Summary
The contemporary institutions are not effective enough to equip students for the prospective jobs in the market. Colleges like Harvard and Yale are only intended to develop persons for ministry and other professions but not practical sessions and situations. Agricultural and industrial sectors are some of the areas that require technically competent employees that can handle practical aspects. The institutions could be made better if they are individuals engage in more vocational and practical education rather than just theories found in class.
Land-grant institutions have been supported since their inceptions. They included colleges of agricultural and colleges of mechanical arts. These institutions were designed to instruct and train farmers and agricultural technicians so that there could be improved results regarding production. The training of students was so comprehensive with having the future in mind. Acts were enacted by the national government to facilitate this vocational education. Part of the profits gotten from the sale of public lands could be channeled to support these land-grant institutions.
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The support of land-grant institutions led to greater performances as far as career and technical education are concerned. The Smith-Lever Act allowed the facilitation of a program of cooperative extension work in home economics as well as agriculture. The finances to support these institutions came from both the state and federal government, who gave in equal measures. Proper institutions must be keen on a system that supports practical aspect of the knowledge acquired and support more research to be done in diverse fields. Improvements are made in the curriculum and various occupational problems through the recommendations and findings from research works. Lawmakers depend on the scholars to do a lot of research work so that support education and application of knowledge in the workplace accordingly.
Case Study:
1. Chandra is a 19-year-old freshman at a small junior college. She was the youngest of four children and was raised by her mother and father who lived in New Orleans until hurricane Katrina destroyed their home and they were forced to move in with her father’s parents in Alabama. Chandra lost all of her possessions in the devastation caused by Katrina (which occurred when Chandra was in her first year of high school). During high school, she attended an urban high school in New Orleans. She has come to the workforce services center to get some help in making a career and technical decision. She is clear that her experience with Katrina has changed her and she wants to make a difference in the lives of others, especially those who are in “difficult situations” like she was. Toward the end of the first session, she asks you about the Certified Nursing Assistant program. What are some strategies that you think could be effective in helping this student?
The student could be a lot to be in contact with the people who are in difficult situations who require help. This would be an opportunity to empathize and give her best services as much as he can. Also, the student should have defined expectations on the frameworks within which she wants to work.
2. What are the main barriers for students when choosing a career path?
There is the barrier of career indecision. They feel overwhelmed by the many opportunities of fields open them. The fear of the unknown can also evidence career indecision. Students could be so worried about the outcome of choosing a career path. There is also the barrier of cultural transitions.
3. Identify the following topics with issues or problems for you and your work as a career and technical specialist.
-A student who firmly believes she should choose the occupation her parents have identified for her, despite the fact that she has no interest in this occupation.
This student should engage with his parents and explain to them why it is of an essence to him to choose his own occupation. He could explore more information on the occupation and share with the parent. He could also allow career specialist to talk with his parents to let him do the occupation he wants.
- What are two strategies you could use to foster positive workforce development in children ?
There should be positive guidance to the children so that they get they get optimistic about doing embracing their occupations aggressively. Children also have to be trained to be disciplined. Effective workforce development is hinged on discipline in all aspects.
- How could you help parents/guardians to help their children experience positive career development ?
The parents could be advised of the need to let their children be nurtured along their talents and preferences that they have for some occupations. The parents should give their children support and encouragement to explore the various opportunities open to them to choose the best career appropriate for them.
4. Question: What is the best way to maintain connections and communication between high school and college faculty?
The best way to have constant connections and communication is by enhancing cooperation among educational institutions to tackle challenges that compromise this link. It could be done by college faculty enhancing curricular harmonization with high schools. College faculties can be instrumental in making the high schools have their students prepared academically and effectively so that they have a smooth transition in the college.
5 . A is a 17-year old male who will be graduating in a few months. His father owns a small house-painting business, and his mother is an assistant librarian in the public library. He is above average in verbal ability and math, and he will graduate in the upper 25 percent of his class. He wants to go to college, but his parents cannot afford to send him. What factors do you think could negatively influence his career/workforce development?
Family functioning, influence, and context are all significant in the A’s career/workforce development. The quality of interactions spent with his father will offer no inspiration to him to pursue his career because he spends a lot of time doing his house painting business. Also, the low income in the family could also be demotivating, compromising A’s values, identity, and career objectives.
6. Student 1 and Student 2 both attend the same college. Student 1 obtained a generous scholarship, but will still have to work 15 hours per week to support himself, whereas student‘s 2 parents are helping with the entire expense for their son’s college education. Both students want to attend law school after completing their Bachelor of Arts degrees. Who would you help first Student 1 or Student 2?
I would help student 1 first who had to work for 15 hours each week to support himself. Student 1 should have some relief because he has been struggling on his own to facilitate himself in the institution. Student 2 can have an opportunity to experience the outside world by working and getting some savings before he considers attending law school.
