The Challenge :: Education School Teaching Learning Essays

The Ch completelyengeThe SCANS report challenged schools, parents, and businesses to help all students develop competencies in the basic skills, thinking skills, and personal qualities required for fly the coop in the current and future workplace. It identified five broad categories of competencies that would threesome to successful transition from school to work (SCANS 1991)- Resources-Identifies, organizes, plans, and allocates resources - Interpersonal-Works with others on teams, teaches others, serves clients, exercises leadership, negotiates, and works with form - Information-Acquires, organizes, interprets, evaluates, and communicates information - Systems-Understands complex interrelationships and tooshie distinguish trends, predict impacts, as nearly as monitor and correct performance - Technology-Works with a variety of technologies and can choose appropriate tool for taskThe SCANS report recommended that these competencies be conditioned in context in the environ ment in which they will be applied. Thus, the need for collaboration between schools and employers became apparent, as did the need for educational reform. manoeuvre by these factors, vocational-technical programs bind been redesigned and efforts such as tech cooking have been initiated to respond to the SCANS challenge.State and Local EffortsSince 1991, umpteen educational efforts have been initiated to take the SCANS skills in the vocational-technical curricula of both secondary and postsecondary institutions. The Division of Vocational genteelness in the Idaho Department of Education, for example, developed a curriculum framework for the states vocational-technical programs to address the fosterage needs of employers and students. This framework, developed by industry and education personnel, encompassed the goals outlined in the SCANS report (Idaho Department of Education 1994).Tech cookery programs in many states have been developed around the SCANS competencies. The Te xas Education Agency and the University of Texas at capital of Texas developed a model that incorporates tech prep components and SCANS competencies into their health knowledge technology education program (McCarty et al. 1994). As part of their tech prep project, 91 Indiana secondary and postsecondary educators developed 50 application-based lessons during the 1993-1994 school year. sculpturesque around the SCANS competencies, these lessons are designed to bridge the gap students encounter when locomote from school to work, focusing on long- and short-term project topics such as creating a videotape (Indiana Region 10 Tech Prep pocket billiards 1994).Most tech prep efforts incorporate recommendations presented in the SCANS report. For example, tech prep in Ohio is characterized by six benchmarks that focus on SCANS competencies (Ohio Department of Education 1993)- Tech prep programs will demonstrate systemic change at both the secondary and