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School-to-work transitions

Book chapter
Authors: Bonds, Barbara Gale
Source: Deaf Learners (2006)
THE TRANSITION FROM SCHOOL to work should be part of a lifelong process of learning for every student and all curricula should provide educational experiences to pave the way for this process. School-to-work (STW) is an umbrella term for activities, experiences, and opportunities that prepare students for the world of work and includes youth apprenticeships, mentoring, internships, job shadowing, career exploration, and integration of academic and vocational curriculum. This chapter provides background on STW, laws shaping requirements for STW programs, and research supporting STW components that can help shape the STW curriculum. Recommendations are provided for curricular elements of an STW program, and trends in STW are forecast./// Two significant developments in federal legislation have implications for facilitating the STW process for deaf students. The first is the well-known Education for All Handicapped Children Act and its subsequent reauthorizations as the Individuals With Disabilities Education Act (IDEA). The second impetus has come from the School-to-Work Opportunities Act (STWOA) of 1994 (Public Law 103-239), which allows access to funds to establish statewide STW opportunity systems. STWOA is a federal law executed by both the U.S. Department of Education and the U.S. Department of Labor./// In 1994, as part of the national movement for educational reform, Congress passed the STWOA, which recognized the importance of including every student from kindergarten through grade 12, with special focus on the needs of women, minorities, and disabled individuals. Linked with IDEA, STWOA requires that educational programs have STW transition plans for all disabled students 16 years of age and older. STWOA also stipulates that trade school or college, as well as work, is to be considered employment and as part of a transition. Thus, transition plans can ensure better preparation for both college and work. If a student enters the world of work, transition opportunities are state- and locally based and are seen as incorporated into school, family, business, and community partnerships. These partnerships, along with effective staff development for teachers, professionals, and industry participants, and willing and motivated students, promote successful transitions into the world of work./// IDEA has helped to promote academic and career development of students who are deaf or hard of hearing. Individualized education programs (IEP) are required under this act for all students with disabilities who are receiving services in school. An IEP outlines all the academic services a student will receive, including the transition plan for students age 16 years or older. Transition plans detail specific programs, activities, and services that address the obstacles that youth with disabilities face as they make the transition to work. © 2006 by Gallaudet University Press. All rights reserved.
THE TRANSITION FROM SCHOOL to work should be part of a lifelong process of learning for every student and all curricula should provide educational experiences to pave the way for this process. School-to-work (STW) is an umbrella term for activities, experiences, and opportunities that prepare
2 Citations

Defending the community college equity agenda

Book
Authors: Bailey, Thomas R. Morest, Vanessa Smith
Source: Defending the Community College Equity Agenda (2006)
Community colleges enroll almost half of all undergraduates in the United States. These two-year colleges manifest the American commitment to accessible and affordable higher education. With about 1,200 institutions nationwide, community colleges have made significant progress over the past decade in opening access and have become the critical entry point to higher education for many Americans who traditionally have been left out of educational and economic opportunity. Yet economic, political, and social developments have increased the challenges community colleges face in pursuing an "equity agenda." Some of these include falling state budgets combined with growing enrollments, a greater emphasis on outcome-based accountability, competition from for-profit institutions, and growing immigrant student populations. These trials come at a time when community colleges confront crucial economic and workforce development pressures that may impact their mission. How can community colleges continue to maintain their open-door policies, support underprepared students, and struggle to help enrolled students complete degrees and certificates that prepare them for success in the workplace? Building on case studies of colleges in six states-New York, Texas, Florida, California, Washington, and Illinois-this volume offers a fresh examination of the issues currently facing American community colleges. Drawing on their fieldwork supplemented by national data, the authors analyze how these challenges impact the community college mission of educational opportunity-especially for low-income students, students of color, and other underserved groups-and how colleges are responding to a drastically different environment. They then propose a set of strategies to strengthen the role of community colleges in providing both access and opportunities for achievement for all students. © 2006 By The The Johns Hopkins University Press. All right reserved.
Community colleges enroll almost half of all undergraduates in the United States. These two-year colleges manifest the American commitment to accessible and affordable higher education. With about 1,200 institutions nationwide, community colleges have made significant progress over the past decade i …
102 Citations

