ERIC ED353404: Here Is What We Must Do at School To Get Our Students Ready for Work. Blueprint for a School-to-Work System.

9 Pages·1992·0.27 MB·English

by  ERIC

DOCUMENT RESUME
ED 353 404
CE 062 812
TITLE
Here Is What We Must
Do at School To Get
Our Students
Ready for Work. Blueprint
for a School-to-Work
System.
INSTITUTION
Department of Education,
Washington, DC.
REPORT NO
ED/OVAE92-13
PUB DATE
92
NOTE
9p.
PUB TYPE
Guides
General (050)
EDRS PRICE
MFO1 /PCO1 Plus
Postage.
DESCRIPTORS
Apprenticeships; Career
Counseling; Career
Guidance;
*Career Planning;
Cooperative Education;
*Education
Work Relationship; High
Schools; High School
Students; Job Placement;
Labor Force Development;
Lifelong Learning; School
Business Relationship;
School Holding Power;
Student Employment;
*Transitional Programs;
Vocational Education;
*Vocational Training
Centers; Work Experience
Programs
ABSTRACT
This pamphlet is
a four-step blueprint for
a
school-to-work system for
getting students ready
for work. Step
one
proposes that every school-to-work
system be guided by
the following
principles:
(1) encourage
participants to attain
high academic
standards; (2)
encourage students to stay in
school; (3) link
classroom curriculum
to work-site experiences
and emphasize lifelong
learning; and (4)
enhance students'
prospects for employment.
Step 2
ensures a career resource
center in every high
school to provide
career counseling and information
about careers. In step
3, the
school-to-work system provides
students with options
that will help
them learn and gain
the skills needed to
compete. The following
options are suggested:
youth apprenticeships,
cooperative education,
tech prep, school-based
enterprises, career
academies,
vocational-technical
schools, and vocational
student organizations.
Step 4 is to certify
graduates in terms of
what they have learned
and
to support them in
the following
ways: (1) be sure graduates
know how
to apply for employment;
(2) offer job
placement assistance;
and (3)
provide evaluation
and follow-up to
see whether graduates
are getting
and holding career-related
jobs. A checklist of
activities and
a list
of 12 sources for
more information are provided.
(CML)
**** ** **** * * ** ******
***** * **4c * * * ** icy
Reproductions supplied
by EDRS are the best
that can be made
from the original
document.
***********************************************************************
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EDUCATIONAL RE SOURCES INFORMATION
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GETTING YOUNG PEOPLE READY FOR WORK...
...
should never be the sole thrust of school. But for many practical reasons, it is terribly important. More so
today than ever before! Why? It's this simple. Every year in America, more than one million teens start high
school. But as soon as they do, most can't wait to graduate. Far too many don't. Three out of ten quit school well
before graduation. Fewer than half who finish go on to college.
The problem is too many
As a result, far too many of
will mean starting from scratch
Since the
of our students just don't see
our youth are dead-ended be-
and reinventing almost every
workplace is
the relevance of school. Try as
element of education.
fore they even get started. Since
undergoing a
More and more communi-
the workplace is undergoing a
they might, they simply cannot
dramatic
dramatic restructuring, we
connect long, dreary hours of
ties are changing how they help
restructuring,
books, assignments, drills and
must worry that they will ex-
students prepare for the move
from school into the work-
perience even more difficulty
we must worry tests with what, for them, is the
real world "out there." They
place. For too long, students
than before in finding work to
that young
have not been prepared for
sustain themselves and their
long to move on to where "the
people will
families. In the face of these
action is"... make money...get
the demands of the real world
experience
and have not been given
changes, we cannot afford to
on with their lives.
even more
Seldom do fresh-from-
hay 2 our schools continue
enough help in malcing that dif-
difficul:y than
school youngsters with lim-
teaching the same things the
ficult move.
ited academic and technical
same way.
