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Essay / Research Paper Abstract
This 10 page paper begins with a description of the School-to-Work Opportunities Act of 1994 and the concerns it intended to address. Following this description, the writer uses the Workforce Development Education Program in the state of North Carolina to illustrate how programs are implemented. A focus in placed on business and marketing education at middle and high school levels. The writer discusses the mission statements, functional areas, courses and general operation of the programs. There is also a short discussion on how the needs of special needs students are to be met. Bibliography lists 6 sources.
Page Count:
10 pages (~225 words per page)
File: MM12_PGwkdv.rtf
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Unformatted sample text from the term paper:
grants to states who implemented school-to-work educational programs (Spectrum: the Journal of State Government, 1997). The mandate required partnerships to be developed between and among "employers, organized labor, educators and
public agencies responsible for economic and workforce development, education and human services" (Spectrum: the Journal of State Government, 1997, p. 15). These partnerships and alliances assure an interface between the
curriculum, program activities and the demands of the job market. In 1994, eight states were granted seed money; in 1995, another 19 received the grants and in 1996, ten
more states joined the program (Spectrum: the Journal of State Government, 1997). Over those three years, a total of $643 million has been given for these programs (Spectrum: the Journal
of State Government, 1997). The programs were intended to strengthen career development efforts with the activities in any program geared towards helping "students become aware of careers and explore work
environments" (Spectrum: the Journal of State Government, 1997, p. 15). Specific activities of the program were devised by each program but, in general, activities include "career counseling, interest assessments, career
awareness and work-readiness classes or units in academic classes, worksite visits and job shadowing" (Spectrum: the Journal of State Government, 1997, p. 15). The activities and emphases on career development
becomes a systematic component in students overall school experience (Spectrum: the Journal of State Government, 1997). Congress recognized that meeting the challenge of providing adequate career education for a
student population with a vast diversity of needs and interests meant that adequate resources had to be provided, hence the seed money to get the programs started (Spectrum: the Journal
of State Government, 1997). Each state has devised its own approach, mission, procedures, etc. We will look at North Carolina as an example of how such programs work. The North
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