School-to-work transition[1] is a phrase referring to on-the-job training, apprenticeships, cooperative education agreements or other programs designed to prepare students to enter the job market. This education system is primarily employed in the United States, partially as a response to work training as it is done in Asia.
School to Work is a system to introduce the philosophy of school-based, work-based, and connecting activities as early as kindergarten to expose students to potential future careers. School to Work emphasizes lifelong learning.
School to Work is funded and sponsored at the federal level by the U.S. Department of Labor and U.S. Department of Education.[2] At the state level in states like Arizona, the grant is administered by the Arizona Department of Commerce, School to Work Division. This grant was funded for a maximum of five years with decreasing funds years three through five.
An example of county level involvement is the Cochise County School to Work Consortia in Arizona. It is composed of more than fifty Cochise County public and private schools, kindergarten through four-year university level, local and community-based organizations, and more than one hundred supporting business partners.[3]
STW is part of a comprehensive education reform movement which includes formulating new standards which emphasize higher order thinking skills, new standards based assessments, and graduation exams, such as the Certificate of Initial Mastery which insure that students are ready for job training or college prep by age 16.[4] Reformers believe that it is important and egalitarian that all students graduate ready for jobs and ready for college, rather than tracking students one way or the other.
Critics
"Back to basics" traditionalists observe that in Europe, apprenticeships typically mean that the worker essentially ends their formal education after age 16, and works full-time at reduced pay in exchange for learning "job skills" such as assembling automobiles. Some believe that it was better to have students who were not bound for college concentrate on career schools, while academic students should spend class time learning core academic subjects such as history or science rather than job-shadowing at a hospital or auto dealer. A student in North Dakota would have little opportunity to learn to be an auto designer, while one in Alabama would have little opportunity to do job shadowing at a major software company if job training were allocated according to local human resource needs, as many programs are structured. Local businesses also need to structure their operations to accommodate student workers, and transportation since typically schools are situated close to homes, and not businesses which are typically a car or transit commute away from homes.
The Michigan STW Initiative states "students work without pay for two to three hours each day" and "students are able to perform what might otherwise be hazardous order work." which would contradict child labor laws.[5] Data would be shared with state STW partnership network and local labor market areas which might be an invasion of privacy. The state would utilize the national industry-recognized skill certificates when developed, which would be the Certificate of Initial Mastery.[6] Critics call this a government-controlled passport to work. Michigan Rep. Harold J. Voorhees expressed concern that, with full implementation, a child would not be employed without this Certificate.[7]
↑ Ng, Thomas W.H.; Feldman, Daniel C. (2007-08-01). "The school-to-work transition: A role identity perspective". Journal of Vocational Behavior. 71 (1): 114–134. doi:10.1016/j.jvb.2007.04.004. ISSN0001-8791.
Vocational education is education that prepares people for a skilled craft as an artisan, trade as a tradesperson, or work as a technician. Vocational education can also be seen as that type of education given to an individual to prepare that individual to be gainfully employed or self employed with requisite skill. Vocational education is known by a variety of names, depending on the country concerned, including career and technical education, or acronyms such as TVET and TAFE.
Professional development, also known as professional education, is learning that leads to or emphasizes education in a specific professional career field or builds practical job applicable skills emphasizing praxis in addition to the transferable skills and theoretical academic knowledge found in traditional liberal arts and pure sciences education along side exposure to practice-based professional learning. It is used to earn or maintain professional credentials such as professional certifications or academic degrees through formal coursework at institutions known as professional schools, or attending conferences and informal learning opportunities to strengthen or gain new skills.
Apprenticeship is a system for training a new generation of practitioners of a trade or profession with on-the-job training and often some accompanying study. Apprenticeships can also enable practitioners to gain a license to practice in a regulated occupation. Most of their training is done while working for an employer who helps the apprentices learn their trade or profession, in exchange for their continued labor for an agreed period after they have achieved measurable competencies.
Carpentry is a skilled trade and a craft in which the primary work performed is the cutting, shaping and installation of building materials during the construction of buildings, ships, timber bridges, concrete formwork, etc. Carpenters traditionally worked with natural wood and did rougher work such as framing, but today many other materials are also used and sometimes the finer trades of cabinetmaking and furniture building are considered carpentry. In the United States, 98.5% of carpenters are male, and it was the fourth most male-dominated occupation in the country in 1999. In 2006 in the United States, there were about 1.5 million carpentry positions. Carpenters are usually the first tradesmen on a job and the last to leave. Carpenters normally framed post-and-beam buildings until the end of the 19th century; now this old-fashioned carpentry is called timber framing. Carpenters learn this trade by being employed through an apprenticeship training—normally four years—and qualify by successfully completing that country's competence test in places such as the United Kingdom, the United States, Canada, Switzerland, Australia and South Africa. It is also common that the skill can be learned by gaining work experience other than a formal training program, which may be the case in many places.
