Education for Tomorrow's Jobs (1983) / Chapter Skim
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3. Vocational Education and the Private Sector
3. Vocational Education and the Private Sector
Pages 47-62
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From page 47... ...
In this chapter we present information on collaborative efforts involving vocational educators and students and private-sector employers. We discuss a number of specific collaborative activities that have been viewed as successful and the institutional and administrative arrangements of the vocational education system that affect collaboration.
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From page 48... ...
, "Private Initiatives to Improve Youth Employment," which reviews several collaborative efforts. EXAMPLES OF COLLABORATIVE PROJECTS Up to this point this report has focused primarily on a traditional model of providing education and training for employment: students learning the basic education and occupational skills in public schools offering vocational education programs and gaining work experience at an employer's place of business.
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From page 49... ...
In Montgomery County, Maryland, for example, with the financial and technical support of local business executives and private foundations, vocational schools establish businesses that are run entirely by students. Students have constructed and sold houses, and they have operated a small automobile dealership.
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From page 50... ...
Success on the Move In 1979 Kaiser Aluminum and Chemical Corporation worked with the high schools in Oakland, California, to create a program called Summer on the Move, which was designed to improve the basic academic skills of disadvantaged high-school students while giving them summer work experience in local businesses. In 1980 the program was expanded to a year-round operation, Success on the Move, through the efforts of Youthwork, Inc., a nonprofit organization, and a grant from the Edna McConnell Clark Foundation to test a private-sector/education partnership approach nationally.
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From page 51... ...
is a network of over 100 organizations that provide employment training and other services to members of minority groups and to economically disadvantaged people across the nation (Robison, 19781. Each local center is an independent affiliate of Opportunities Industrialization Centers of America (OIC/A)
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From page 52... ...
OIC has a design for implementing the Career Intern Program nationally, but funding from the National Institute of Education has been depleted and no new sources have been found. The South Central Connecticut Regional Council on Education for Employment The South Central Connecticut Regional Council on Education for Employment begins the process of career education in elementary school.
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From page 53... ...
Corporate personnel have the main responsibility for training and supervising students on the job, but the teachers remain on the site to help coordinate work experience with classroom instruction and to monitor students' job performance. Students are screened by the schools and matched with particular jobs and are paid the minimum wage for a 20-hour work week.
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From page 54... ...
The Skills Training Education Program The Skills Training Education Program (Project STEP) is a partnership between the Security Pacific National Bank and the 11 California Regional Occupational Programs that were established to help 72 of the state's school districts provide vocational training programs.
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From page 55... ...
These include jobs such as teller, data entry operator, typist, clerk, stenographer, and word processor operator all requiring skills taught in various vocational education programs. The Philadelphia Academies In 1969 a prototype industrial academy was started in Philadelphia for inner-city young people who could not qualify for vocational schools because they had approximately fifth-grade-level basic skills.
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From page 56... ...
The Training Opportunities Program A newer initiative is the Training Opportunities Program, developed by the Office of Occupational and Career Education in New York City. The purpose is to provide on-thejob training opportunities in private businesses to high-school juniors and seniors.
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From page 57... ...
Department of Education are the American Industrial Arts Student Association, Distributive Education Clubs of America, Future Business Leaders of America, Phi Beta Lamda, Future Farmers of America, Future Homemakers of America, Health Occupations Students of America. National Postsecondary Agriculture Student Organization, Office Education Association, and Vocational Industrial Clubs of America.
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From page 58... ...
The clubs actively solicit employers to participate with them and encourage business, industry, and labor leaders to provide work and on-thejob training opportunities, to serve on advisory committees, and to conduct career workshops for students. In 1982, for example, the National Advisory Board of the Distributive Education Clubs of America sent a flyer to employers encouraging their involvement in vocational education.
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From page 59... ...
Generally the goals are to attract new industries, revitalize existing industries, expand or diversify a state's economic base in order to increase tax revenues, and increase the employment rate for residents of the area by either retraining workers or expanding job opportunities. Some states house the administrative responsibility for economic development in a single agency, and others set up arrangments that rely on
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From page 60... ...
, presents a detailed analysis of the effects of these geographic and economic shifts on American cities. The report suggests that cities plan their economic development strategies to take advantage of their available resources.
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From page 61... ...
In 1981 the American Vocational Association published a handbook for vocational educators to use in assisting with economic development strategies (Paul and Carlos, 1981~. In preparing the book, the authors visited 17 sites with active economic development projects involving vocational educators.
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From page 62... ...
The success of vocational education programs and their collaborative elements depends in large measure on their ability to respond and adapt to the changing economy and to local situations. In addition, federal and state laws and regulations, such as those regarding certification of teachers or corporate taxes, can positively affect vocational education programs and facilitate collaborative efforts.
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