ERIC ED358328: Giving Direction to Life: Vocational Education and Community-Based Organization Partnerships.

129 Pages·1991·2.9 MB·English

by  ERIC

DOCUMENT RESUME
ED 358 328
CE 063 878
AUTHOR
Gipson, Constance F.
TITLE
Giving Direction to Life: Vocational Education and
Community-Based Organ:ziAion Partnerships.
INSTITUTION
Etna Union High Scnoci District, Calif.
SPONS AGENCY
California State Dept. of Education, Sacramento.
Office of Gender Equity.
PUB DATE
91
NOTE
129p.; Highlighted information blocks throughout
document may not copy well due to low contrast
inks.
PUB TYPE
Reports
Descriptive (141)
EDRS PRICE
MFO1 /PCO6 Plus Postage.
DESCRIPTORS
Adult Basic Education; *Community Cooperation;
*Community Resources; *Cooperative Programs;
*Educational Cooperation; Education Work
Relationship; One Parent Family; Partnerships in
Educaticn; Postsecondary Education; Program
Implementation; *School Districts; Secondary
Education; *Vocational. Education
IDENTIFIERS
California; *Community Based Organizations
ABSTRACT
This book highlights existing successful partnerships
between local educational agencies (LEAs) and community-based
organizations (CBOs), identifying barriers to such partnerships and
providing strategies for partnerships that prepare youths and adults
for tomorrow's work force. In addition, the book provides ideas for
school administrators about using CBOs to increase services to their
younger students, adult students, and parents. The book is organized
in five chapters. The first chapter looks at both the problems and
the opportunities that schools currently face. It includes the
following: an overview of current problems and solutions; the origin
of the term "CBO," a review of federal and state initiatives for
LEA /CBO partnerships; and an examination of the barriers and benefits
of collaboration. The second chapter, presented in a directory
Format, provides information on successful LEA /CBO partnerships
throughout California. The focus is on single-parent projects, funded
with Perkins Act money. The descriptions give a general picture of
each program, along with examples of collaborative partnerships; each
description includes the following: LEA address, telephone number,
and contact persons; description of collaborative efforts; CEO
address, telephone number, and contact person; and list of services.
Chapter 3 focuses on four specially funded programs that have grown
in response to state and federal encouragement of LEA /CBO
collaborations. The first three programs, funded by the Gender Equity
Office of the California Department of Education, are based on a
specific program model that can be replicated. The fourth program
reflects local innovations in developing programs addressing specific
needs. The fourth chapter summarizes essential steps taken by LEAs
and CBOs that have been successful in establishing healthy mutual
beneficial partnerships, and includes examples of contracts. The
final chapter provides program descriptions of 22 selected state,
national, and international CBOs, including information about their
purpose, structure, accomplishments, and activities. A list of
acronyms and an index complete the guide. (KC)
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EDUCATIONAL RESOURCES INFORMATION
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INFORMATION CENTER (ERIC).
BEST COPY AVAILABLE,Az
I
Giving
Direction
to Life
Vocational Education and
Community-Based Organization
Partnerships
by Constance F. Gipson
Design by Sandra Honigsberg
Cover Illustration by James Chaffee
Edited and Published by Winifred Walker-Wagner
Manuscript prepared by Jayne Eddlemon
PROJECT TEAM
Etna Union High School District, Etna, CA
3
This publication was produced by Project TEAM, Etna Union High School District, and was
developed utilizing funds from the Carl D. Perkins Vocational Education Act of 1984, PL 98-524,
administered by the Office of Gender Equity, California Department of Education. The activities
which are the subject of this report were supported in whole or in part by the U.S. Department of
Education and the California Department of Education. However, the opinions expressed herein
do not necessarily reflect the position nor the policy of the U.S. or California Departments of
Education, and no official endorsement should be inferred.
Discrimination prohibited: No person shall, on the grounds of sex, race, color, national origin,
or handicap, be excluded from participation in. or be denied the benefits of, or be subjected to
discrimination under, this program.
