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JOB TRAINING STATIONS.
Term Paper ID:29888
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Essay Subject:
Discusses their development and use at the high school level.... More...
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8 Pages / 1800 Words
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Paper Abstract:
Discusses their development and use at the high school level. Background of public school and business cooperation in various areas of vocational and distributive education. Strategy to motivate students by combining concepts and practical on-the-job training. How structure of distributive education has shifted. Future development.
Paper Introduction:
This research examines the development and use of job-training stations at the high school level. The plan of the research will be to set forth the background of public-school-and-business cooperation in various areas of vocational and/or distributive education, and then discuss ways in which the structure of distributive education has shifted in recent years, with a view toward forecasting possible lines of future development.
In 1985, when the high-technology revolution was hitting the mass market, some futurists projected that public education would increasingly form working partnerships with private-sector industries to train students for jobs. Some 25% of the nation's high school graduates were in the ranks of the unemployed, "due in part, we fe
Text of the Paper:
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DECA Home Page. References Brown, C. By 1994, after JA had become an in-school program, it was reaching 1.4 million students and comprised a 3 %minority enrollment. They dress properly. The creation of the National Skill Standards Board (NSSB) came outGoals 2 : Educate America Act (Title V is also known as the NationalSkill Standards Act), was intended to systematize curricular guidelines inways that would help achieve the goal of matching skill requirements withinstruction. Course content andtraining in the marketing program area includes dealing with sales anddistribution of goods and services and entails everything from retail-clerktraining to marketing and management research; this area of vocationaleducation was historically referred to as distributive education or DE. For example,the enlarging benefits of travel and extracurricular activities that areassociated in popular imagination with competitive sports or dramaticssocieties have an analogue in vocational education. During the early 199 s, states and industriesdeveloped and/or refined curricular standards and guidelines for vocationalprogram courses. (1995, June/July). (1996, September 3 ). They also providetraining, support materials, and consultation to facilitate implementationof school participation. The permeation of technology across industries has brought with it newdemands for workplace literacy, even among the least skilled workers.Computers impose a learning curve on workers and a training imperative onemployers. As of the early 199 s, vocational education has been defined by the USgovernment as "organized educational programs, services, and activitiesthat . 44). . The actual application of ideas to concrete situations will sharpen their desire to learn and guide them toward suitable careers (Cetron, Soriano, & Gayle, 1985, pp. Despite evidence of the benefits of vocational education at the highschool level, there is a "retail" quality about the structure of programs.For example, faculty recruitment of local business participation speaks toclassroom autonomy for teachers, but it also suggests that a certaininformality is embedded into programs of which the culture seems to expectmuch in the way of practical results. In other words, technical and vocational trainingwas not to be divided conceptually from nor devalued compared to academictraining. Dept. However, there has historically been aninvisible wall at the secondary level between so-called academic studiesand vocational studies. 7).School-guided part-time work in conjunction with a broadened curriculum,beginning as early as the eighth grade, was seen as a strategy forcombining concepts and practical on-the-job training: What better way to master an idea than to use it in a real-world situation where students can see a purpose for learning it? . DECA. It all begins with education. IFA sponsors student franchise competition. . (1986). To be sure, there is evidence ofdeliberate efforts to more formally structure the DE environment insecondary schools. . In the mid-198 s, there was a strong body ofopinion that high school students lacked basic literacy skills, hencewidespread advocacy for increasing the academic-course load for allstudents, including those not intending to go to college. Demetrakakes, P. By 1996, presidential advocacy of vocational educationincluded the hope "that we tear down the artificial wall in every schoolsystem in America between what is academic and what is vocational"(Clinton, 1996, p. . 