That's why many communi-
before in
skills connect with anything
ties are developing innova-
Parents, educators, employ-
finding work
but minimum-wage chore
ersanyoneconcemed for the
tive ways to improve the tran-
to sustain
future of Americacan find
jobs. Good jobs often require
sition from school to work, and
themselves and
hope in our country's six
some postsecondary training
why the U.S. Department of
their families.
or, in that frustrating catch-22
National Education Goals. In-
Education encourages more of
cluded among them is the
sense, "...several years of work
these efforts.
experience!"
pledge that all citizens of work-
We invite you to join this ef-
Yet jobs areavailable even
ing age with the need or de-
fort. First, see what we must do
for high-school graduates
sire for employment will
at school to help our students
that pay well and provide op-
get ready for good jobs...for
have the skills needed to get,
for growth,
portunities
careers...for successful, pro-
and hold, good jobs.
Today, thousands of com-
responsibility and personal ful-
ductive lives. Then, do all you
fillment. In fact, the number of
munities are working to reach
can to see these things happen
desirable work opportunities
the National Education Goals
in you rschools...at you rplaces
because they understand that
grows each year.
of employment... and through-
better schools and stronger
But employers look for can-
out your community.
communities are the key to
didates who have actual work
experience, perform well on
their future. All of them have
teams, know how to operate
accepted the four-part chal-
computers and sophisticated
lenge to become AMERICA
Betsy Brand
Assistant Secretary
equipment, are able to solve
2000 communities. They are
Office of Vocational and
problems and exercise per-
adopting the goals, developing
Adult Education
their own community-wide
sonal initiative. What they gen-
erally find are young people
strategies to reach those goals,
who are sadly short on qualifi-
devising report cards to moni-
cations for all but the most
tor progress, and planning for
at least one New American
menial jobs.
School. These communities
know that reaching the goals
Insist on THE ESSENTIALS
e know what makes schools effective.
Good schools provide students with a solid grounding in
Good schools are safe schools, free from drugs
core subjects such as mathematics, science, English, history and
and violence.
geography.
Good schools are run by strong principals with specific
In the best schools, teachers and administrators work
goals that are promoted energetically among faculty, students
hard to involve parents in their children's education, and hold
and parents.
themselves accountable for results which are shared with par-
ents on a regular basis.
Above all, the most effective schools have high expectations
THE NATIONAL
and standards for students the underlying assumption is that
'EDUCATION GOALS
every student can learn.
(In Brief)
But even with all of these characteristics, there is still some-
thing missing. Schools need to have a strategy in place that rec-
EY TEE YEAR 2000...
ognizes that students learn in different ways, that they need to
see the connection between what they are learning and the value
it holds in their lives.
1.
A School-to-Work system is a new essential one that will
All children in America will
help reduce dropout rates, counter the decline of qualified,
start school ready to learn.
capable workers and help all students including the large
majority whc do not go on to four-year colleges to plan...
L
enthusiastically...for their own futures.
The high school graduation
rate will increase to at least
Every School-to-Work system should be guided by four basic
90 percent.
principles:
1.
HIGH STANDARDS
American students will
All should be designed to encourage participants to attain high
competent
in the core
be
-.:aiemic standards.
subjects.
2.
STAY IN SCHOOL
All should be designed to encourage young peenle to stay in
U.S. students will be first
school and become productive, self-reliant citizens.
in the world in science and
3.
mathematics achievement.
LINK WORK AND LEARNING
All should link classroom curriculum to work-site experiences
and emphasize lifelong learning.
Every adult American will
4.
be literate and possess the
EMPLOYMENT AND CAREERS
skills necessary to compete
All should enhance students' prospects for employment...
a world
in
on a path that provides significant opportunity for continued
economy.
education,a broadening of personal horizons, and on-going
career development.
Every school will be safe
It is important, in all of this, to keep priorities straight. During
and free of drugs.
teen years the emphasis should be on learning, not on working.
Part-time jobs should not detract from lessons and skill-build-
ing. Getting paid should never supersede the importance of
acquiring knowledge and experiencing new, lifelong career
possibilities.
Pmride CAREER INFORMATION
ne thing all schools should dois help students become familiar with and sort
Iftiith regard to school,
z
students need to
through various career options.