0 1991
Project TEAM
Etna Union High School District
Lit
P.O. Box 340, Etna, CA 96027
[phone]
Acknowldgements
A SPECIAL THANKS TO:
appreciated.
the many people in The California Equity Network, whose contributions are greatly
partnerships
Without their help a publication of this type could not have been accomplished. The
who
described in this publication are the creative results of school and community personnel
school and
provide services to participants. It is through their commitment and hard work that
community partnerships are successful.
Department of
Gail Sparks from the Youth, Adult, and Alternative Education Services, California
Education, for suppling background information for Chapter 1.
Bette Kilbourn,
Louise Chiatovich, Carlotta DeLeon-Curti, Jayne Eddlemon. Anqunett Fanner. Dr.
information about
Jackie 'Ling-Walton, Mimi Van Sickle. and Winifred Walker-Wagner for collecting
Chapters 2, 3,
the programs and partnerships. Their descriptions formed a base of information for
and 5.
Education, for supply-
John Iskra, Career Vocation Education Division, California Department of
ing information about Title III-A projects listed in Chapter 3.
and a written
Juanita McDonald of Los Angeles Unified School District for supplying information
base for the development of Chapter 4.
partnerships.
Mary Jacobs for completing the enormous task of organizing and writing about the
and preparing
Jayne Eddlemon. Chloe Moss. and Lillian Eastlick. who were responsible for typing
printing.
the manuscript. They spent many hours at the computer correcting, proofing, and
Marilee
Carlotta DeLeon-Curti, Jayne Eddlemon, Lillian Eastlick, Nancy Gilmore, Pat Kurtz.
the
Mortenson, and Mimi VanSickle for reviewing the text and verifying the many details in
publication.
of editing.
Maria Fernandez, Gail fernier, Winifred Walker-Wagner, and Bob Warner for hours
a
Table of Contents
PREFACE
5
CHAPTER 1
Historical and Philosophical Context of Collaboration
6
CHAPTER 2
School and Community Partnerships Serving Single Parents
15
CHAPTER 3
Partnerships Serving Diverse Youth
73
CHAPTER 4
Techniques for Building Partnerships
85
CHAPTER 5
Selected State, National, and International
98
Community-Based Organizations
APPENIHCES
121
Acronyms
122
Index
6
Preface
students' needs, schools must seek to coordi-
Schools have never been the sole providers
nate services with community agencies. A
of education in America, though they have
collaborative approach can leverage additional
played a major role in preparing students to
services, resources, and moneys.
become future workers and productive com-
munity members. According to Dan Walters in
The major purpose of this publication is to
The Sacramento Bee. January 3, 1990, "...
highlight existing successful partnerships be-
[schools] must simultaneously cope with enor-
tween local educational agencies (LEA's) and
mous growth, with ever-higher levels of ethnic
community-based organizations (CBO's), to
and linguistic diversity, with a myriad of new
recognize barriers to such partnerships and
and complex social conditions such as drug
provide strategies for partnerships that pre-
abuse, [and] with the fast-changing demands
pare youth and adults for tomorrow's work
of a technological economy." At a time when
force. In addition, school administrators can
the job market requires highly sophisticated
determine how to utilize CBO's to increase
workers with complex skills, schools are strug-
services to their younger students, adult
gling to attain basic literacy in large segments
students, and parents. Teachers can identify
of their populations. Many of the problems
resources for those students who need uncon-
that students and their parents present are be-
ventional assistance such as housing, clothing,
yond the scope of the schools' capacity to
mentoring, or tutoring. CBO's can identify
address.
ways they can provide greater services to the
schools in their neighborhoods, thereby as-
Despite these difficulties, most educators at
sisting those schools to raise their achieve-
the federal, state, and local levels want to do a
ment levels.
good job. These problems seriously impact the
educational process; and, in order to meet
and Philosophical
Collaboration
Community-based or community service
Historically. schools have collaborated with
organizations were also a major force in the
the community to provide educational opportu-
education, health, and well-being of communi-
and
nities for students. Today. many children
ties. For example. organizations such as the
adults come to school with pre-existing beliefs
Elks. Masons, and National Council of Negro
about what they are capable of achieving. what
'omen held oratorical contests locally and
their chances of success in the world are. and
statewide. These activities not only familiar-
what their future will hold. The neighborhood.
