Social and Cultural Foundations of American Education/Chapter 10/Can schools integrade Vocational and Academic learning (SCANS Report)? 3
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by Kerry Richardson
Can Schools Integrate Vocational and Academic Learning? A Look at the SCANS Report
Throughout history the government has had a hand in trying to better the American education system. The latest concept to emerge on the political scene involves the establishment of a more universal curriculum in terms of proficiency upon graduation. One in which both academically and technically geared students can benefit from. An adequate curriculum should include measurements to ensure either occupational or professional readiness by incorporating the diverse needs of all types of students. "The major impetus for transforming academic standards came in the 1990s when the U.S. Secretary of Labor, Lynn Martin, convened the Secretary's Commission on Achieving Necessary Skills (SCANS)" (Miller, 2001, p.2). The SCANS report attempts to achieve the goal of accommodating the interrelated needs of a varied student population. The obstacle, however, lies within the implementation process. How successful will this process be without support from the school administrations?
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[edit] Why Do We Need This Curriculum Reform?
The need for employment is shared by all individuals at some point in their lives; therefore, it should seem obvious that the area of focus needs to be on the development of skills necessary for success in the job market, both occupationally and professionally. Engels and Harris (1999) agree that "without early and focused attention to fundamental and advanced workplace knowledge and skills...many of today's students will be at risk of limited and sporadic employment in dead-end jobs at poverty level and lower incomes with limited or no benefits" (p.73).
[edit] The SCANS Report
The SCANS Report attempts to establish the goals necessary to avoid the feared outcome of many. The report outlines the building blocks for success after high school.
Five Competencies
1. Resources: Identifies, organizes, plans, and allocates resources: time, money, material and facilities, and human resources
2. Interpersonal: Works with others: participates as a member of a team, teaches others new skills, serves clients or customers, exercises leadership, negotiates, and works with diversity
3. Information: Acquires and uses information: evaluates, organizes, maintains, interprets, and communicates information, and uses computers to process information
4. Systems: Understands complex inter-relationships: understands systems, monitors and corrects performance, improves or designs systems
5. Technology: Works with a variety of technologies: selects technology, applies it to a task, and maintains and troubleshoots equipment
Three Foundations
1. Basic Skills: Reads, writes, performs arithmetic and mathematical operations, listens, and speaks
2. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons
3. Personal Qualities: Displays responsibilities, self-esteem, sociability, self-management, and integrity and honesty
This information on the competencies and foundations was taken directly from the SCANS Report http://wdr.doleta.gov/SCANS (p. x-xi)
The qualities that appear to be most personally useful include individual responsibility, high self-esteem, sociability, self-management, and integrity. Engels and Harris (1999) agree that "individuals will need to depend increasingly on themselves and their personal resources and assets for career stability" (p.70)
[edit] Defining a Mastery of Skills
In order to determine the effectiveness of this process, a set of guidelines needed to be established. Ideally the student should progress from a preliminary level to a highly specialized one. The chart below offers an example of progression.
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[edit] Measuring Effectiveness
SCANS outlines its future goals in terms of assessment in their report. They would like an evaluation of progress twice throughout the educational years, "grades 8 and 12" (SCANS p.25). However, they are still in the process of establishing a method of evaluation which does not contribute to the already burdening system of testing (SCANS 25). They also need to take into consideration the "different social, racial, and economic backgrounds" of the student population when developing an assessment (SCANS p.25). The end result hopes to create "a new kind of high school credential" for students to earn, one in which will help them find a higher-level entry job (SCANS 25). Custer (1999) believes that a good sign of proficiency in the student body would entail their ability "to move beyond rote learning and memorization to engage the[ir] critical thinking and analytical capabilities" instead (p.24).
