Employability Standards: Teachers' Perceptions of Inclusion in Family and Consumer Sciences Secondary Curriculum.

The purpose of this study was to determine the extent that the Georgia Quality Core Curriculum (QCC) employability standards were included in the family and consumer sciences (FCS) curriculum. This study included 262 secondary teachers. Teachers were asked to indicate if in their teaching the employability standards were not an objective, an incidental objective, an important objective, or a major objective. Results showed that 24% of the participants identified the employability standards as major objectives in their teaching whereas, 76% identified them as important objectives. There were no significant differences found on any teacher group based on years of teaching experience and the seven areas within the employability standards. However, teachers with 21 to 30 years of teaching experience had the highest overall mean on the seven areas of the employability standards. Background A number of trends have been evident during the last four decades that have had an impact on the profession of family and consumer sciences (Simerly, Ralston, Harriman, & Taylor, 2000; Wild, 2000). Among those trends are shifts in society, economics, reforms in education (Wild, 2000), and the changing workplace. In response to the demands of the rapidly changing workplace, the expanded education and training opportunities was among the societal trends that served as an impetus to family and consumer sciences redefining its mission and direction. Thus, secondary family and consumer sciences programs have made considerable changes in response to the redefined mission and societal trends (Erwin, Moran, & McInnis, 1996). A notable change in secondary family and consumer sciences programs is in the types of programs offered. Traditionally, family and consumer sciences prepared students for personal, family, and community roles which was known as a familyoriented program. However, as a result of the redefined mission and direction, secondary family and consumer sciences education programs are now moving towards a career-oriented curriculum that allows for career exploration outside of the home (Georgia Department of Education, 2005a). Furthermore, family and consumer Employability Standards 190 sciences has become part of the school-to-work/work-based learning initiative. As family and consumer sciences education continue to implement work-based learning programs, the content of employability is becoming increasingly important and relevant. Addressing the issues of employability skills can be accomplished through the implementation of employability standards. In Georgia, the Quality Core Curriculum (QCC), mandated by the Quality Basic Education Act of 1986 was established (Georgia Learning Connections, 2005a). The QCC is a statewide basic curriculum that created standards detailing what students should know and be able to do upon completion of courses within every content area. Standards were developed by a committee of public school educators, both secondary and postsecondary and have undergone revisions every four years (Georgia Learning Connections, 2005b). Employability standards were developed for all Technology and Career Education courses and intended to be integrated through the instructional course sequence of Technology and Career Education programs. At the time of the latest revisions of the QCC standards in 2004, employability standards were categorized into seven areas. Those areas are basic skills, thinking skills, personal qualities, interpersonal skills, technology, business aspects, and career development. These standards are intended to help prepare students for the transition from high school to employment. The QCC in Technology and Career Education contains two parts, the employability standards (also referred to as core skills) and the content area standards. The term employability standards, was used on the learning connections official website (Georgia Learning Connections, 2005c) and therefore, used for this study. The implementation of employability standards in family and consumer sciences is entrusted to the teachers serving the profession. Schlossberg (as cited in Herr, Cramer, & Niles, 2004) synthesized the work of adult theorists and advanced several propositions. One proposition which has relevance to this study concluded that adults continually experience transitions requiring adaptations and reassessment of the self. The implementation of work-based learning programs merits a change in the curriculum for family and consumer sciences teachers and therefore, attention should be given to how teachers adapt to these changes at different periods in their career. Hall and Smith (1999) proposed that how teachers respond to educational reform initiatives could depend on factors such as years of teaching experience. Employability Standards 190 sciences has become p rt of the