Workforce Preparation & Business Linkages

The K-16 Master Plan for Education in California must intertwine academic performance (rigor) with the real world of work (relevance).  In order for the K-12 population to compete in the 21st Century's global economy and to keep California at the cutting edge of the USA's workforce preparation--maintaining and even surpassing our State's current ranking as the 5th largest economy in the world--the Master Plan must clearly incorporate career/technology training and preparedness in the lower grades.  Commencement of this integration of academic and career preparedness (e.g., career exploration, development) has repeatedly proven to boost student achievement--in particular, to career-bound students in high school.  Recent research conducted out of the University of California, Riverside concludes that high school students involved in Regional Occupational-type programs, academically excel; have better attendance; and, are economically advantaged in receiving greater pay at entry-level positions--juxtaposed to "core students" not exposed to this training and career-oriented curriculum. 

The Master Plan must call for a NEW PARTNERSHIP between industry (business/labor--private & public sectors) and education.  This partnership is nothing less than a call for action on the part of both industry and education to fully mobilize and coordinate their efforts at:

(1) Career/technical Curriculum Development - to enhance student performance and preparedness for the workforce - students would be involved in clearly mapping out career pathways or join career/technical academies within schools - or link up with progressive career/technical charter/academy-type schools--with industry fully engaged in curriculum development.

(2) Funding of local Chambers of Commerce - by both education and industry (via competitive grants) - to stimulate chamber involvement in education (BUSINESS LINKAGES) in a myriad of dynamic business/education involvement (job shadowing, classroom engagement, teacher externships, summer internships, career fairs, etc.)--here, Workforce Investment Boards and existing School-To-Career partnerships will be of supreme value.

(3) Mobilize industry's desire to reach out to "at risk" youth through creative programs like Raley's "Work Scholarship Program" and match dollar for dollar with industry's efforts to help train students to be academically and work-ready. This entails strong encouragement for community-based programs that will povide mentoring, tutoring of K-12 students.  The untapped potential of bringing support from industry into the classroom through innovate mentoring and turtoring programs is staggering and must be tapped.

(4) Parental support programs - the Master Plan must incorporate a potent parental involvement and support system for our schools--there are a number of very successful examples/programs already developed in California but these must have solid links to industry and both parents and industry working hand-in-hand, along with POST-SECONDARY institutions in their outreach programs, on behalf of K-12.

(5)  Clarify and amplify Tech Prep efforts between high school and community colleges.  Community Colleges play an integral part of career/technical education and efforts to consolidate and improve on the gains made in these areas is indisputible.  Notwithstanding, Community Colleges and high school career/technical programs are far from the smooth and supportive cooperation envisioned in 2+2+2.  Likewise, meeting A-G UC requriements for career/technical courses holds promise and should be appropriately funded in order to align career/technical courses (which qualify) to higher academic standards.  Also, pre-apprenticeship programs (especially at ages 17-18) must be given support with closer cooperation between ROP/career/tech programs and labor--this is a mandatory recognition in light of the horrendous shortages in skilled workers and industry's/labor's needs to be met in California.

(6)  The Master Plan must highlight the pressing need for further professional development, coupled with corresponding teacher release time, in bringing parents, industry, and school staff together for such purposes.

(7)  A renewed commitment to provide a quality education--academically and career-wise--to ALL students--ALL students, especially K-12, to have ACCESS to opportunities to both rigor and relevance in learning.  Furthermore, an investment into University outreach programs to under-represented and special population groups cannot be underestimated; however, CLOSE COOPERATION between County Offices and those very outreach programs--making them superior and successful (i.e., County Office opening district cooperation to and on behalf of such programs).  Thence, the Master Plan should include "K-16 Councils" which regularly meet to develop strategies and implement workplans to the academic and career betterment of K-12 in preparation for post-secondary training.

(8)  Finally, a recognition of the inequity represented within the workforce as it relates to NTO's (Non-traditional Occupations) is a concern that must be expressed within the Master Plan.  Addressing concerns relative to these gender inequities within certain occupational fields is an on-going and present concern--we must not slack in both industry/education's efforts to eliminate this sometimes hidden and sometimes overt discrepency within our society--again, we must commence rethinking and workforce preparedness of this NTO issue in the lower grades.