[edit] The Implementation Issue
The largest issue seems to lie within the method of spreading these ideas across the nation, and in turn, receiving support from society. The school system appears as the most obvious starting point. The eleventh and twelfth grades probably hold the most hope for a successful implementation. It is within this period that most students are preparing for life post high school. Both vocational and academic track students should receive the skills outlined in the SCANS Report. Upon graduation, whether from high school or college, all students will need vocational skills to successfully pursue a career. The SCANS skills should be taught both in the traditional classroom setting as well as in an outside environment, like a business. Engels and Harris(1999) place the highest burden of implementation on the educators when they said: "Today the world requires, and educators need to find ways to meet the career readiness and career development needs of all students, and this goal needs to be integrated into the mission of all educators" (p.70) The state of California is already making strides to implement the new recommendations into their school systems. The California Postsecondary Education Commission (CPEC) is requiring the standards of the SCANS Report to be incorporated into teacher training. The CPEC will give an account of their results by January 1, 2007 (Padilla, 2005, p.1). Engels and Harris (1999) also suggest utilizing the resources of the guidance counselor team. They contend that "because of their educational backgrounds and their familiarity with resources...school counselors are well prepared and in many cases well positioned to serve as catalysts in helping to build and implement comprehensive guidance programs" (p. 75). Businesses have to be just as committed to the success of this program as the schools. They need to embrace progress and hold high expectations for their employees. The school systems and business sectors are not the only factions accountable for the success of this program. The home also plays a vital role in this equation. Parents or legal guardians are in charge of reinforcing and ensuring the mastery of these principles as well as insisting the use of these principles in the school system. Parental influence can have a very powerful effect on school policy. Engels and Harris (1999) make a compelling argument as to the importance of this development in education."The United States must have workers with high-level skills and knowledge if we are to compete in a global and high-wage market in which new technologies, emerging communications, and other factors allow almost anyone, anywhere with the appropriate knowledge and skills to compete for jobs and income" (p.71).
[edit] Sidebars
- "The choice is profound. The choice is vital. The stakes are high, and we are all the shareholders."
-Dennis W. Engels and Henry L. Harris, Department of Counseling, Development and Higher Education, University of North Texas; Department of Development and Higher Education, University of North Texas
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[edit] Essay Question
Do you think both vocational and academic learning should be integrated into contemporary education? Explain. How would you propose implementation?
[edit] Multiple Choice Questions
1. Mrs. Smith is teaching a lesson on planning time management. Which of the SCANS competencies does this application fall under?
a) Interpersonal
b) Information
c) Resources
d) Systems
2. John Small displays proficiency in reading, writing, arithmetic, speaking, and listening. He has mastered which of the SCANS foundations?
a) Academic
b) Basic
c) Personal
d) Thinking
3. Sarah's ability to move from being able to schedule herself to being able to develop a roll-out schedule for a new product shows her mastery in progression at which level? (According to SCANS)
a) Advanced
b) Preparatory
c) Specialist
d) Work-ready
4. You are a member of the SCANS team in charge of measuring the effectiveness of the SCANS recommendations thus far. Which of the following would not be an indicator of proficiency?
a) Analytical capabilities
b) Critical thinking
c) Memorization
d) Visualizes
5. The principles of SCANS are not being enforced. Which one of the following would be the least likely held responsible for lack of implementation?
a) Businesses
b) Homes
c) Students
d) Schools
[edit] Sources
Custer, Rodney L. (1999). Technology Education: Design and Problem Solving in Technology Education [Electronic Version]. NASSP Bulletin, 83,608, 24-33. Retrieved September 20, 2006, from Education: A SAGE Full-Text Collection.
Engels, Dennis W., & Harris, Henry L. (1999). School Counselors: Abridge to Students-Career Development: A Vital Part of Contemporary Education [Electronic Version]. Nassp Bulletin,83, 603, 70-76. Retrieved September 20, 2006, from Education: A Sage Full-Text Collection database.
Miller, Virginia. (April 4, 2001). The New Definition of Standards in American Education. Retrieved September 20, 2006, from http://www.heritage.org/Research/Education/BG1427.cfm
Padilla, Misty. (April 21, 2005). Assembly Committee On Education: AB 693 Bill Analysis. Retrieved September 20, 2006, from http://www.aroundthecapitol.com/billtrack/analysis.html
U.S. Department of Labor, The Secretary's Commission on Achieving Necessary Skills. (June 1991). What Work Requires of Schools: A SCANS Report for America. http://wdr.doleta.gov/SCANS.
[edit] Answers
1. c
2. b
3. a
4. c
5. d