46). But some high school graduates are computer illiterate or lackbasic analytical skills. People that come in from DECA show up on time for work. [prepare] individuals for paid or unpaid employment . The after-school version "tended to draw white upper-middle-class students because they were the only ones who could affordtransportation" (Brown, 1994, p. Some 25% of the nation's high school graduates were in the ranksof the unemployed, "due in part, we feel, to the students' lack ofknowledge of specific job skills" (Cetron, Soriano, & Gayle, 1985, p. (1985). Yet the divide remains in certain important ways. DECA chapters attract students whoare interested in preparing for entrepreneurial, marketing or managementcareers" (DECA, 2 ). Cetron, M. Distributive And MarketingEducation Program of Study. Granting academic credit for vocational education:Overview. Demetrakakes (1998, p. In its School-to-Work Transitions program, on-the-jobtraining is integrated with classroom instruction at both secondary andpostsecondary levels and that "results in both academic credential andcertification of mastery of work skills" (NSEE, 2 ). In 1985, when the high-technology revolution was hitting the massmarket, some futurists projected that public education would increasinglyform working partnerships with private-sector industries to train studentsfor jobs. In recent years, something of the vision of 1985 has begun to takeshape in American public education. 7-8). (1999, August 16). In 1985, 11states counted vocational-course credit in lieu of science or math, and 16states allowed local districts to determine whether to count such credits.Three states prohibited substituting occupational and technical courses fornon-elective courses (Naylor, 1986). Retrieved from the World Wide Web, 18March 2 , at http://www.deca.org/. of Education, 2 ). 18) cites congressional testimony byone vocational-education scholar who noted that "classical" vocationaleducation "is too divorced from mainstream education, and tied too closelyto specific occupations." That same scholar (Hoachlander, 1992) elsewhereadvocates more integration between businesses, which could offer real-worldproblems to students who are in any case looking for practical relevance totheir educational efforts. Benefits of well-structured vocational training programs have beenidentified among students and the business community alike. Each of these groups functions on a school-by-school basis, whichmeans that not all programs are offered at all high schools. Retrieved from the World Wide Web, 18 March 2 , athttp://www.nsee.org/. Increased global competition and rapidly changing labor markets are providing a new imperative for relevance and quality assurance in education. . As an organization, DECA engages in someeducational-policy advocacy. Junior Achievement's High School Programs "help students makeinformed, intelligent decisions about their future, and fosters [sic]skills that will be highly useful in the business world" (JA, 2 ). But vocationaleducation retains something of a negative stigma (vocational = nonacademic)in the culture, at the very time when the cultural need to exploit thebenefits of vocational literacy (and, perhaps, sight the limits of academicachievement per se) seems greater than ever. The plan of the research will be to setforth the background of public-school-and-business cooperation in variousareas of vocational and/or distributive education, and then discuss ways inwhich the structure of distributive education has shifted in recent years,with a view toward forecasting possible lines of future development. As a result, school credentials often have little relevance to those requirements and little meaning to employers. . National Society for Experiential Education (NSEE). 14). This imperative is driving a consensus around the need for standards that link the content of education and training to the demands of the workplace (Dept. .requiring other than a bachelor's or an advanced degree" (NCES, 1996).Vocational program areas include agriculture, business/clerical, marketing,health, occupational home economics (service sector), trade and industry(skilled trades), and technical and communications. (1994, September/October). Employers who participate in JA and DECA are as agroup favorably disposed to the programs' apparently positive influence onparticipants' job literacy: . (2 ). IB: Independent Business, 42-6. That picture began to change in thelate 198 s. 44). Information overload. They know how to answer a phone and some of the business etiquette" (Brown 1994, p. (1996). Naylor, M. Nationwide, DECA is the vocational-education arm ofsome 5, schools, and it serves between 13 , and 15 , students(Brown, 1994; DECA, 2 ). Class act: What's hot in smallbusiness education and how you can help. Clinton, W.J. 57, ED275887 86. Washington, D.C.: U.S. Schools of the future:How American business and education can cooperate to save our schools. Your employees: They work free!Business95, 14-16. of Education, Office of EducationalResearch and Improvement, National Center for Education Statistics. As long ago as 1986, a core goal of effective vocational education wasarticulated in terms of increasing the level of cooperation between schoolsand