ERIC ED345029: Connecting School and Employment. Policy Statement.

11 Pages·1991·0.44 MB·English

by  ERIC

DOCUMENT MUNE
ED 345 029
CS 061 113
TITLE
Connecting School and EmplOyMent. PoliCy
StateMent.
INSTITUTION
CounCil of Chief State School Officers, Washington,
D.C.
PUB DATE
91
NOTE
llp.
ruB TYPE
Viewpoints (Opinion/Position Papers, Essays, otc.)
(120)
EDRS PRICE
NFOl/PC01 Plus Postage.
DESCRIPTORS
Business Responsibility; *Career Development;
Educational Change; *Educational Improvement;
Educational Philosophy; *Educational Policy;
*Education Work Relationship; *Futures (of Society);
*Institutional Cooperation; Policy Formation;
Postsecondary Education; School Business
Relationshil); Secondary Education
IDENTIFIERS
*Council of Chief State School Officers
ABSTRACT
The current priority of the Council of Chief State
School Officers is to improve education and experiences that bridge
youth and adulthood and prepare youth for immediate or eventual
productive careers after high school. To that end, the council
supports cooperative education; "tech prep"; youth apprenticeship;
mentoring; service learning; and shared responsibility and commitment
among schools, employers, and employee organizations. Expanding on
previous initiatives that have helped to structure pathways for young
people from high school to college and through vocational education
to work, the council points out the challenge to expand the
opportunities for all students to reach high levels of academic
achievement and introduction into the work world. Some principles for
change include the following: (1) schools must view preparation of
youth for empinyment as part of their primary responsibility; (2)
every student should participate in a program that guarantees access
to postsecondary education, training, and employment; and (3)
alliances among schools, employers, and employee associations must be
formed. Strategies suggested include the following: developing
an
awareness of what should be taught in schools; making a commitment
toward research into the kinds of behavior needed for adult roles;
reorganizing instruction so that students become active participants;
restructuring secondary education to integrate the academic,
vocational, and general curricula; and providing supported work
opportunities for students. (KC)
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COUNCIL OF CHIEF STATE
CONNECTING SCHOOL
SCHOOL.OFFICERS (CCSSO)
AND EMPLOYMENT
The Council of Chief State SOW Officers
(CCSSO) is a nationwide nonprofit organization
of the 57 public Officials who head departments
of
public education in the 50 states, five U.S.
extra .
A
state jurisdictions, the District of Columbia, and
POLICY STATEMENT BY THE COUNCIL OF
the Depatiment of Defense Dependents Schools.
IEF STATE SCHOOL OFFICERS
lt has functioned as an independent national
council since 1927 and has maintained
a Wash
ington office since 194i. CCSSO seeks its
mem-
INTRODUCTION
hers consensus on mtklor education issues and
expresses their viLws to civic and pa ofessional
organizations, to federal agencies, to Congress,
or 1991, the Council of Chief State School
1'
and to the public. Through its
structure of coin
Officers' priority is "Connecting School
mittees and task forees, the Council responds
to a
and Employment." The goal is to improve educa-
broad range of concerns about education and
tion and experiences that bridge youth and adult
provides leadership on major education
issues.
hood and prepare American youth for immediate
Because the Council represents each state's
or eventual productive employed careers. We
chief education administrator, it has
access to the
support changes in schools that promote a quality
educational and governmental establishment
in
primary and secondary education with early ori-
each state and to the national influence that
entation to work that enables all young people to
accompanies this unique position. CCSSO fotms
pursue continued education and challenging em-
coalitions with many other education organiza
ployment. We envision broad curriculum changes
tions and is able to provide leadership for
a
that intelrate learning in the classroom and learn
variety of policy eoncerns that affect elementary
ing through experience in the workplace, We
and secondary education. Thus. CCSSO
mem-
advocate nuilor modifications in how instruction
bers are able to act coopcsatively
on matters vital
is organized and provided in b ith academic and
to the education of America's young people.