ized participants with the Constitution, but also
all
church. civic organizations, and mass media
skills for their
gave them public speaking
contribute in formulating people's views of
future careers and civic activities.
their place in the world today and how society
school and the
expects them to perform in
Today schools. even more than in the past,
workplace. It is particularly important that
will not he able to serve children, adolescent
CBO's share and therefore supple-
schools
and adult learners, or parents alone. Nor
the success
ment resources that are integral to
should schools provide services that are
global
of students who face a rapidly changing
readily available elsewhere in the community.
economy.
Schools will have to address concerns in a
:71
coordinated manner. A common future
Fifty years ago. schools. communities.
scenario might be that of a welfare mother
and service
N. neighborhoods, churches.
who is enrolled in a Regional Occupational
4 organizations functioned almost as one. In
Program (ROY) receiving support services
lived in the neigh-
many instances, teachers
p."
through GAIN. while learning parenting skills
home
borhoods where they taught, conducted
from an adult education program. In addition.
church
visits. and interacted with parents at
this mother is a participant in a mentoring
exhorted
and at social gatherings. Neighbors
program sponsored by a CBO.
well, to
children on their way to school to do
ss
become teachers. to become the best carpen-
Interschool liaisons will likewise need to be
.
college. Parents
ter in the city, or to go on to
developed and maintained. New partnerships
schools role
and older siblings reinforced the
elementary
among vocational education.
by regaling the
as the center of society
education, and adult education must be
of what would be
younger ones with messages
fostered. Business. industry, and labor must
expected of them by the principaland teachers
adult.
join in preparing all students. young and
in school.
for tomorrow's work force.
Additionally, churches played a significant
This chapter looks at both the probletm,
role in education. Children who learned to
and opportunities that schools currently face.
memorized
read Sunday school lessons well,
It includes a) an overview of current problems
gained a sense of
poems, or acted in plays,
and solutions: I)) the origin of the term "CB0-:
Children who witnessed parents
4" cd,Lrni n cram initiativec for
calf-pfficary
ELEMENTS OF THE PROBLEMS
of the three workers will be a minority person.
AND SOLUTIONS
Meanwhile, African American and Hispanic
students often are taught by teachers who
The problems that face members of our
have low expectations of these students'
schools and communities today are complex
abilities to perform, or who teach in ways that
and interrelated. Young people, adults, those
diminish students' views of their various
with limited English proficiency, ethnic
groups' contributions to the world, leaving
minorities, and homemakers entering the
them with no sense of belonging and further
work force have many difficulties to overcome.
disconnecting them from society.
Physical needs alone, such as adequate
While our youth experience disconnected-
nutrition, safety, housing, and clothing often
ness, many adults and parents find themselves
are not met. People's mental state can be one
overwhelmed. They are called upon to meet
of confusion, despondency, alienation, lack of
more needs than ever with fewer resources.
confidence, and a weak sense of identity. All
They have lost the support once provided by
these issues present barriers to learning and
the extended family and the community. The
successful employment in the community.
number of twenty to twenty-four-year-old
In recent years, the press has focused a
males with annual earnings at or above the
great deal of attention on the increasing
three-person poverty line has substantially
phenomenon of disconnectedness experienced
decreased among white, African American,
by America's youth. An article published in
and Hispanic males, while at the same time the
The Sacramento Bee, November 1989, reported
number of female-headed households has
the results of a poll of fifteen to twenty-four-
increased. The result is that many children live
year-olds. The survey showed seven out of ten
in families on welfare or in families of the
were less involved in societal issues than pre-
families too often headed by
working poor
vious generations. When asked about their
adults submerged in a desperate fight merely
most important life goals, jobs, family, success,
to survive.
and having a good time headed the list.
