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In this paper, two authors, one from the academic research community and the other experienced in both correctional and public educational programs, provide their perspective on the question of how vocational education research and resources can improve the quality of corrections education in the US. The characteristics essential for a good correctional program are outlined. It is suggested that corrections is isolated from mainstream society, and outreach efforts, on the part of society and the academic community, and corrections services themselves, are therefore required. New partnerships between correctional practitioners, academic institutions, professional associations, research organisations, and the corporate world could help to solve some of the major issues. Show less

This guidebook reveals critical elements of successful secondary-postsecondary occupational articulation efforts currently in place. It also reviews the kinds of problems encountered by these programs and provides some potential solutions. Finally, it examines some related kinds of arrangements that may help pave the way towards workable secondary-postsecondary curriculum coordination. Project staff investigated 18 programs already underway and the investigation revealed two major approaches to secondary-postsecondary occupational articulation training efforts: the time-shortened model and the advanced skills model. Time-shortened programs are the most common and take many forms. Advanced skills programs also eliminate duplication of training across the secondary-postsecondary levels, but their main purpose is to streamline occupational training for grades 11-14 in order to incorporate into the curriculum more advanced training than a traditional postsecondary occupational program would allow. The intention is to graduate students at a master technical level, mainly for industries and businesses adopting high technology.

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The changing nature of work raises implications for those responsible for policy and practice in secondary education in relation to developing the secondary school curriculum to meet new skill demands. This exploratory study used three approaches to examine the relationships between academic and non-academic skills and work and identify issues for educators and policymakers. A literature review identified empirical research and issues related to academic skill needs and two data analyses viewed skills from the perspective of individuals in the workplace. The first examined academic skills in context through several case studies of sub-baccalaureate technical jobs in four industries. The emphasis was on the application of mathematics, science and technology in these occupations and illustrated how academic skill requirements are contextually bound. The second analysed existing longitudinal survey data on high school students and explored the relationships between academic skills, non-academic skills, and labour market performance. The idea that skills need to be viewed as multivariate is upheld in all three areas of research presented in this report. Show less

As a response to the needs in schools for career development programs for a growing and diverse student population, the National Centre for Research in Vocational Education (NCRVE) in 1996 conducted a search for exemplary programs. This document highlights the six exemplary career guidance and counselling programs identified. It is organisation in four chapters: background information about the search itself, the criteria used to determine the exemplary programs, a full description of each program including contact details, and practical suggestions from program coordinators for effective program design and implementation. References and abstracts from exemplars are appended. Show less

This national study was conducted with 1266 high school seniors and 879 adult two-year college students to explore the role of the family in developing readiness for school-to-work transition and to enquire whether or not the role differs for adolescent and adult learners. The report begins with an outline of the research questions, the design of the models and the related literature. The first model describes the methodology and results of the research into the high school students, who were three to eight months away from graduation. The second model similarly looks at adult readiness through students in postsecondary college programs that emphasised preparation for employment. The authors offer a detailed analysis of the data, supported by tables. They address the similarities and the differences experienced by the two groups and present conclusions and implications, most particularly that the family does play a role in the development of readiness. Also, particularly for adolescents, it appears not to be unidirectional but depends on the family characteristics.

The ‘Journal of vocational education research’, volume 21, no. 2 (1996) features a condensed version of this paper, together with academic criticism by other authors. They are indexed at TD/INT 57.126 to 57.131. Show less

This report examines three non-traditional program areas that have emerged as a response to changes in the community college operating environment: (1) workforce development, which provides training for employees of particular companies; (2) economic development, in which colleges act in various ways other than course provision to stabilise or increase employment in their communities; and (3) community development, in which colleges promote the well-being of their communities in political, social or cultural areas. The authors suggest that these new roles have facilitated the development of ‘a college within the community college, operating with a new culture, new rules and regulations’, labelled in this report as ‘the entrepreneurial college’. This term is designed to encapsulate the entrepreneurial perspective, market-oriented drive, and responsiveness of these colleges to external organisations. The findings of the research suggest the following recommendations: the entrepreneurial college demonstrates considerable potential for serving local community needs, including groups that may have been neglected previously, and that more attention should be paid to this emerging college role; community colleges need to find ways to integrate the ‘regular’ and ‘entrepreneurial’ college or they will continue to grow apart, and several strategies are proposed, including sharing teaching staff and integrating funding, student services, and administrative and physical locations; state governments need to reconsider funding and regulatory policies if they are to support the entrepreneurial college; and further research should be undertaken by both colleges and governments to help improve the effectiveness of the entrepreneurial college. Show less

Vocational student organizations (VSOs) are an integrated part of the overall curricula in most educational institutions, providing many educational and work experiences in the classroom, as well as benefits to faculties, school administrators, and communities. They are an important bridge between the real world and the world inside the classroom. By participating in VSOs, educators can observe what technological training is missing in their vocational programs and consequently can take steps to ensure that their local VSOs either remain or become part of a more futurist-oriented educational society by serving as a vehicle for student exposure to and experiences with recent advances in high technology. Show less

The Center on Education and Work at the University of Wisconsin-Madison undertook a national study to examine strategies to foster entrepreneurship through business incubators and postsecondary programs supported by community and technical colleges. This paper describes some of the preliminary results of the study and discusses the implications for entrepreneurship development, considering education and training opportunities in and out of business incubation and in business partnerships with postsecondary institutions. Survey information was provided by 74 business incubators from around the US. Interviews and focus groups were also conducted with business entrepreneurs and managers associated with programs to develop entrepreneurial skills. Administrators, teachers and students at community colleges providing entrepreneurship education were also interviewed. The analysis was based on quantitative and qualitative descriptions of the experiences of entrepreneurs in and out of business incubation. Preliminary results were used to develop a profile of entrepreneurs, key factors associated with entrepreneurship, and the implications for facilitating entrepreneurship through business incubators and community/technical colleges. Show less

About four-and-a-half years ago, the NCRVE began a program of research and service to create and provide effective leadership development services for vocational educators, in response to a widely held view that vocational education does not have the number of effective leaders that are urgently needed. This report summarises the procedures and results of the evaluation of each of ten programs which have been funded at eight different institutions, and contains a meta-analysis of all ten programs. The principle purpose of the evaluation is to derive information and insights useful to others who are planning to develop their own leadership programs. Show less