vocational education curriculums. We propose
The CA:FSO Resource Center
on Educa-
the expanded use of proven structures to intro-
tional Equity prwides services designed
to achieve
duce and develop the skills, knowledge and be
equity and high quality education for minorities,
havior youth will need in their adult years. These
women and girls, and for the disabled, limited
structures include cooperative education, "tech
English proficient, and hm.income students. The
prep," youth apprenticeship, mentoring and
Center is responsible for managing and staffing
a
service learning. Finally, we advoca.
a shared
variety of CCSSO leadership initiatives
to assure
responsibility and commitment among schools,
education success for all children and youth.
employers and employee organizations in bring.
especially those placed at risk of school failure.
ing about these changes.
In pursuing these changes, we seek to
Council of Chief State School Officers
achieve greater opportunities for success in and
Werner Rogers (Georgia), President
out of school for all youth. We seek to motivate
Bill I hmig (Calif( )rnia), President-Elect
our young people to undertake challenging pro-
Gordon M. Ambach, Executive Director
grams of study and training linked to prospects of
Cynthia Brown, Director, Resource Center
on
rewarding careers and continued learning. These
Educathmal Equity
new structures and programs should particularly
support the development of skills for strategic
Onc Massachusetts Avenue, IsV
omupationsthose which are internationally com-
Suite 7(X)
petitive. Special attention must be given to the
Washington, DC 20001
strategic occupations in contrast with "protected"
[phone]
occupations where there is little or no competi-
copyright 1992 by (:ounci) of (Ilia State School Officers
tion from foreign countries nor substantial threat
3
such services might be taken "off shore". These
resources at hand to ensure that the benefits of
changes should result in higher levels of meaning-
education culminating in the high school diploma
ful participadod doll youthparticularly young
are common to all. Yet, even as we make the
women, minorities, youth frmn low.inoome fami-
changes in our schools that should result in a
lies, those with limited English proficiency, and
100-peroent graduation rate by the year 2000,
those with disabilitiesin rmerging and reward-
rapid changes in the world order of nations,
ing areas of the labor form.
businesses, institutions and cultures warrant the
This statement of policy sets forth the prin-
need to accelerate, sharpen and broaden our
ciples and strategies necessary to achieve these
expectations and goals for the type of education
goals. It is to be used by chief state school officers
and life preparation required for the greatest
and state education agencies to increase
numbers of our youth.
aware-
ness among parents, the business and labor com-
The social and economic imperatives of the
munities, teacher educators, policymakers and
1990s demonstrate that acquisition of the high
education staff of the pressing need for improved
school diploma alone is not enough to prepare
programming in our schools and communities to
and ensure the type of citizenry and work force
support employment preparation and continued
this nation's future requires. If we are to remain
education for all :fouth especially those under-
competitive in an increasingly sophisticated world
served by our current systems of education,
market; if we are to resolve many of our country's
training and employment. This statement pro-
pressing social, economic and environmental prob-
vides guidance in developing models and
lems; if we are to use our wealth of human
new
linkages to prepare young people for employment
resources wisely; and if we are to ensure equity
and for life as productive members of
and opportunity to all, we must give new cur-
our society.
rency and continuity to our most basic credential
the high school diploma. Becaose employment
BACKGROUND
will become an eventual *NJ and reality for
virtually all young people, the high school di-
hrough its policy statements and activities
ploma must represent a recognized milestone of
over the years, the Council has had a
accomplishment and readiness redeemable for
central rok in improving the structure and qual-
employment and further education and training.
ity of education with the goal of ensuring
success
The Council expands our initial goal of high
for all in our schools. We have done this by calling
school graduation to one that encompasses gain-
for accessible, high-quality early childhood and
ful employment for all youth. Reaching this goai
family education programs to improve child readi-
will require restructuring of riucation priorities,
ness for learning in the states. We called for
establishing new patterns of involvement and
changes in the organization and type of knowl-
linkages with other institutions, and providing
edge stressed in schools. We support
greater flexibility in the ways continuing educa-
a move from
an emphasis on minimal competencies to an
tion and initial employment are combined.
