The key is working through a process that gains input and buy- in from all the stakeholders. Consideration should also be given to the accomplishments, barriers and dynamics of rural stakeholders, and how different and similar they are to urban and suburban stakeholders. Partnership possibilities should be the focus of the stakeholders, not limitations. For example, a partnership might be developed between urban and rural school districts and local industries, or between chambers, private industry councils, parent organizations, community colleges and schools districts, etc. The partnering outcome is driven by the community needs and is inclusive rather than exclusive.
Partners span boundaries and focus on young people and their pathway to the future.
The system must be educationally sound and meet state and local requirements but should be defined broadly enough to provide students with strong experience in understanding all aspects of the workplace. It is a system that often leads to an occupational skills certificate recognized by employers. It s important that activities are not isolated components but are part of a restructuring effort that reflects innovative and targeted strategies in a systems approach. Opportunities should also be included for orienting industry supervisors. Teaching strategies should involve industry partners in designing, developing and incorporating actual or simulated job operations into the curriculum.