A journeyman is a worker, skilled in a given building trade or craft, who has successfully completed an official apprenticeship qualification. Journeymen are considered competent and authorized to work in that field as a fully qualified employee. They earn their license by education, supervised experience and examination. Although journeymen have completed a trade certificate and are allowed to work as employees, they may not yet work as self-employed master craftsmen.
A tradesperson is a skilled worker that specialises in a particular trade. Tradespeople (tradesmen) usually gain their skills through work experience, on-the-job training, an apprenticeship programme or formal education.
Education in Greece is centralized and governed by the Ministry of Education and Religious Affairs at all grade levels in elementary and middle school. The Ministry exercises control over public schools, formulates and implements legislation, administers the budget, coordinates national level university entrance examinations, sets up the national curriculum, appoints public school teaching staff, and coordinates other services.
Cooperative education is a structured method of combining classroom-based education with practical work experience.
Education in the German Democratic Republic was a high priority for the communist government and was compulsory from age 6 until age 16. State-run schools included crèches, kindergartens, polytechnic schools, extended secondary schools, vocational training, and universities.
A glazier is a tradesperson responsible for cutting, installing, and removing glass. They also refer to blueprints to figure out the size, shape, and location of the glass in the building. They may have to consider the type and size of scaffolding they need to stand on to fit and install the glass. Glaziers may work with glass in various surfaces and settings, such as cutting and installing windows, doors, shower doors, skylights, storefronts, display cases, mirrors, facades, interior walls, ceilings, and tabletops.
An auto mechanic is a mechanic who services and repairs automobiles, sometimes specializing in one or more automobile brands or sometimes working with any brand. In fixing cars, their main role is to diagnose and repair the problem accurately and quickly. Seasoned auto repair shops start with a (Digital) Inspection to determine the vehicle conditions, independent of the customers concern. Based on the concern, the inspection results and preventative maintenance needs, the mechanic/technician returns the findings to the service advisor who then gets approval for any or all of the proposed work. The approved work will be assigned to the mechanic on a work order. Their work may involve the repair of a specific part or the replacement of one or more parts as assemblies. Basic vehicle maintenance is a fundamental part of a mechanic's work in modern industrialized countries, while in others they are only consulted when a vehicle is already showing signs of malfunction.
A dual education system combines apprenticeships in a company and vocational education at a vocational school in one course. This system is practiced in several countries, notably Germany, Austria, Switzerland and in the German-speaking Community of Belgium, but also for some years now in South Korea.
The Certificate of Mastery (CIM) was created by report "America's Choice: High Skills or Low Wages". The CIM has been called an outcome-based education diploma as it would be necessary to either receive or replace the high school diploma, and was characteristic of education reform legislation in many states such as Washington and Oregon.
The National Skill Standards Board (NSSB) was a coalition of community, business, labor, education, and civil rights leaders. It was tasked with building a national voluntary system of skill standards, assessment, and certification to enhance the ability of the United States workforce to compete effectively in the global economy.
The American Culinary Federation (ACF) is a professional chef's organization established in 1929 in New York City. It was formed as a merge of three chefs' associations in New York City, the Société Culinaire Philanthropique, the Vatel Club and the Chefs de Cuisine Association of America.
Vocational education in the United States varies from state to state. Vocational schools are post-secondary schools that teach the skills necessary to help students acquire jobs in specific industries. The majority of postsecondary career education is provided by proprietary (privately-owned) career institutions. About 30 percent of all credentials in teaching are provided by two-year community colleges, which also offer courses transferable to four-year universities. Other programs are offered through military teaching or government-operated adult education centers.
Tertiary education in New Zealand is provided by universities, institutes of technology and polytechnics, private training establishments, industry training organisations, and wānanga. It ranges from informal non-assessed community courses in schools through to undergraduate degrees and research-based postgraduate degrees. All post-compulsory education is regulated within the New Zealand Qualifications Framework, a unified system of national qualifications for schools, vocational education and training, and 'higher' education. The New Zealand Qualifications Authority (NZQA) is responsible for quality assuring all courses and tertiary education organisations other than universities. Under the Education Act 1989, The Committee on University Academic Programmes (CUAP) and the Academic Quality Agency (AQA) have delegated authority for quality assurance of university education. The Tertiary Education Commission (TEC) is responsible for administering the funding of tertiary education, primarily through negotiated investment plans with each funded organisation.
TVET refers to all forms and levels of education and training which provide knowledge and skills related to occupations in various sectors of economic and social life through formal, non-formal and informal learning methods in both school-based and work-based learning contexts. To achieve its aims and purposes, TVET focuses on the learning and mastery of specialized techniques and the scientific principles underlying those techniques, as well as general knowledge, skills and values.
Apprenticeships have a long tradition in the United Kingdom, dating back to around the 12th century. They flourished in the 14th century and were expanded during the industrial revolution. In modern times, apprenticeships were formalised in 1964 by act of parliament and they continue to be in widespread use to this day.
Apprenticeship programs in the United States are regulated by the Smith–Hughes Act (1917), The National Industrial Recovery Act (1933), and National Apprenticeship Act, also known as the "Fitzgerald Act."
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