emphasis on higher order abilities and critical
In tackling this challenge, we begin to ex-
thinking skillsand a move to extend
opportuni-
pand the work and life options for a wide range of
ties to all students to learn such skills. We
students, especially those whose options are most
advocate reforms to establish a high-quality
core
narrow at present. We begin to align more closely
curriculum of knowledge available to all students
our curriculums to the development of knowledge
and have endorsed efforts, particularly in
and skills required of our future work force and
voca-
tional education, to provide for better integration
provide structured experiences for employment
of academic and occupational skill development.
orientation and exploration. Finally, we make
In addition, the Council calls for changes in the
new alliances with labor and industry to plan for
structure of schools to account for different rates
and support the transition of young people from
and ways of learning, thus improving each
school through initial employment and into ca-
stu-
dent's opportunity for maximum learning.
reer ladders of advancement for technical pers,,n-
It is our conviction that,
nel, professional staff and wage earners.
as policymak TS,
educators and service providers,
we have the
power, the responsibility, the knowledge and the
percent of high school graduates do not go cft .
THE CHALLENGE
reedy into postsecondary education; and an addi.
tional 25 percent begin postsecondary education
e have been successful in structuring path-
but do not complete bachelors' degrees. For these
ways for young people from high tohool to
young people, preparation for postsecondary ex
postsecondary education and in organizing re-
periences often includes only general courses that
sources and programs that prepare, advise, docu-
lack academic rigor, supplemented by introduc .
ment, measure and fund for college success. For
tory vocational education courses that focus on
a smaller group of students, we offer quality
developing entry-level skills. Compared with col .
programs of vocational educational that provide
lege preparation programs, there has been no
career development and access to skilled employ.
comparable commitment of resources for prepar-
ment or further education and training.
ing, advising, documenting, measuring and fund-
Where they exist, specialized vocational
ing for workplace success.
high schools affiliated with particular industries
Our goal is to produce young adults with
have been successful in preparing students with
high levels of academic achievement and broad
differing abilities but similar interests for occupa-
competencieshigh school graduates equipped to
tion (extending well beyond entry-level skills)
educa-
pursue successfully a range of continuing
and college entry. These schools have out per-
tion, training and occupational options. To ensure
formed regular high schools on indicators such as
that all youth have these options will require
rates of graduation, percentage of students taking
extensive changes in secondary educationhow
the SAT, average combined SAT scores, and
what
we structure and organize our curriculums,
percentage of minority students scoring above
times Lad places of instruction we offer, and how
their racial group mean. The industrial affiliations
we use our resovrces.
of these specialized schools have provided stu-
Changes in schools alone cannot bring about
dents with cooperative education experiences in
the solutions we seek in edtwadng youth whose
a range of industrial settings previously inaccessi-
seconder. education ensures real choices in adult
ble. These affiliations have also deeply immersed
life. New technology creates constant changes in
the industries in the instrucdon and motivation of
worker competencies and workplace dynamics.
students. Yet these examples of highquality pro-
And schools find it increasingly difficult to anti-
grams are the exception, not the rule.
cipate these changes and devel, ip appropriate
Many young people have only limited ac-
programming Therefore, we must marshall the
cess to programs that provide supervised orienta-
resources the* exj.st in our vast business infra-
tion tJ the workplace and effectively combine
structures and employee organizations to join
classroom and workbased education. Few high
with schools in preparing young people for citizen
school juniors and seniors participate in cooper&
responsibility and employment. We must seek
dve educationwhich systematically combines
out new partnerships to ensure an expanded
classroom instruction with paid work experience
learning environment for our youth and to pro-
and onthe-job training relating to a student's
vide quality school-based and work-based experi-
career interest. Apprenticeship, a form of paid
ences that are reinforcing and motivating. Bringing
work-based learning and credentialing with a long
about these partnerships will require changes in
tradition in this country, is available to very few
the connections these institutions make with
workers (less than 300,000) in a limited number
schools and in their commitment to the educa-
of tradesand it is seldom accessible to entry-
tion and training of their future work force.
level workers or school-age Youth (the average
Many countries have developed systems of
age of apprentices is 29).
youth preparation that successfully integrate work-
We have not developed the necessary struc-
based learning with school-based learning so that
tures at the appropriate scale for el.suring system-
they are systematically reinforcing and provide a
atic access to the workplace and success in
smooth transition for students as they develop
employment tor the majority of youth who will
seek to enter employment before or during com-
pletion of some form of higher educe tion. Fifty
5
BEST COPY MIRACLE
from youth to adulthood. These systems, how-
places into places of personal growth. In
partner-
ever, are founded on strong programs of primary
ship, we oan find solutions to many of
our corn-
education that ground youth in high levels of
mon problems of challenging, motivating and
knowledge, which they continue to pursue paral-
channeling young people along the
most produc-
lel to their work-based studies. In these countries,
tive pathways. In partnership, we
can find ways to
schools, employers and labor unions work in
support new commitments to sustained and corn-
tandem to develop and provide education,
men-
prehensive human development for all
our youth.
toring and other supportive experiences for youth.
This is our charge if we are to
prepare workers
Each institution has a vested interest in ensuring
and citizens ready for the challenges of
a competi-
quality experiences for youth in Is respective
tive, interlinking world market.
sphere of interest, and each institution takes its
responsibilities seriously. Youth have responsibili-
ties to learn and opportunities to explore careers
PRINCIPLES FOR CHANGE
and develop occupational skills at work sites
uneer real-life conditions with experienced adults
he Council views improving connections
in the field. In return for their commitment to the
between school and employment as
a
education and employment experience, young
critical catalyst in the restructuring of elementary
people receive remuneration, instruction and
sup-
and secondary education and the relationships
ort. Surrounding these practices are broad na-
among schools and other stakeholders in the
tional and state policies, social programs and
communitybusinesses, employee unions and
traditions that support both the youth mid the
social service organizations. In providing
struc-
participating institutions throughout the educa-
tured pathways between school and employment,
tion and training continuum.
we begin to help our youth make the critical
Establishing smooth and seamless
connec-
connections between learning in the classroom
tions between school and employm
t. nt for all
and success in the workplace and take the initial
youth in the United States will create
new de-
steps leading to career advancement and contin-
mands and challenges, as well as benefits, for
ued education. The Council offers the following
schools:businesses, employee unions and social
principles to policymakers, education decision
service organizations. Experience in many coun-
makers, employers, employee unions and social
tries indicates that high-performance work organ-
service agencies as we seek changes in schools
izations are clearly linked with highly skilled
and other relevant institutions to improve the
workers who exercise direct discretion and
re-
preparation of youth for gainful employment and
sponsibility on the job. When: industry is directly
continued learning.
involved in the education of young people, it has
ready access to a pool of qualified youth from
SCHOOLS MUST VIEW PREPARATION OF YOUTH
FOR
which to draw for its employment needs. It is the
EMPLOYMENT AS PART OF THEIR PRIMARY RESPONSI-
work of schools and social service agencies
to
BILITY. lo fulfill this responsibility, schools must
ensure services and experiences that support the
provide appropriate curriculums,
resources, times
development of individuals ready and able to
and places of learning and be held primarily
tackle the demands of high-performance work
accountable for the level of work readiness of
organizations. It is the job of the employer and
their students. There must be no compromise in
employees to evolve and maintain high-perform-
the level of rigor or richness of programs that
ance organizations that are receptive to students
support employment readiness, and schools must
schooled and supported in thi., manner.
be fully committed to program quality and high
In partnership, we can create learning and
standards of performance for students and staff.
working environments that support experiences
Beginning in the primary grades, schools
must
and opportunities that provide our youth with
make clear for all students the connection be-
transitions from school to employment and life-
tween learning in school and future success in
long learning. These experiences transform work
the labor market and must provide
opportunities
for career and employment orientation and
BEST COPY LVAL
awareness. Schools and employers must expand
SCHOOLS MUST INTEGRATE THEORETICAL AND PRA(:-
recognition and rewards that recognise accom .
TICAL KNOWLEDGE igro TIIE CURRICULUM: &NI) METII-
plishments in practical learning and create in
ODS. MATERIALS AND STRATEGIES MUST SUPPORT
centives and means for students to learnand
Tills INTEGRATION. Research strongly supports the
eamin work settings. Schools must clearly
benefits of learning through practioal experience
cwnmunicate student accomplishments to pro .
and in nontextual settings, over the benefits of
spective employers.
acquiring abstract knewledge alone. Research
and experience also attest to the motivational
benefits and performance that result when people
EVERY iTUDENT SHOULD PARTICIPATE IN A PROGRAM
are provided authentic tasks and work situations
THAT GUARANTEF.S ACCESS TO POSTSECOMIARY EDU-
CATION. TRAINING AM) EMPLO1 MENT. Programs of
in which they can solve problems and engage in
general studies that do not pi oduce high rates of
cognitive activities. Moreover, both practical
graduation with promise for continued education
and theoretical knowledge are strengthened when
or employment must be replaced with programs
combined. To accommodate fully a range of
that prepare young people for continued educa.
leIrning styles and preferences and to maximize
don and employment in high-performance work.
the capacities of many more of our students,
places. These new programs must be founded on
schools must effectively use and integrate theoret.
high-quality elementary and middle school educa
ical and practical learning experiences and create
don and career orientation that prepare students
expanded opportunities for work-based learning.
for branching opportunities across and within a
number of demanding options.
NEW. FORMAL AND SUBSTANTIVE ALLIANCES ARE
REQUIRED AMONG SCHOOLS. POSTSECONDARY EDU-
EMPLOYER% AND EMPLOYEE ORGANIZATIONS MUST
CATION INSTITUTIONS. EMPLOYERS. EMPLOYEE OR-
ASSUME NEM RESPONSIIHLITIES POR THE DEVELOP-
GANIZATIONS AND SOCIAL SERVICE ORGANIZATIONS
MENT OF YOUTH AND THE INSTITUTIONAL CHANGES
TO PREPARE TOUT!! FOR SUCCESSFUL EMPLMMENT
OPTIONS. These institutions must take on new
TIIAT SUPPORT TIIE GROWTH AND MAINTENANCE OF A
roles and responsibilities to develop and support
HIGHLY SKILLED WORK FORCE. Employers, as a
new mechanisms of instruction, curriculum and
primary benefactor of successful students, must
share a greater responsibility for establishing and
services and to motivate and support young peo-
ple throughout the period of preparation. All
nurturing the quality of the work force. Together
study sites must develop well.conceived curricu-
with employee organizations, employers should:
lums that reinforce both theoretical and experien .
clearly define and communicate to schools
tial learning.
the competencies they require of successful
employees;
incomora 4: newly developed "employer-
STRUCTURED PATIIWAYS TO CONTINUED EDUCATIoN
friendly" scimul records in their employment
AND EMPLOYMENT MUST BF, DIVERSE. FLEXIBLE. REG-
procedures;
OGNIZED RV ALL STAKEHOLDERS AND ACCESSIBLE TO
reward first-time job seekers for their aca.
ENSURE THE WIDEST SUCCESSFUL PARTICIPATION OF
demic achievement; and employmentpreparation
STUDENTS. There is no one way or pattern of
experiences;
employment preparation for all students, for all
provide expanded opoortunities for work-
job markets, for all businesses and industries or
for all parts of the country. Therefore, institutions
based leanii-ig for students;
must develop creative structures that an :
develop special programs for the transition
of youth from school into initial employment
flexible in preparing students for continued
(e.g., youth apprenticeship),
education and initial and subsequent employment;
ensure opportunity for high.wage employ-
accessible to a wide range of students (e.g.,
those with disabilities, those with limited English
ment for young adults who have successfully
proficiency, and young women);
completed these programs; and
nurture the development of young people
through structured ladders of career advancement.
STRATEGIES
endorst d by the education, training and
employment communities;
ystemic change in the way we prepare the
fair in the qse of assessments forjob-related
entry-level work force, develop career
competencies and credentialing; and
ladders and allocate our resources for education
motivationally and financially sustaining of
and training must be guided by a national policy
youth through to full employment.
for both the strategic and protected businesses
and occupations. At the federal level, research is
IT WOULD BE DESIRABLE TO DEVELOP A NATIONAL
needed in areas of best practices in school- and
FRAMEWORK OR STRUCTURE OF STANDARDS FOR
workbased training; the development of stand-
The framework should in-
F.MPLOYAMLITT SKILLS.
ards for programs of education and training; the
corporate both content and studentperformarce
development of data bases on entry and ere-
standards. The national framework should in .
dendaling requirements; and the demand for and
elude a variety of approaches to reach these
availability of occupations. Comparable informa-
standards.
tion must be made available at the state and local
levels to guide programs, advisers, students and
THE ESSENTIAL PURPOSE OF ASSESSMENTS OF WORK-
parents in the preparation process for careers.
FORCE READINESS IS TO IMPROVE STUDENT PER-
Staff development in our schools and our
Such assessments should help students,
FORNMCE.
places of employment must become a gready
parents and educators discover the knowledge,
expanded investment if change is to be realized.
skills, and behm iorincluding the ability to work
together in a diverse labor forceneeded for
Education and labor interests must formulate
policies and make a commitment to support staff
successful entry into the workplace; develop these
training at the federal, state and local levels.
skills; and document them.
The leadership of chief state school officers
will be essential for state-level success in achiev-
CHANGES IN 110W WE PREPARE YOUTH FOR THE
ing the cuniculum, credentialing, governance and
WORKPLACE MUST BE CONSIDERED WITHIN THE
funding reforms we seek. State curriculum frame-
BROADER CONTEXT OF AN ECONOMIC POLICY FOR
works must reflect preparation for employment
NATIONAL AND INDIVIDUAL DENELOPMENT AND A
as one of many outcomes of education and
SOCIAL VISION ABOUT THE PLACE OF EMPLOYMENT IN
ensure that curriculums are organized on a con-
To be successful,
PEOPLE'S LIVES AND SOCIETY.
changes in schools must help raise expectations
tinuum based on the skills, knowledge and behav-
within the community of employers and the
ior students will need in their adult years. Locally
larger society for a better prepared and more
based demonstrations of improved school-to-work
highly skilled work force. These changes must be
transition will neither last nor expand if they are
accompanied and supported by national employ-
not stitched into state policy and practice as a
ment, training, health and human service policies.
mainstream activity and supported by national
We must create structured partnerships among
policy. State education agencies must take a
business, labor, education and social se.vice agen-
leading role in advancing the broader adoption
cies to provide forums for collaborative decision
and use of local strategies for creating new transi .
making on issues of employment preparation. We
tions for our young people.
must hold forums to develop a consensus on the
Critical to supporting these changes are the
maximum levels of education, training, support
will and commitment of businesses and employee
and compensation thal am realistically attainable
organizations to work in true partnership with
by the greatest Humber of individuals in our
schools to effect the reforms needed at the school
society and what policy and resource commit-
and the workplace if successful linkages are to be
ments are necessary if these goals are to be met.
realized. Improved school and employment con-
nections cannot be viewed solely as a youth issue,
but as affecting a range of employee concerns and
development issues. Employers must work closely
with schools and other education institutions to
ensure that mechanisms for initial employment
BEST COPY AVAILAELE
and continued growth and 'development of
em-
revising the curriculum and requirements
ployees are securely in place and available for
so that students pursue a rigor ous progrem of
workers of all statuses and levels.
