Jay W. Rojewski, ProfessorWorkforce EducationUniversity of Georgia, USA

Session C-2: Cooperation with the Community for Education Renovation

Arts andCommunicationHealth SciencesHuman ServicesEngineering,Manufacturing,

Industrial Technology

Business, Management,Marketing, Technology

Natural Resources, Agriscience

Ø Education through occupations, academic subjectstaught with relevance to real world

Ø Academics are integrated into occupational courses

Ø AdvantagesØ Avoid job-specific instruction

Ø Include greater variety and breadth of academic contentØ Appeal to broader range of students

Basic academic skills

Personalqualities

• Responsibility, flexibility, punctuality,

• cooperation, positivework attitude

Higher-order thinking skills

• Reasoning, problem-solving, decision-making

Ø Prepare students for postsecondary education AND career

Ø Guiding principlesØ Sustained involvement of business/industry needed

to develop meaningful work-based experiences

Ø Planning and program improvement are continuous and driven by data

Ø Systemic frameworks that integrates education programs withwork experience and community services.

Coherent, articulated sequence of rigorous academic AND vocational courses starting in Grade 9 and leading to industry-recognized certificate or license and/or degree.

Session C-2: Cooperation with the Community for Education Renovation

Ø Awaken students’ interest in potential careersØ Adult controlled, hands-on, group-administered, short-term

Ø Guidance, information, and planfulness toward future work and educationØ Adult controlled, school-based, individual or group, short- or long-term,

passive or active

Opportunities to talk with business representatives about work types and availability, education, etc.

Meetings where groups of business and education leaders provide information about jobs and job requirements

Recruit for summer or full-time employment

Local employers talk about their jobs, including possible career fields and entry-level requirements

Ø Usually long-term, active and passive, group administered

Ø Corporate involvement inc., advising students, technical assistance, support for stronger academic programs

Coordinated secondary and post-secondary curricula

Integration of academic and vocational education

Parallel to college prep track

HS programs for small group of students in school

Integration of academic and vocational education connected to career cluster or industry

Work-based learning

Students provide goods or services

Ex., stores, print shops, restaurants, farms, child care, auto repair

Apply academic knowledge to work, exploration, and hands-on experience

Role models offering relationships that focus on academics, career exploration, and work

Variety of approaches –speakers, work tours, work prep classes, OTJ supervision

Ø Community-based, student- or adult-controlled, active, individual, long-term

Learning by doing

Youth apprenticeship

Coordinate school learning with supervised work

Workplaces / workers are integral

Students acquire credentials and skills for specific jobs

Combines paid, supervised credit work and academic instruction

Formal, written agreements between student and employer

Observation of workplaces and workers

Offers context for schoolwork

Variety of approaches –speakers, work tours, work prep classes, OTJ supervision

Session C-2: Cooperation with the Community for Education Renovation

Session C-2: Cooperation with the Community for Education Renovation

Session C-2: Cooperation with the Community for Education Renovation

Awareness

Investigation

Exploration

Basic preparation

Intermediatepreparation

Advanced preparation

Field trips

Job shadowing

Community service; School-based enterprises

ApprenticeshipMentoring

Cooperative educationClinical training

Grades 1–6 Grades 7–8 Grades 9–10 Grades 11–12 Grades 13–14 Grades 15–16

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Session C-2: Cooperation with the Community for Education Renovation

Session C-2: Cooperation with the Community for Education Renovation

Session C-2: Cooperation with the Community for Education Renovation

Ø Culture of continuous improvement

Ø All partners agree on measurable goals

Ø Viable evaluation process

Ø Develop written agreement

Ø Evaluate routinely

Ø Report findings to all audiences

Ø Revise goals based on outcomes

Session C-2: Cooperation with the Community for Education Renovation