Influences on student withdrawal from further education: A case study

Article
Authors: Bidgood, Penelope L. Saebi, Nasrollah May, Steve
Source: Journal of Vocational Education and Training (2006)
Provision of Further Education (FE) colleges is becoming more important to the nation’s education strategy. Much of this provision is in National Vocational Qualifications (NVQ); in 2003/04 almost half a million of these qualifications were awarded. However, in contrast to the situation in Higher Education (HE), there has been comparatively little research into the impact of ethnicity and gender on retention in FE. This study is an attempt to address these issues and, in doing so, to provide statistical evidence for one FE college to assist in their strategic planning. Here, statistical analyses of the effects on student withdrawal rates of the factors: age, gender, ethnicity, studying for a qualification with an English for Speakers of Other Languages (ESOL) element and Widening Participation (WP) category are carried out. Our statistical analyses show that, in general, gender is a highly significant factor in withdrawal rates as are ethnic group and WP category. Studying for an ESOL-related qualification, which is used here as a proxy for language issues, was found to be a significant factor for Entry-level students only. Age was found not to be a significant factor at any level. This led us to the tentative conclusion that, while external factors such as financial hardship are likely to play a part in influencing the decision of students to withdraw, the different ways that genders and ethnic groups at particular levels of study respond to the college environment, apparently independently of external factors, may be an issue that could be addressed through a review of internal college factors including teaching and assessment. © 2006 The Vocational Aspect of Education Ltd.
Provision of Further Education (FE) colleges is becoming more important to the nation’s education strategy. Much of this provision is in National Vocational Qualifications (NVQ); in 2003/04 almost half a million of these qualifications were awarded. However, in contrast to the situation in Higher Ed …
4 Citations 10.1080/13636820600815951

The delicate dance: the assessment implications of awarding students vocational qualifications within university degrees

Article
Authors: Smith, Erica Bush, Tony
Source: Higher Education Research and Development (2006)
This paper explores the implications for assessment of embedding qualifications from the vocational education and training (VET) sector within university qualifications. As VET qualifications are now all competency based, assessment in the two sectors is quite different, since universities have generally eschewed competency-based training and assessment. A general discussion of the issues is followed by the results of a small-scale research study carried out in the VET discipline area itself, with participants drawn from the AVTEC list of VET teacher-educators. Telephone interviews were conducted with nine Australian university academics involved with such qualifications; and data were extracted from a broader study of students who had undertaken the Certificate IV in Assessment and Workplace Training embedded within degrees and graduate diplomas in VET at one of these universities. It is clear that there are many assessment challenges involved with the practice of embedding, which have not yet been systematically addressed. © 2006, HERDSA.
This paper explores the implications for assessment of embedding qualifications from the vocational education and training (VET) sector within university qualifications. As VET qualifications are now all competency based, assessment in the two sectors is quite different, since universities have gene …
Keywords:
embedding Competency-based assessment Cross-sectoral
2 Citations 10.1080/07294360600947400

Implementation of the career-oriented curriculum (COC) in the business curriculum for senior secondary schools in hong kong: A pilot study

Article
Authors: Cheung, Chi Kim Wong, Anne K.C.
Source: Journal of Vocational Education and Training (2006)
Recent reform in the Hong Kong senior secondary education has awakened the need for a balanced and comprehensive learning experience in the academic, vocational, organizational, social service, arts and sports domains to prepare students for employment, for learning and for life. Following on from its recommendation, the Education and Manpower Bureau (EMB) launched a programme—the Career-Oriented Diversified Curriculum (CODC) in 2003, renamed the Career-Oriented Curriculum (COC) in early 2004, with the purpose of providing students with the opportunity to explore their possible directions for further study, and to fulfil their career aspirations. This study attempts to examine the effectiveness of, and the issues involved in, the first phase of implementing a CODC programme in a class of 32 senior Secondary 4 1 students from 19 different schools. The results suggest that providing a diversified career-oriented curriculum is an alternative way to widen a student’s learning horizon. Course providers and students agreed that the participants enjoyed the CODC pilot programme more than they did mainstream subjects. They also found that the programme was useful and relevant for future employment. © 2006 The Vocational Aspects of Education Ltd.
Recent reform in the Hong Kong senior secondary education has awakened the need for a balanced and comprehensive learning experience in the academic, vocational, organizational, social service, arts and sports domains to prepare students for employment, for lear …
4 Citations 10.1080/13636820600591529

Reflexive pedagogy in the apprenticeship in design

Article
Authors: Sonntag, Michel
Source: European Journal of Engineering Education (2006)
Design is at the heart of vocational training programmes. That is the reason why teaching design and training students to design are major concerns of engineering schools. Our participation in this training favours a particular approach: reflexive practice. The Reflexive pedagogy lays the emphasis on the metaphorical dimension of learning. It is based on the idea that if the learner understands his/her own mental processes while learning, she/he learns better, by learning to learn. Reflexive thinking in our application is supported by a graphical representation. This graphic should enable the learners to turn the idea they are building up of their design activity into a kind of object. This article presents the reflective pedagogy that we have been using for several years now in collaboration with lecturers in technology to foster training in design for future engineers. © 2006, SEFI.
Design is at the heart of vocational training programmes. That is the reason why teaching design and training students to design are major concerns of engineering schools. Our participation in this training favours a particular approach: reflexive practice. The …
Keywords:
Apprenticeship in design Design competency Mind maps Reflexive pedagogy
6 Citations 10.1080/03043790500429591

Authentic assessment, student and teacher perceptions: The practical value of the five-dimensional framework