study at both the school and the work site;
The following actions should be taken
in
expanding rewards and student recognition
every state to establish curriculums that promote
to encompass a range of student accomplishments;
a school.to.work system:
providing the proper guidance and adult
supervision for workplace success;
DEVEL0P AN AWARF.NESs PROGRAM
TO CREATE UN-
addressing individual student needs and
DERsTANDING OF THE NEM FOR CHANGE IN WHAT
IS
barriers to participation (e.g., transportation,
sti-
TAUGHT IN Ou R SCHOOLS. This program must be
pends, child care) in expanded
career preparation
targeted to the general public,
as well as the
programs; and
teaching staff, to support
a curriculum with rele .
providing employers with information that
vance to the world of work.
describes student achievement and accomplish-
ments and that is available in a timely and useful
MAKE A CONINIITMENT TO
ONGOING RESEARCH ON
manner.
TIIE IDENTIFICATIoN OF t,KILLS. KNOWLEDGE
AM)
KINDS OF BEIIAVIOR NEEDED FoR ADULT
ROLES.
Applied academics programs should be available
There is also
need for research and evaluation of
for all students, not just for those who
may not
the structures used and methods for providing
move on a higher education. All students should
young people with transitions from school
to
be taught how to apply knowledge
so that they
work. Research should examine the
timing and
can be successful in the work world, whether as
location of such programswhether
in the school
an entry-level worker, a midlevel technician,
or a
or the workplaceto provide the types of experi
manager/professional.
.
ences students need and employers want in
an
effective work force. Research also should
con-
EXPAND SUCCESSFUL METHODS FOR
INTEGRATIM;
sider the types of services required
to support
ACADEMIC &ND OCCUPATIONAL EDUCATION AND
the social, health and economic sellsufficiency
woRK-BASED LEARNING, SUCH AS HIGH-QUALITY
cm-
of young adults in making the
transition to
OPERATIVE EDUCATION, YOUTH APPRENTICESIIIp
AND
employment.
SERVICE LEARNING. THESE EFFORTS SHOULD IN-
CLUDE REPLICATING SPECIAL-FOCUS HIGH SCHOOLS
REORGNIZE TI1E FORMS OF
INSTRUCTION SO MAT
AFFILIATED WITH INDUSTRIES.
These methods and
STUDENTS BECOME ACTIVE PARTICIPANTs
IN THE
models should provide:
role of teacher
LEARNING PROCESS. Change the
opportunities for guided learning provided
from disseminator of information
to manager and
by employers in the context of part.time
employ .
coach of the instructional
process. Broaden the
ment to allow for immediate feedback and the
methods used in teaching to include
active,
development of student work experience;
hands-on environments that
are more compatible
opportunities for hands-on experiences and
with now learning occurs in the work
world.
applications cf theoretical information;
ongoing planning and collaboration between
RESTRUCTURy. sECONDARY EIWCATION
TO PROVIDE
school and industry personnel in
support of cur-
FoR THE INTEGRATION OF ACADEMIC.
VOCATIONAL
riculum and instructional practices; and
STUDIES AND WORK-BASEI) LEARNING,
AND TO SUP-
opportunities for students to combine work
PORT STRUCTURED TRANSITIONS TO
PosTsECONDARY
experience and education as a means of
career
EDUCATION AND EMPLOYMENT. COMPLEMENTED
HT
planning and decision making.
APPROPRIATE CURRICULUM. INSTRUCTIoN.
COUNSEL-
ING AND OTHER SERVICES. Schools shoilld review
Students in these programs should obtain
a high
=Tem: policies
and practices with a view to
school diploma, postsecondary credentials
and
facilitating connections between school
and em .
certification of
Occuoational
skills.
ployment for students and eliminating
barriers.
