Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 9 - Appendix › Section LXVII-911 - School-to-Work Transition

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Employers state that it is difficult to find workers with the academic,
				analytical, and technical skills necessary to meet the demands of a highly
				competitive global economy. Realizing that education, skills training, and
				worker preparedness are essential to the country's economic well being, several
				pieces of legislation have provided the impetus and funding for the movement to
				educate students for the workplace. Beginning with the Carl D. Perkins
				Vocational and Applied Technology Education Act in 1990 through the Goals 2000:
				Educate America Act and the School-to-Work Opportunities Act in 1994, national
				attention has been focused on developing a school-to-work transition system to
				create a highly skilled workforce.
B. The School-to-Work Opportunities Act
				establishes a national framework to broaden the educational, career, and
				economic opportunities for all youth through partnerships between businesses,
				schools, community-based organizations, and state and local governments.
				Workplaces become active learning environments; employers become joint partners
				with educators to train students; and schools challenge students to higher
				academic and skill standards. School-to-work opportunities grow from strong
				partnerships at the state and local community level that design and implement
				systems tailored to meet specific needs.
C. School-to-work systems contain three core
				elements: School-based Learning, Work-based Learning, and Connecting
				Activities.
D. Strategies for
				better educating students for the workplace include:
1. career research and information beginning
				in early grades;
2. applied
				academic courses that present subject matter in a way that connects abstract
				knowledge to workplace applications using cooperative learning
				strategies;
3. integration of
				vocational and academic subjects;
4. counseling and career pathways to focus
				students in their choice of courses to study;
5. articulation between secondary and
				postsecondary education;
6.
				collaborative partnerships between education, business, labor, and communities
				in the total education experience of students;
7. integration of school-based and work-based
				learning through:
a. vocational cooperative
				programs-provides school-supervised work experiences;
b. apprenticeships-on-the-job training and
				related instruction;
c. career
				academies (school within a school)-integrates academic and vocational courses
				and provides workplace learning in a particular career focus area;
d. job shadowing-provides information about a
				job or position through the student following or "shadowing" a worker for a
				short period of time
e. job
				mentoring-provides more specific job information and actual work experience as
				a student is assigned to an adult worker (mentor) who models workplace
				behavior, skills, and training in a one-to-one relationship;
f. school-based enterprises-work simulation
				within the school in the form of stores, print shops, child care centers, etc.
				operated by the students;
g. work
				simulation-provides work experience education either in the classroom or in the
				community through simulated work experiences;
h. volunteer service programs-provides the
				opportunity to gain employability and work skills outside the classroom through
				experiences in developing and improving the community;
i. vocational student organizations-provides
				work-based experiences for students through formalized events, demonstrations,
				volunteer work, and leadership training.