Social and Cultural Foundations of American Education/Chapter 10 Supplemental Materials/Can schools integrade Vocational and Academic learning (SCANS Report)? 1
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| Written By: Anne R. Mueller |
| Old Dominion University |
| Educational Curriculum and Instruction 301 |
| Professor Dwight W. Allen, Ed.D. |
Contents |
[edit] Introduction
One of the main goals for education within the U.S. public school systems has traditionally been employability or higher education upon graduation. However, in today's globally competitive job market, the need for rapid advancement into the workplace is highly beneficial to the student and the U.S. economy. As the dropout rate continues to be problematic and the necessity of post-secondary education increases, the public school system can and should integrate Vocational and Academic learning. The need for this integration should be examined as well as the obstacles involved and possible solutions including the Secretary’s Commission on Achieving Necessary Skills (SCANS). Public school availability of either a vocational training track or an Advanced Placement college preparation track will cater to the students future work goals and beyond. Kendall (1999) reinforces, "if educators hope to prepare well-rounded citizens, our teaching methods should encourage students to behave in ways that are likely to promote achievement not only in the classroom, but also in their careers and communities."
[edit] Student Need
Although vocational training has been in use on a small scale for some time in secondary education, it is necessary to make this option available to every student. With vocational training or Advanced Placement college preparation available, every student will be more compelled to stay enrolled and earn his/her high school diploma. In order to decrease the likelihood of a student going on welfare and to increase his/her retirement solutions, emerging high school graduates need to be better prepared for their career. Lewis (2006) reports that manufacturers across the U.S. reveal “skill deficiencies among current employees...citing inadequate basic employability skills, including attendance, timeliness, and work ethic.” Along with addressing these employability handicaps, the student needs to be taught the impact of his/her education later in life. The improvement of these and SCANS skills will benefit both educational tracks.
[edit] SCANS
In 1990 the Secretary of Labor formed the SCANS commission to establish the necessary skills that high school graduates need to be successful within the workplace (http://wdr.doleta.gov/SCANS). North and Worth (1992-2002) stress the graduate needs an, “ability to be flexible enough to adapt to a changing marketplace...[a] mix of skills, from academic credentials and technical competencies to more generic occupational skills.” The eleven year study provided the conclusion in Figure 1 below. SCANS results clearly show that teachers should construct lesson plans that exercise these competency areas and skills in conjunction with the presently required curriculum.
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WORKPLACE KNOW-HOW FIGURE 1: The know-how identified by SCANS is made up of five competencies and a three-part foundation of skills and personal qualities that are needed for solid job performance. These are as follows:'' WORKPLACE COMPETENCIES: Effective workers can productively use:
FOUNDATIONAL SKILLS: Competent workers in the high-performance workplace need:
Note. From What Work Requires of Schools: A SCANS Report for America 2000, by Secretary's Commission on Achieving Necessary Skills, 1991, Washington, DC: U.S. Department of Labor: http://wdr.doleta.gov/SCANS |
[edit] Obstacles & Solutions
In addition to raising the students skills and competency levels, adults need to be positive role models. Parents and teachers are constant mentors to children and young adults. Passive adults who do not communicate effectively with the individual student convey a message that the students future is unimportant. In order to positively affect the students educational future, encouragement and involvement is required. Unfortunately, not all parents display an interest in their children’s education. A student who is lacking motivation or at risk for dropping out may have problems at home, may not feel socially accepted by his/her peers, or simply may not see the value of committing the time and effort to his/her education (Dekkers & Beekhoven, 2005). Requiring bi-yearly meetings with a guidance counselor in order to discuss students goals, successes and concerns may be a highly beneficial way to involve the parents and to identify problems early on. Combating the issues surrounding potential dropout students and highlighting the usefulness of vocational or academic training will benefit the individual’s self esteem, future and the economy.
The current education system fails to engage students with a higher risk of dropping out. These students are already struggling in high school and many don’t even consider college as an option. If a vocational track is offered, guidance counselors can help keep the young adult focused on the lifelong benefits of choosing a specific track. Lewis (2006) agrees, “an interest-based context for learning...can be a powerful motivation, and career and technical education can be a part of that context.” All students should be required to complete an educational instruction core that parallels today’s high schools. The difference would be emphasizing SCANS in the ninth grade and incorporating one of two tracks.
The vocational track would train and transport students to specialized/apprentice programs. The ninth grade students would begin their chosen job training once a week on or off campus and increase through the twelfth grade as the core educational instruction is successfully completed. Lewis (2005) points out that this type of training will also “improve workforce connection and performance accountability,” when the student enters the workforce.
The Advanced Placement college preparation track would require the same educational instruction core and require the student to concentrate on a specific area of academics. A cluster of courses in the natural sciences, mathematics, social sciences, or humanities and arts would be increasingly explored as graduation approaches. Also, within the junior and senior year the student should complete as many Advanced Placement (AP) courses as possible. Upon entrance to a college or university, the student will advance rapidly towards completion of a post-secondary degree as these AP courses can count as college credit.