school-to-work/work-based learning initiative. As family and c nsumer sciences education continue to implement work-based learning programs, the content of employability is becoming increasingly important and relevant. Add essing the issues of employability sk lls can be accomplished thr ugh the implementation of mployab lity standards. In Georgia, the Quality Core Curriculum (QCC), mandated by the Quality Basic Education Act of 1986 was established (Georgia Learning Connections, 2005a). The QCC is a statewide basic curriculum that created standards detailing what students should know and be able to do upon completion of courses within every content area. Standards were developed by a committee of public school educators, both secondary and postsecondary and have undergone revisions every four years (Georgia Learning Connections, 2005b). Employability standards were developed for all Technology and Career Education courses and intended to be integrated through the instructional course sequence of Technology and Career Education programs. At the time of the latest revi io s of the QCC standards i 2004, employability standards wer ategorized into seven areas. Th e a eas are bas c skills, thinking skills, personal qualit es, int rpersonal ski ls, technology, busi ess asp cts, and career dev lopment. These standards are intended to help prepare students for the transition from high scho l to mployment. The QCC in Technology and Career Education co t ins two parts, th employability standards (also referred o as core skills) and the co tent area standards. Th term employability st ndards, was used on he learning connecti ns official website (Georgia Learning Connections, 2005c) and therefore, used for this study. The implementation of employability standards in family and consumer sciences is entrusted to the teachers serving the profession. Schlossberg (as cited in Herr, Cramer, & Niles, 2004) synthesized the work of adult theorists and advanced several propositions. One proposition which has relevance to this study concluded that adults continually experience transitions requiring adaptations and reassessment of the self. The implementation of work-based learning programs merits a change in the curriculum for family and consumer sciences teachers and therefore, attention should be given to how teachers adapt to these changes at different periods in their career. Hall and Smith (1999) proposed that how teachers respond to educational reform initiatives could depend on factors such as years of teaching experience. Smith and Katz 199 EMPLOYABILITY Not an Objective Incidental Objective Important Objective Major Objective STANDARDS n % n % n % n % Demonstrates the ability to orally (or with sign language) present ideas, thoughts, and messages to listeners in a clear, concise, and courteous manner. Thinking Skills 7 3 23 9 118 47 101 40 Demonstrates the ability to create new ideas, combine ideas or information, make connections, and reshape goals that reveal new possibilities. 8 3 38 15 116 46 87 35 Demonstrates the ability to specify goals, generate alternatives, consider risks, and evaluate and choose workable alternatives. 10 4 25 10 116 46 96 38 Demonstrates the ability to recognize a problem exists, to identify reasons for the problem, to develop plans for a solution, to evaluate the plans, and to plan revisions when warranted. Personal Qualities 8 3 18 7 114 45 109 43 Demonstrates the ability to accomplish tasks in a forthright and timely manner. 7 3 17 7 106 42 119 47 Demonstrates an awareness of one’s impact on others, knowledge of one’s own emotional needs, and how to address those needs. 8 3 21 8 120 48 99 39 Demonstrates the ability to assert self appropriately in social situations, and take interest in what others say and do. 7 3 18 7 123 49 101 40 Employability Standards 198 None of the employability standards were co sidered as inciden al objectives or not an objective by the teachers who responded to the questionnaire. Table 1 Frequencies and Percents for Teachers’ Views of Employability Standards Taught in Family and Consumer Sciences Programs EMPLOYABILITY Not an Objective Incidental Objective Important Objective Major Objective STANDARDS n % n % n % n % Basic Skills Demonstrates the ability to locate, understand, and interpret written information (manuals, graphs, schedules, publications, etc.) 12 5 52 21 112 45 73 29 Demonstrates the ability to communicate thoughts, ideas, information, and messages in writing by creating documents (letters, memos, directions, manuals, reports, graphs, flowcharts, etc.) 14 6 57 23 98 39 80 32 Demonstrates the ability to perform basic computations by using numerical concepts and calculations (addition, subtraction, multiplication, division, fractions, whole numbers, decimals and percentages). 10 4 53 21 108 43 78 31 Demonstrates the ability to receive, interpret, and respond to verbal and nonverbal messages appropriate to a given situation. 5 2 23 9 116 46 105 42