Article Open Access
Authors: Gulikers, Judith Theresia Maria Bastiaens, Theo J. Kirschner, Paul A.
Source: Journal of Vocational Education and Training (2006)
This study focused on determining the facets of assessment authenticity by exploring the perceptions of both students and teachers of vocational education and training. It elaborates on a theoretical five-dimensional framework (5DF) that differentiates between five dimensions and several sub-elements of authenticity. This framework led to the development of a questionnaire for examining if the facets of the 5DF are recognised by students and teachers in practice. Reliability and factor analysis as well as readability scores were used. Teachers recognised both the dimensions and the sub-elements as facets that determine assessment authenticity. In the eyes of the students, four of the five dimensions (task, physical context, form and result/criteria) determine authenticity, while students do not perceive the social context as a characteristic of assessment authenticity, nor do they differentiate the several sub-elements. Implications for using the 5DF to develop or evaluate authentic assessments are discussed. © 2006 Taylor & Francis Group, LLC.
This study focused on determining the facets of assessment authenticity by exploring the perceptions of both students and teachers of vocational education and training. It elaborates on a theoretical five-dimensional framework (5DF) that differentiates between f …
69 Citations 10.1080/13636820600955443

Using students' assessments to improve instructors' quality of teaching

Article
Authors: Davidovitch, Nitza Soen, Dan
Source: Journal of Further and Higher Education (2006)
This paper examines the relationship between quality of instruction of faculty members as assessed by students and the assessment periods involved. It is based on analysis carried out in Israel's largest public college. Our aim was to explore whether investments to improve the quality of instruction of faculty members are cost beneficial. The findings of this study confirm an improvement in all faculty members' ratings on assessment items as measured in instruction assessment surveys conducted at four points in time. Yet, the findings also indicate that improvements in teaching were not related to instructors' participation in teaching workshops or to any other steps taken by the college to improve quality of teaching. On the whole instructor's age was found to be an individual attribute variable of paramount importance. Seniority turned out to be another important professional attribute variable. © 2006, UCU.
This paper examines the relationship between quality of instruction of faculty members as assessed by students and the assessment periods involved. It is based on analysis carried out in Israel's largest public college. Our aim was to explore whether investments …
26 Citations 10.1080/03098770600965375

Exemplary practice in work-based education: A validation study

Article
Authors: Zanibbi, Mike Munby, Hugh Hutchinson, Nancy L. Versnel, Joan J. Chin, Peter
Source: Journal of Vocational Education and Training (2006)
This paper validates the concept of exemplary practice in work-based education (WBE) programs. The validation uses two theoretical frameworks: Social Cognitive Career Theory, and Billett’s research on workplace learning. The empirical component of the validation study consists of two widely differing case studies of high school students in work placements. Concepts found in previous research (communication, assessment and evaluation, linking school and workplace learning, and creating a pathway) are evident in the data of this study and are consistent with the theoretical frameworks, thus validating the concept of exemplary practice. © 2006 The Vocational Aspects of Education Ltd.
This paper validates the concept of exemplary practice in work-based education (WBE) programs. The validation uses two theoretical frameworks: Social Cognitive Career Theory, and Billett’s research on workplace learning. The empirical component of the validation study consists of two widely differin …
8 Citations 10.1080/13636820600557660

Development of a teaching model for skill transfer in vocational industrial education

Article
Authors: Wasuri, Boonthong Traimongkolkul, Pongpan
Source: Kasetsart Journal - Social Sciences (2006)
Learning for transfer is a key target outcome of vocational industrial education. The main objectives of this research were to develop and assess effectiveness of the Skill-Transfer Teaching Model in vocational industrial education. The research procedure consisted of three main steps: 1) conceptualization and design of the teaching model and research instruments, 2) field trial of the teaching model on the first sample of students, followed by model improvement; and 3) actual experiment conducted on the second sample to assess effectiveness of the teaching model. Both samples were students majoring in industrial technology enrolling in the 2001 and 2002 academic years at Nakhon Pathom Rajabhat Institute. Data collection and analysis were approached with quantitative methods, supplemented with qualitative methods. Effectiveness of the teaching model was assessed on three components of learning achievement, namely, knowledge, skill, and skill transfer. The findings can be concluded that: 1) from effect size analysis, the skill-transfer teaching model was effective on skill and skill transfer, but not on knowledge; 2) from problem-solving pathway analysis, different patterns existed between students with different levels of prior knowledge, mechanical aptitude and achievement; and 3) the students expressed their overall satisfaction on learning activities provided through the teaching process. Recommendations were proposed to enhance effective applications of the teaching model for students with deficiency in academic background. Further studies we e also recommended for model refinement to be used with different levels of vocational industrial students.
Learning for transfer is a key target outcome of vocational industrial education. The main objectives of this research were to develop and assess effectiveness of the Skill-Transfer Teaching Model in vocational industrial education. The research procedure consisted of three main steps: 1) conceptual …
Keywords:
Vocational education Learning Transfer industrial education Teaching model Skill Transfer
0 Citations