Unfortunately, a student may choose a track and then change his/her mind. The mentors can reinforce the value of completing the work a student has chosen and stress the benefits. The student should also be reminded that it is common for adults to change careers more frequently today than ever before. The required educational instruction core that parallels today’s high schools would be a safeguard. Regardless of which track was completed, every student will benefit in the workplace and will still be able to attend post-secondary schooling (just as today), if indeed the opposite track was completed.
[edit] Conclusion
Integration of Vocational and Academic secondary education, “doesn‘t limit college options or end rigorous learning, but creates a foundation that gives students a much-needed opportunity to begin thinking about what comes after [high] school and to make connections between classroom learning and real-world work opportunities,” Lewis (2005) concurs. The improvement of the U.S. public school system has been needed to advance our children and our country. As technology progresses so does the basic requirement for entry level positions and therefore boosts the need for post-secondary education. Although we face many barriers in implementing a new secondary school system within the U.S., the benefits on our economy will surpass the cost in time. If we do not take the necessary steps today future generations will suffer unforeseen consequences. The SCANS report is just one of many studies that illustrates the call for improvement within the U.S. school systems. Regardless of how or when the US public school system incorporates Vocational and Academic learning, each teacher would be wise to add the SCANS skills into the required curriculum.
[edit] Resources
- Beekhoven, S., & Dekkers, H. (2005). Early School Leaving in the Lower Vocational Track: Triangulation of Qualitative and Quantitative Data. Adolescence, 40, 197-213.
- Holmes, E. (2006). Turning Lives Around. Leadership, 35(4), 32-4.
- Kendall, M. E. (1999). Let Students Do the Work. College Teaching, 47(3), 84-7.
- Lewis, A.C. (2005). Campaign for Youth Memo. Tech Directions, 65(4), 5-6.
- Lewis, A.C. (2006). Redefining What High School Students Learn. Phi Delta Kappan, 87(8), 564-5.
- North, A. B., Worth, W.E. (2004). Trends in Selected Entry-Level Technology, Interpersonal, and Basic Communication SCANS Skills: 1992-2002. Journal of Employment Counseling, 41(2), 60-70.
- U.S. Department of Labor Employment & Training Administration, Secretary's Commission on Achieving Necessary Skills: http://wdr.doleta.gov/SCANS/
[edit] SidebarTop Ten Signs You Have A Bad Job 10) "It's a 12-hour commute each way" 9) "You know the guy who refills the ketchup bottles in the prison cafeteria? You're his assistant" 8) "You're Courtney Love's Publicist" 7) "For insurance purposes, Boss personally administers a daily physical" 6) "Sign outside your door reads, 'Jim's Office/Men's Room'" 5) "You're taken to and from work in the trunk of a car, blindfolded" 4) "Word 'throb' appears with surprising frequency in job application" 3) "You're working on Labor Day" 2) "Your name is George W. Bush (I'm Sorry, that's a sign you're doing a bad job)" 1) "You're the idiot who has to change the gas prices on the sign every 5 minutes" Late Show With David Letterman, September 05, 2005 ©MMVI, CBS Broadcasting Inc. All Rights Reserved. |
[edit] Multiple Choice
1) Nancy leaves the school campus for afternoon training at an accounting office in addition to an educational instruction core that prepares her for college entrance. What type of education does this show in use?
a) Academic Learning
b) Vocational Learning
c) Basic Learning
d) Resource Learning
2) Mark chooses a cluster of courses in the visual arts to focus on in addition to an educational instruction core that prepares him for college entrance. What type of education does this show in use?
a) Academic Learning
b) Vocational Learning
c) Basic Learning
d) Resource Learning
3) Susan is asked to keep attendance for the month of September. When Susan’s turn is over she notices a more efficient way to keep everyone on time. She suggests these improvements to the teacher. The workplace competency being used is:
a) Basic Skills
b) Thinking Skills
c) Personal Qualities
d) Systems (They understand social, organizational, and technological systems; they can monitor and correct performance; and they can design or improve systems.)
4) In 1990 the Secretary of Labor formed the SCANS commission to:
a) determine the reason for high unemployment rates.
b) establish the necessary skills that high school graduates need to be successful within the workplace.
c) establish the cause for the problematic dropout rate.
d) To change the skills employers desired from new-hires.
5) What is an obstacle for implementing Vocational and Academic tracks at the secondary level?
a) College options are limited.
b) Requiring bi-yearly meetings with a guidance counselor.
c) Funding.
d) Creates a foundation for post graduation endeavors.
[edit] Essay
Answer one of the following:
1) Should Vocational and Academic tracks be incorporated in to the U.S. school systems? Why/why not?
2) Will you incorporate SCANS into your own classroom? Why/why not?
[edit] Multiple Choice Answers
1)B 2)A 3) D 4) B 5) C