Such restructuring will include:
9
CREATE AND SUPPORT
NEW EXPECTA1iONS OF 110TH
join forces with
resources in business and Indus-
SCHOOL AND WORK-SITE STAFF
FOR PREPARING AND
try. Standards for occupational
credentials should
CHANNELING 'MUTH INTO
HIGH-PERFORMANCE DI-
he established by
This will require
employers and labor with
input
PLOYNILN-F.
extensive retraining
by schools.
and development of staff
at the school and the
work site to
assume new roles and responsibilities
CREATE FUNDING
and to forge new relationships
MECHANISMS FOR
and instructional
ENCOURAGING
AND SUPPORTING THESE
experiences for young people. It will
REFORMS IN THE SCHOOLS
also require a
AND WORKPLACES AND
major commitment to ongoing staff
develement
FOR SUPPORTING VOI.T11
WHILE IN WORK-BASED
to support msjor curriculum
TRAINING.
Programming for
changes.
Improved student
options that bridge the
school
and workplace
may require creative
use and
CHANGE STUDENT
INFORMATION SYSTEMS TO MAKE
reallocation of existing
education and training
TIIEM MORE MEANINGFUL
TO EMPLOYERS. PARENTS
funds and
resources. k may require the
oruIRS. Student information
AND
or report.card
redirection
of traditional
sources of student grants and
systems should be modified
loans
to reflect what she
for attendance
at postsecondary education
dents actually know and
can do in the skill,
insti-
tutions to places of learning
knowledge and behavior
in workplaces. It
may
areas sekcted. To build
also require
new sources of
and document
revenue from the
a pattern of success, schools should
business sector
to support instruction
display student progress
in the
in levels from rudimen-
workplace.
tary knowledge to
mastery of complex skills.
INSTITUTE STATEWIDE
ASSESSMENTS OF STUDENT
CONCLUSION
KNOWLEDGE AM) PERFOILMANCE
LEVELS, TIED TO
TI1E STATeS CORE
CURRICULUM AND GRADUATION
11
he Council believes
that basis
I or a highly
These assessments in
REQUIREMENTS.
a number of
skilled work force
subject an' Is should result
begins in the school
in a portable creden-
years,.with a range of
tial certifying student
quality educational
pro
performance in a range of
gram, and work-relsted
skill and compete
experiences that allow
:Icy areas. These credentials
students to reach high
would be incorporated
school graduation
in a newiy developed,
equipped
to tackle immediately the
employerfnendly record,
world of work,
or to
along with a transcript
continue in some form of
summary and othe work-related
postsecondary educe-
information that
tion or training.
or both. Failure to
employers would be encouraged
ensure that
to use in their
cvery young petson has considered
hiring and trai. ling decisions.
these options
These assessments
and has the knowledge,
would be administered
skills and supports
to
in the workplace to
gener-
pursue any of these optionsor
all of themis
ate benchmark data that make
to
them interpretable
tircumscribe the individual's
by employers.
choices for life.
Schools must provide
the needed guidance
and pathways
to continued education
SUPPORT THE
and ern-
DEVELOPMENT OF PROGRAMS IN
OUR
ployntent for
many students who lack the
SCHOOLS THAT ARE LINKED
direr-
TO HIGH-DEMAND. HIGH-
tion provided by families
and communities
SKILL OCCUPATIONS AND
with
INDUSTRIES. COMPLETION
connections to education,
OF TIIESE PROGRAMS SHOULD
employment, and their
RESULT IN ACADEMIC
respective networks. Schools
must meld the best
CREDENTIALS INCLUDING AND
EXTENDING BEYOND
of the academic
and occupational school
TIIE 111611 SCHOOL DIPLOMA
cur-
AND TO OCCUPATIONAL
riculums to maximize
the motivation and
and lack of qualified staff
CREDENTIALS. COStS
achievement of all students
should not hamper the
anti to support the
development of programs
development of
sited in our schools,
a cadre of technical and
or industries or both, for
skilled
employees the United
which there is great local
States sorely needs
to
and national demand.
remain competitive
Schools should be supported
in the world market.
in transforming
In im-
proving our cuericulums;
their curriculums and
elevating our
their focus from subject-
expecta-
tions of student-, staff
based to career-based
and other institutions
programs; and schools
in
must