Career Pathways to a Successful Future
Many high schools in the United States are now structuring their secondary schools around career pathways or clusters with course content centering on similar occupations (ACTE, 2007). This trend seems to be coming about as schools are looking at ways to improve student performance by making coursework more relevant through the integration of academics and workplace skills. Schools that decide to structure themselves around career pathways have found that student performance does improve, coursework becomes more relevant to students and dropout rates may show a decline.
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As one example, schools in Indiana have started a program called "Pathways to post-secondary: Indiana
career majors initiative." The goal of this program is to get students motivated by showing them the connection between their secondary coursework and future success with their educational and occupational opportunities. The focus for Indiana students using career guidance as a tool for a smooth transition to post-secondary education.
An example of a career major is Science and Engineering. Students in this major, in most Indiana schools, utilize the Project Lead The Way (PLTW) pre-engineering courses. These courses integrate math, science and technology with teamwork and communication. The goal of the PLTW courses is to give students an opportunity for hands-on activities and to develop students' critical thinking skills. Students may also earn dual credit with some post-secondary institutions. Another example of how schools are focusing on the integration of academic and technical or career education is a school district in California.
This school district has formed a strong vision statement that emphasizes providing "comprehensive, challenging academic and technical education programs to prepare all students for university, other post-secondary, and career options."
This initiative focuses on career education and has four main goals. The first is to "Provide early exploration of and exposure to varied career opportunities." This is to be accomplished by having students at the middle school level begin exploring careers and developing a career portfolio that they will have through graduation from high school. In high school students will identify career pathways.
The second goal is to "Systematically connect core academics to authentic applications in industry, the professions and occupational fields." At the middle school level, the aim is to have students explore career options by direct work applications offered by the community. At the high school level, career pathways/clusters will be used to integrate applied concepts into core classes. Also, partnerships with
other schools and businesses will be developed to further reach these goals.
The third goal is to "Work with business and community partners to engage and motivate students to
deepen their understanding of academic knowledge and skills." The focus is on business and community partnerships with schools and exposing middle school students to more career options and expanding internships for high school students.
The fourth goal is to "Develop a life-long vision of students' futures beyond their educational experiences." Both middle schools and high schools will offer classes with more "hands on" experiences and follow up surveys will be given to the students prior to graduation and again after two and four years.
Many schools in the United States are now looking for better ways to keep students motivated and provide
for a smooth transition to post-secondary education and careers. In Dan Hull's book, "Career Pathways:
Education with a Purpose" (Hull, 2005), Hull outlines the importance of structuring high schools within the
career pathways model. Hull believes the ideal high school model would:
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Educational Outcomes
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1. Provide context for academic achievement
2. Provide motivation (and desire) for students with different learning styles
3. Provide guidance for career selection and a foundation for career pursuit
4. Use career preparation to improve interdisciplinary problem-solving and critical thinking
5. Provide a foundation for lifelong learning – and lifelong earning
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The COPSystem assessments are related to 14 career clusters in professional and skilled occupational areas and constitute a strong foundation for directing students toward career pathways. These assessments include the COPS (Interest Inventory), CAPS (ability battery), and the COPES (work values survey) to help students explore their future career potential.
References
ACTE (2007). Career Tech Update, April 11, 2007, 1. Hull, D. (2005). Career Pathways: Education with a purpose. California Career Pathways Consortia, Cord Communications: Waco, TX.
San Dieguito Union HS District (2007). Building bridges portfolio. Personal communication.
Schultz, T. (2007). Pathways to postsecondary: Indiana career majors initiative. Techniques, 82, ACTE:
Alexandria, Va.
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