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Making
Skill Standards Work
One
Example of a Well-Functioning Standards-Based System
In a well functioning system, each partner's contribution
of expertise and opportunity, returns to them in equal measure.
For example, the local employer who provides a supervised
internship to a high school or community college student,
or a participant in a public, community-based, or union training
program preparing for a career in that industry gains the
labor they need for immediate production. They also have the
opportunity to prepare potential future workers in the particular
skills and methods used in their workplace. The employer is
also apt to earn the goodwill of the community for contributing
to the education of its citizens.
The
student gains work experience; learns new skills; makes possible
future job contacts; and obtains a certificate and a reference
to put into his/her portfolio, records for school, or program
graduation requirements-and may even earn income. The student
is also likely to gain an increased motivation to stay in
school or in a training program since he or she will be able
to see the connection between what is learned in the classroom
and how it applies to the work world (and in this particular
industry), and the career opportunities that exist. The young
student's parents gain a new perspective on how education
can lead to rewarding career possibilities for their child.
The
industry employee assigned to supervise the intern provides
leadership, mentorship, skill and knowledge development, and
other supports to the student. The worker gains supervisory
experience, a chance to be a positive influence in the student's
life, and a preview of a potential coworker's qualifications.
A union at the company, or in the industry, can help its members
acquire supervisory experience and skills needed to advance
to higher level jobs, and possibly help prepare potential
members.
The
student's school contributes the basic education and school-based
learning required to prepare the student in the conceptual
and technical skills necessary for an educated citizen and
worker. In return, the school's education responsibility for
the student is shared by a workplace that provides valuable
learning experiences. The school may increase its retention
rate for at-risk students. It can also offer students an opportunity
to extend their learning experience beyond the classroom and
into the community with adult role models. An adult training
program may also increase its retention and placement rates.
Teachers
and other educators gain expertise and skills as they develop
and operate the programs and internships. They gain a broader
view of career possibilities for their students and experience
the joy of their efforts when they observe the student intern
engaged in learning and read the supervisor evaluations.
The
community (local government, community-based organization,
or CBOs) provides support to the education institution and
perhaps even directly supports the internship experience.
In return, the community is more likely to have better educated
citizens, a higher-skilled workforce, more satisfied employers,
and citizens who contribute to building a stable social community
and local economy.
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