metalworking
Tech Prep/2 + 2
progamme that can take
employers, the state's network
of In-
a student from high school through
a
dustrial Resource Centres and
the Nation-
rigorous technical education
sequence
al Centre for Flexible
Manufacturing,
0.111111.06111C4141
in the coming
narrow rather than widen
resulting in a two-year associate degree,
will interact
years and that the two mode%
What the youth apprenticeship model adds
rather than develop in parallel. There are
is the possibility of certification ill occupa-
several reasons for this: I) federal funding
tional skills as well as the associate degree,
school-to-work programmes
for
all
is
plus new ways to integrate classroom and
funds will be of
scarce and the Tech Prep
work-based learning.
interest to youth apprenticeship efforts as
they develop; and 2) employers looking for
Right now, these two models -- Tech Prep
connection with
ways to improve their
are seen by
anJ Youth Apprenticeship
schools and their access to quality young
some as competing solutions to the same
workers are likely to demand better in-
problem. One is championed by the US
tegration at the local levels. Hopefully, the
Department of Labor, the other by the US
end result will be a sound, rigorous, and
Department of Education. One seems to
work-based approach to preparing the
be more driven by labour market concerns,
technical workers of tomorrow in the
the other by educational concerns. It is
United States.
likely, however, that these differences will