0
If there is a key to forging the connection between scho ol and work, it lies inproviding
know they have solid options
career counseling throughout the school years. Ytt career guidance is one of the most
that will qualify them to go to
neglected areas in American schools today. While counselors assist students in the se-
work directly out of school or
lection of classes, few can link these to the broad range of career possibilities. Rather
move on to higher levels of
O
than specializing as college advisors, class schedulers or remedial programmers all
education and training.
high school counselors should become career counselors. And, each should work with
For years, the nation's sec-
z
a mix of studentssome college-bound, some planning for specialized vocational train-
ondary school agenda has
ing, others unsure.
been characterized by an ei-
z
Starting in the earliest grades, classroom lessons should incorporate information
ther/or split between aca-
demics and vocational
about careers. Language, math, science should be taught with an emphasis on how
people really use this knowledge on a daily basis.
education. College-bound
students were guided to
Every high school should have its own Career Resource Center with printed, com-
puterized and video information about the world of work. The Career Information De-
courses needed to meet col-
livery System (CIDS), an electronic data base which is available to school districts
I.
lege or university entrance re-
quirements. Vocational
throughout the United States, is filled with accurate, up-
O
to-date local and national information about employ-
students took courses to pre-
If there is a
ment possibilities including job descriptions, typical
pare for a variety of technical
key to forvirf;;
wages and benefits, labor market demand and skill stan-
careers, but the reputation of
the connection
dards. CIDS lists places that offer the training required
these programs suffered be-
betwccr: sci oc!
for various jobs and notes sources of financial aid. It serves
cause challenging academic
more than seven million people annually at more than
subject matter was not in-
tine
it
18,000 sites.
cluded. And the largest group
lies in provi
And while no test should ever dictate one's career
of students, unsure of their
;tic
MMei"
direction, career-interest inventories and aptitude
direction, was left to drift
tOtinSCH11:"
assessment profiles are available that enable counselors
along on what educators re-
throuc!,c,:.1, ti:c
to introduce students to promising vocational options
fer to as "the general track"
and guide them in directions best suited to their interests
schoof yec-Js.
consisting of watered-down
and abilities.
academic and vocational
Students, in turn, need access to these same tools as
courses offering little prepa-
they develop their own personal career portfolios to use as road maps for their futures.
ration for either further aca-
These folders complete with notations of skills, hobbies, talents and personal goals,
demic study or the world
as well as lists of classes relating to short-term interests or long-term possibilities
of work.
should accompany them from one grade to another and from school to school. In-
College-prep has been
cluded, too, should be records of work experiences, extra-curricular activities, training
viewed for too long as the only
programs and significant accomplishments... anything that clarifies interests, prefer-
meaningful option. But it
ences and job or career possibilities. Students should be encouraged to review and
does not take into account
update these files regularly.
students who are interested
Since young people change their minds many times, their early interests must not
in pursuing a variety of tech-
lock them to particular occupational directions and exclude them from others. But
nical careers or who learn
what is important is that, somewhere along the way, they begin to develop somecareer-
by doing.
related focus.
It's time to stop viewing
school in this limited sense.
All students can master chal-
lenging academic material,
BEST COPY AVAILABIr
Students see the need for
but most need to learn math,
dustry join high school and
in areas such as health care,
science or history in context
strong writing, speaking and
community college teachers to
banking, insurance, law, hos-
in a real-world setting, where
reasoning abilities, and for
pitality and retailing while
develop curriculum, teach les-
the principles and ideas are
sons and monitor students in
they are still in high school.
knowing mathematical, tech-
applied to everyday problems
school and at the work site.The
Employers or labor/manage-
nical and scientific principles.
and solutions.
carefully sequenced curricu-
ment groups play a major
Their job-site employee-men-
role in setting up these pro-
lum integrates high-level math,
tors help them develop the so-
The goat
science, language and social
grams. Participants spend part
cial skills and work attitudes so
is to provide
studies with enough occupa-
necessary for success in any
of each school week at their re-
students
tional training to qualify them
spective work sites, the rest
employment situation.
with options
for technically demanding em-
These temporary employ-
back in the classroom.
ployment positions or ad-
Students are generally
ment connections give stu-
that will
vanced schooling.
treated as regular employees,
dents a chance to tryout actual
help them
with work assignments that
In many programs, students
working situations and gain
learn and
contribute to the main-line
progress at their own speed. Af-
actual job references for their
gain the skills
resumes
ter mastering basic competen-
flow of the employer's busi-
cies, they can move on to
needed to
prior to
ness. The on-the-job empha-
college-level courses even
sis is on active learning but the
compete in
intention is to provide much
while still in high school. Some-
Tech
our changing
times they receive wages for
more than routine job mining.
world.
Prep
on-the-job time. Diplomas are
awarded upon completion of
Communities around the
the high school half of the pro-
Cooperative
country are experimenting
gram. Associate degrees and
Education
with programs that provide
certification in various occupa-
challenging academics, allow
tional fields are granted upon
students to learn in context and
completion of the final half of
give them the opportunity to
their studies.
With the help of federal
explore and prepare for careers.
dollars for qualified pro-
The successful ones depend on
collaboration among academic
grams, Tech-Prep is one of
CAREER
and vocational teachers, stu-
01011.1111P
the fastest growing cur-
COUNSELING
AND
innovations
riculum
dents, parents, employers and
INFORMATION
in the United States
community leaders.
The goal is to provide stu-
today.
61111011111.1",
dents with options that will
YOUTH
help them learn and gain the
APPRENTICESHIPS
skills needed to compete in our
Youth Apprenticeships
changing world.
represent a new twist to
Consider the many addi-
the long standing partner-
tional options:
ship between business and
College
labor unions seeking to train
TECHPREP
Tech-Prep combines academic
skilled workers in the construc-
Prep
studies with job-related learn-
tion and metal trades.
School-B
ing within a plan that usually
This newest school-to-work
option is designed to expose
En terpr
links the final two years of high
school with two additional
students to work-day realities
years of college. People from in-
programs organized around
and administered by schools
ers frequently come forward
graduation. They receive high
various career aspirations.
with listings of part-time
school diplomas and the par-
rather than by employers or la-
Most are operated at the high
bor-management groups. Stu-
openings.
ticular certificates of mastery
dents who enroll in this
which qualify them for
school level, but special focus
SCHOOL-BASED
direct employment out of
programs are also being intro-
program receive one or two in-
ENTERPRISES
duced at elementary and jun-
high school. Many go on to
troductor courses before being
School-Based Enterprises are
placed in temporary jobs re-
ior high schools.
community colleges to obtain
individual or sequenced high
Often assisted by advisory
associate degrees in their re-
lated to personal career choices;
school courses set up as actual
boards made up of qualified
teachers and employers work
spective fields.
student-run businesses.
representatives of the featured
together to ensure that the par-
Sandwich shops, bookstores,
COOPERATIVE
career theme, individual
ticipants learn and perform job
print shops, child care centers,
EDUCATION
schools develop concentrated
tasks in accordance with their
plant nurseries... even auto
Cooperative Education is an-
programs in the arts, com-
mutual expectations. Schools
repair service centers or con-
other well regarded approach
merce, science and technology,
will generally make accommo-
struction programs in which
that links school with actual
electronics, languages and en-
dations for teachers to have op-
students build boats, houses
on-the-job experience. While
vironmental science.
portunities to visit students' job
similar in many ways to ap-
or other items which are then
These programs engender a
sites and review their progress
sold... are among the more
prenticeships, Co-op Ed pro-
tremendous sense of conmu-
with working supervisors. Stu-
notable examples. Students
grams are usually organized
nity among students, teachers
dents often find their own jobs,
study the business side of their
and outside instructors who
but schools also obtain place-
operations as they develop
ments and employ-
share a core of common values
particular occupational skills.
and enthusiasm for the acad-
Profits generated by these en-
emy theme. Because students
terprises are funnelled back
work with the same teachers
into the program or paid
over the course of the extended
to them as wages. These stu-
program, instructors become
dent-run programs usually
more directly involved with
generate a sense of pride
their students' individual
and responsibil-
progress...and success.
among
ity
partici-
These special focus schools
Career
are favored among parents,
pants and
Acadenzies
students and employers be-
the com-
cause they teach particular
munity.
things extremely well.
Vocational-
CAREER
VOCATIONAL-
ACADEMIES
Technical
TECHNICAL SCHOOLS
Career Academies are spe-
Schools
Vocational-Technical Schools
cial focus programs in which
are specialized schools. To-
academic and vocational in-
day they generally offer high-
structors collaborate around a
quality technology education
single theme. Most are
which combines hands-on
schools-within-schools, but
skill-building with substantive
often these programs encom-
courses that open, rather than
Vocational
pass the entire school. Military
foreclose, learning options.
academies and parochial and
aged
Student
Graduates come away with
private prep schools are long-
ties
Organizations
marketable employment skills
familiar versions of the focus
and levels of academic qualifi-
school concept, but the trend
now is to the popular magnet
Follow up with
CERTIFICATION & SUPPORT
er
D.
cation which allow them to
iplomas mark the successful completion of high school. But just as colleges re-
choose among high-demand
quire transcripts and aptitude tests as prerequisites for enrollment, so do employ-
careers or pursue additional
ers want a definite indication of a student's readiness for work. Certifying graduates in
terms of the particulars of what they have learned and what they are able to do is a more
education. Today's vocational -
technical programs generally
effective way to acknowledge their abilities relative to
include actual state-of-the-art various employment opportunities.
For certification
work experience along with
For certification to be meaningful, schools should
to be meaningful,
classroom training. Because of
first learn what employers require of graduates in the
schools should
close connections with local
way of job-related qualification. They can then tailor
first learn
businesses, these schools have
classes accordingly and, when students complete pro-
grams and demonstrate specific capabilities, can
great success in helping gradu-
what employers
ates connect with desirable
award Certificates of Competence or Letters of Quali-
require of
employment opportunities.
fication in various career categories.
graduates
Students, in turn, should learn how w apply for
VOCATIONAL STUDENT
in the way of
employment...how to identify prospective employ-
ORGANIZATIONS
job-related
ers, develop resumes and present themselves appro-
Vocational Student Organ-
priately at job interviews. Classes that help them
qualification.
izations (VSOs) present well
connect with desirable jobs should be part of every
over a million students each
school-to-work agenda.
year with entrepreneurial in-
One more element that ensures the transition from school to desirable employment
sights into a wide range of ca-
is job placement assistance. To fulfill this requirement, someone should contact em-
reer options. In addition to
ployers, list jobs, screen candidates and send them off to interviews. High schools should
sharpening particular voca-
coordinate placement services with one ano..her and with local community colleges to
tional skills, these clubs pro-
avoid burdening employers with an army of competing job developers. Many contract
vide focused leadership
with local employment agencies or with community-based organizations.
training. VSOs are sanctioned
Finally, no school-to-work system is complete without evaluation and follow-up
by national organizations;
to determine if students are gaining academic and vocational skills...if they are getting
their non-credit programs are
and holding career-related jobs with real opportunities for advancement. This assess-
structured to fit junior high
ment process should monitor student drop-out rates, and should measure such factors
through post secondary school
as attendance, punctuality and positive attitudes all of which are important consid-
contexts. Local groups gain tre-
erations in the world of work. To do this effectively, schools should keep in touch with
mendous momentum when
students well after graduation. Some follow all students, graduates and dropouts alike;
business and industry advisors
others maintain contact with only a sampling of their graduates.
become involved. The more
Schools that publish this tracking data in "report cards" to parents, and in course
familiar of these organiztions
catalogs, encourage students to choose among programs on the basis of academic
introduce young people to
achievement scores, job or college placement records, completion or graduation
career perspectives in mar-
rates, or job earnings after graduation. By knowing how prior graduates have done,
keting, health care, business,
students and parents can make better choices about which schools to attend and which
technical occupations, and
courses to take.
agriculture.
Here's
WHAT YOU CAN DO
Start by comparing what is available at your school with the elements of
a high quality School-to-
Work system. Effective School-to-Work systems have
most of the following components:
I. Specific goals...endorsed
and supported by parents
Competency-based programs which allow students
and the employer community;
to progress at their own speed and graduate when
I A
I
they demonstrate a mastery of required job skills;
strong grounding in core subjects mathematics,
science, English. history and geography;
Focus Schools (or schools-within-schools) with par-
I
ticular missions or career-vocation themes;
H igh expectations for students combined with a be-
lief that all children can learn and succeed;
A Tech-Prep program that connects high school
courses with two-year college technical training;
D irect and active involvement of local employers in
career guidance, curriculum development, work-site
Other career-related learning options youth ap-
ye_
teaching, skills certification and job placement;
prenticeships, cooperative education, school-based
I
enterprises, vocational student organizations;
All school counselors trained and qualified to provide
career guidance;
Certification of students based on demonstrated
competencies relative to skill standards endorsed
At every grade level, lessons that show how what is
by employers;
taught applies to the world of work;
Job placement services which connect students with
A Career Resource Center with up-to-date informa-
part-time, summer or full-time job opportunities;
tion about wide-ranging career opportunities;
I
and,
Proper and frequent use of vocational interest and
On-going monitoring and evaluation of students'
aptitude tests;
success in moving on to meaningful employment or
A commitment to encourage all students to develop
additional education.
personal career plans;
FOR MORE INFORMATION...
America's Choice: High Skills Or Lou. Wages!
Commission on the Skills of
Youth Apprenticeship in America: Guidelines
Rosenbaum, James E. et al.,
the AmericanAVorkforce, National Center on Education and the Economy,
for Buildingan Effective System.
William T. Grant Foundation Commission
39 State Street. Suite 500. Rochester, NY, 14614. phone: [phone]:
on Youth and America's Future, Washington, D.C. 1992.
fax: [phone].
School-to-Work Connections: Formulas for Success,
U.S. Department of
Career Information Delivery System (C1DS), computerized data base of
Labor, Employment and Training Administration. Office of Work-Based
job-related information. National Occupational Information Coordinat-
Learning, 200 Constitution Avenue N.W. N-5626, Washington, D.C. 20210,
ing Committee. Washington, D.C., 202-653-5665.
202-219-5281.
Combining School And Work: Options in High School and Two-Year Col-
Vocational Education for The 21st Century.
National Dropout Prevention
leges.
Office ofVocational and Adult Education.U.S.Department of Educa-
Center, Clemson University, Clemson, South Carolina, September. 1992,
tion, Washington. D.C.. 20202-7100. 1991. 202-205-5451.
803-656-2599.
Hands and Minds: Redefining Success in Vocational Technical Education,
Youth Apprenticeships. Office ofWork-Based Learning, Employment and
Education WritersAssociation and William T. Grant Foundation, Commis-
Training Administration, U.S. Department of Labor, 200 Constitution Av-
sion on Youth and America's Future, Washington, D.C., 1992.202-429-9680.
enue NM., Room N-4649. Washington. D.C., 20210, 202-535-5281.
Hull. Dan and Parnell,
Dale, Tech Prep Associate Degree: A WinfWin Expe-
rience.
The Center For Occupational Research and Development, Waco,
For additional information about developing a School-to-Work system in
Texas, 1991.1. 800.231 -3015.
your community, contact:
Portraits of Excellence: The Secretaty's Awardsfor OutstandingVocational-
Office of Vocational and Adult Education
Technical Education Programs.
Office of Vocational and Adult Education,
U.S. Department of Education
U.S. Department of Education. 400 Maryland Avenue. S.W., Washington,
400 Maryland Avenue, S.W.
D.C. 20202-7100, October, 1992, 202-205-5451.
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Real lobs for Real People, An Employer's Guide to Youth Apprenticeship,
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