I read an article in the Phi Delta Kappan entitled Keeping Youths in School: An International Perspective . This article examines the vocational training strategies other countries use to help reduce the number of school dropouts. American tends to use vocational training as a way to entice unmotivated students into education. Whereas,other countries have a higher regard for vocational training and nationally respected licenses can be obtained in these programs. Employers trust these programs to prepare workers and the programs themselves are constructed to allow people to train for white-color jobs in their field.
I have thought in the past that the U.S has the wrong philosophy on how to address the educational needs of its younger generation who are not academically inclined.
America has a sink or swim philosophy which rewards those who apply themselves to the theoretical education that is prevalant in the public schools.
But it is also important to remember that we applaud people who work their way up through hard work and luck even without an education. Bill Gates became successful without a college education. But in times of high unemployment young people who would have done well training in an occupational environment have much less hope. More blue-color jobs are going overseas and fewer opportunities are available to young people who learn better from on-the-job training.
As a country, we do not regard vocational training as part of a social support system like other countries.
It seems to me that the very reason why we celebrate self-made people, is because they did not get any social support. But very few people can achieve fame by being self-made. For the majority of Americans, basic needs must be met before they can be productive citizens.
With its “college for all” mantra, the United States uses VET (career and technical training in the U.S.) mainly to engage unmotivated students and introduce them to various career options. This strategy makes the United States an outlier. In the more successful countries, VET has little to do with engaging unmotivated students, though that is one robust outcome, nor with keeping them from dropping out, though completion rates are high and pathways from VET to tertiary education and training are increasingly available and encouraged. These countries have expanded VET from its earlier guild, handcraft, and blue-collar focus to include white-collar occupations and those requiring sophisticated technical skills. VET also prepares young people for citizenship and lifelong learning. Completion of a VET program certifies that the young person has the nationally standardized qualifications for their chosen occupation.Nancy Hoffman
I have thought in the past that the U.S has the wrong philosophy on how to address the educational needs of its younger generation who are not academically inclined.
America has a sink or swim philosophy which rewards those who apply themselves to the theoretical education that is prevalant in the public schools.
But it is also important to remember that we applaud people who work their way up through hard work and luck even without an education. Bill Gates became successful without a college education. But in times of high unemployment young people who would have done well training in an occupational environment have much less hope. More blue-color jobs are going overseas and fewer opportunities are available to young people who learn better from on-the-job training.
As a country, we do not regard vocational training as part of a social support system like other countries.
VET programs aren't designed to cure at-risk youths of their potential for disconnection or dropping out. Although there are exceptions, the better-performing countries structure combinations of work and learning to address specifically the needs of struggling young people. Approaches include:Nancy Hoffman
Youth guarantees. The notion of a youth guarantee is gaining popularity as governments struggle to protect young people from the economic downturn. The European Union is working to create a youth guarantee that will ensure a job, apprenticeship, or other education option to young people under the age of 25 years within six months after they've left the labor market or school. From 2010, this entitlement will be provided after four months and includes income supports. Australia, the United Kingdom, Norway, the Netherlands, and New Zealand have variants of such policies.
Mutual obligation policies. Also called “activation policies,” these entail “mutual obligation” agreements among young people, their families, and the state. Young people must actively seek work or be in a combination of work and school in exchange for targeted actions to help them. In some countries, young people put their income supports in jeopardy if they refuse education or work.
Adapted work and learning programs. Where VET is the standard pathway for young people not headed for academic and research careers, it entails a return on employers' investments, including the chance to get to know, train, and hire the young people most suited to their enterprises. To serve at-risk youths, countries alter and adapt standard VET policies and add incentives for employer participation.
It seems to me that the very reason why we celebrate self-made people, is because they did not get any social support. But very few people can achieve fame by being self-made. For the majority of Americans, basic needs must be met before they can be productive citizens.
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