private-sector outlets for DE students: Thus, the key to the model is not when or in which institution the technical part of the instruction is provided, but rather that the instruction provided is coordinated to the greatest degree possible, thereby permitting the most unified and efficient course of training (Naylor, 1986).In 1989, the White House hosted all 5 state governors at a national summitconference, titled Goals 2 , on the subject of education objectives andstandards for the US. Interns are "not biased by a 'this-can't-possibly-be-done' attitude that longer-term employees can develop" (Gray, 1995, p. The availability of master's degrees in distributiveeducation at some universities, which train managers of vocational studenteducational platforms, is one index of this (USF, 2 ). Columbus, Ohio: ERICClearinghouse on Adult, Career, and Vocational Education. During the 199 s, technical and vocational educationparticipation appears to have grown even more dramatically, possibly inline with the growth of entrepreneurship in the culture (Brown, 1994).Cooperation between business and educational institutions in the project ofproviding training to secondary-school students has increased. They're more on time, and there's less falling off than with regular high school students" (Brown, 1994, p. of Education. "In the old days when I hired at random . National Center for Education Statistics (NCES). . JA's high school programs now include such features ascareer-development and applied economics courses taught by volunteeradvisors, as well as workplace internships and supervision of individualbusiness projects (JA, 2 ; Brown, 1994). (2 ). Classroom instruction is conducted bypublic school teachers, although business participants may function asguest lecturers. Contestcategories at one such competition in 1999 included business planning,demographic studies, writing marketing plans, and strategic financing (IFA,1999). . Dept. . Food Processing,59, 16-22. Hoachlander, E.G. it was astonishing just how uninformed, uninterested and unresponsive the general run-of-the mill applicant was. U.S.News & World Report, 121, 21. The organizationsrely on secondary-school faculty sponsors to recruit business-sectoradvisors and employers from the local community. Retrieved from the World Wide Web, 19 March2 , at http://www.stw.ed.gov/factsht/bul 3 6a.htm. Gray, B.B. Three national-scope private-sector institutions appear to account forthe institutional structure of vocational education at the high schoollevel: Junior Achievement (JA), which also targets students in elementaryand junior high schools; DECA, which stands for Distributive EducationClubs of America, is an association of marketing (i.e., DE) students; andthe National Society for Experiential Education (NSEE), which promotescross-industry internships for students. Occupational Skill Standards and the School-to-Work Opportunities Act. The practicaleffect of this was to devalue vocational courses of study. DECA, which is exclusively a high school program, offers vocationaltraining courses, after-school activities (including competitive businessprojects), and internships (paid or unpaid) and (paid) part-time jobs inthe local community (Brown, 1994). Retrieved from the World Wide Web 19 March2 , at http://www.coedu.usf.edu/adltvoct/distmkted/madistmkt.html. . DECA is not extracurricular, but rather "an integral partof the classroom instructional program. NSEE HomePage. J., Soriano, B., & Gayle, M. Industry in the United States has no systematic means of communicating changing skill requirements to educators. Nation'sRestaurant News, 33, 1 1. Typically,program advisors drawn from local business communities work with facultysponsors to structure program content, and programs are subject to approvalby state boards of education and/or local school boards. University of South Florida (USF). The National Society for Experiential Education (NSEE) is afacilitating organization that encourages businesses in many industries tooffer internship opportunities to high school and college students, as wellas to adult learners. JAoriginated as an after-school program but by 198 was reaching 4 , students nationwide. Vocational education in the United States,1969-199 . NewYork: McGraw-Hill. (2 ). (1992). DECA students, according to one employer, "seem to know what I'm looking for in a worker. DECA (2 ) reportsthat 11 , students participate in business-related contests that areheld every year and that have local, state, and national levels. This research examines the development and use of job-trainingstations at the high school level. . . (1998, April). Trends inparticipation in secondary vocational education 1982-1992. (2 ). Washington,D.C.: US Department of Education. 21). In recent years, as part of the so-calledJumpStart Coalition, it has promoted a financial-literacy curriculum for USpublic schools, offering, at no cost, teacher training, classroom speakers,student incentives, and related materials (DECA, 2 ). Retrieved from the World Wide Web 19March 2 , at http://nces.ed.gov/pubs/96 4apb.html. ERIC Digest No.
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