Drug and alcohol addiction can aggravate
Involvement in improving their communities
the situation when youth and adults are
ranked last. Half of the respondents said that
themselves addicted or live in families where
politics was irrelevant to their lives. Many of
addiction is present. Too often students
our youth either take no interest in or feel
are victims of or witnesses to
hostility toward government, politics, and the
physical and emotional abuse
nation. Instead, they look toward the future
in the family. Even the pre-
with pessimism, expecting to experience
sence of crack houses,
greater hardship than their parents. These
gangs, drugs, and gunfire
youth do not develop trusting relationships,
in a neighborhood can
nor do they identify with groups that could
make life untenable for
assist in their social and emotional develop-
many students and
ment. These young "survivors" lack a cultural
parents.
identity. The end result is young people
holding little or no allegiance to school or
Additionally, many
community, and no sense of working for the
poor people see them-
common good.
selves as failures. Single
parents who were unmarried
Educators recognize that the dropout rates
when their babies were born,
among African American and Hispanic
or who have been divorced, may
youngsters are too high. These youngsters
-
feel that they have failed themselves,
already constitute more than forty percent of
their spouses, their churches, or their
the student population. By the year 2000, it will
families. Feeling that poverty will be their only
take three workers to support the social
option in the future, they remain hopeless.
security check of one retiree, and at least one
Partnerships Between
Homemakers returning to the work force,
1
Government, Business,
or who have never been in the work force. may
and Education
not recognize their own skills. Many reentry
homemakers find themselves without family
Successful programs had strong and
support. raising children alone, and seeking
ongoing partnerships between these three
education or job training
entities. This cooperation was important
while living in poverty.
because it provided input from employers
SCHOOLS WILL HAVE
to ensure that programs reflected the
Students with limited
needs of the labor market: it improved
English proficiency face
TO ADDRESS CONCERNS
coordination as well as opened opportuni-
multiple barriers of not
ties for pooling business and public
speaking or understanding
IN A COORDINATED
resources: it increased employer and
English, possibly of trying
community commitment to education and
to establish citizenship, of
MANNER . . . BUSINESS,
employment preparation programs: and it
facing employers who are
ensured a spirit of involvement among key
unwilling to hire them
INDUSTRY, AND
institutions providing stability for effective
until their English im-
programming.
proves, and of struggling
LABOR MUST JOIN IN
with cultural values often
in conflict with the
PREPARING ALL STUDENTS,
2 Effective Participant
American value system.
Identification and
YOUNG AND ADULT,
Disconnected youth
Recruitment
and overwhelmed adults
FOR TOMORROW'S
Individuals had to be identified and re-
face obstacles such as the
cruited into programs before they could
lack of self-confidence
WORK FORCE.
be served. Very often those who needed
necessary for learning new
to be served weft the most i..etached from
skills: unsafe, rundown
society's institutions. They might have
housing; poor health care and legal services:
dropped out of school, or had unsatisfac-
expensive or poor quality child ..ire: unreliable
tory school experiences. They may have
transportation: inadequate nutrition: poor
felt that no one had their interest at heart,
parenting skills: insufficient clothing for school
and they may have been alienated from
or for job interviews and employment: and low
society. Traditional outreach, such as the
self-esteem. The problems that our schools
media. usually did not reach these indivi-
and communities face today run deep. They
duals. One-on-one contact often was the
are complex, and they impact each other in
best approach.
serious ways.
In an effort to foster coordinated services to
meet these disparate but interrelated needs,
3 Assessment of Aptitudes,
schools are being encouraged to form partner-
Interests, and Skills
ships with other service providers. CBO's
Many people felt they were too unintel-
often are overlooked in discussion of school
ligent or too old to learn. Effective pro-
partnerships, yet they need to play a more
grams had comprehensive assessment
significant role.
capabilities to determine interests.
A report by the Youth Committee State Job
aptitudes and skills. Basic educational
Training Coordinating Council entitled
deficiencies were assessed and plans
"Tomorrow's Workers At-Risk" indicated that
developed to overcome them.
successful job-training programs had a
common core of traits. "Ingredients," found in
many CBO's operating at that time. included: