Sun.Star Pampanga - - PERSPECTIVE! -


This is an­other as­pect of place­ment that schools have long given some at­ten­tion to. Tech­ni­cal, com­mer­cial, and vo­ca­tional high schools and de­part­ments gen­er­ally have some kind of con­tacts through which they play at least their best grad­u­ates. This is good as fa it goes, but to the de­gree that this pro­gram fails in try­ing to make a good place­ment for the or­di­nary grad­u­ate and stu­dent who leaves be­fore grad­u­at­ing, it is not well rounded pro­gram. These lat­ter groups of pupils not only are in as much need of jobs as are the re­ally good grad­u­ates, but are doubt­less more in need of the school’s help to find ap­pro­pri­ate ones. The lack of a good vo­ca­tional ad­just­ment im­me­di­ately af­ter leav­ing high school causes the vast ma­jor­ity to shift from one type of job to an­other in the first year or two out of high school in a way that clearly in­di­cates vo­ca­tional floun­der­ing.

Through many of the grad­u­ates and an­other for­mer stu­dents may not be able to ac­quire the vo­ca­tional com­pe­tence the school might wish, there many kinds of jobs which re­quire lim­ited lev­els of com­pe­tence and into which the school can help these for­mer pupils fit. The prin­ci­pal task of the school is to pro­vide as much ini­tial em­ploy­a­bil­ity as pos­si­ble and then help these young peo­ple find a job at which they suc­ceed while ac­quir­ing ad­di­tional com­pe­tence in it

A re­ally suc­cess­ful pro­gram of vo­ca­tional place­ment helps all youth leav­ing high school and not go­ing to col­lege to find suit­able job pos­si­bil­i­ties where they can make a start in be­com­ing eco­nom­i­cally self-sup­port­ing. On the ba­sis of this job train­ing, plus what the school ought to of­fer them in evening cour­ses or part-time classes, they should make a good ad­just­ment to a place of their own in the work life of the com­mu­nity.

The task of job place­ment prob­a­bly can­not be ex­pected to be well done as long as a school’s pro­gram is built upon the idea that these job-seek­ing pupils should be in school full time un­til they are out of school full time. The var­i­ous types of pro­grams men­tioned above for for­mer stu­dents on the job ought to be pre­ceded in the school by work ex­pe­ri­ence in dis­tribu­tive ed­u­ca­tion, in di­ver­si­fied oc­cu­pa­tions, or in sim­i­lar pro­grams. Many stu­dents should be­gin getting some train­ing in work on the job un­der the su­per­vi­sion of the school while they are still in school full time. This ar­range­ment means school credit for work ex­pe­ri­ence out­side the school in in­dus­try or in var­i­ous forms of pub­lic ser­vice in the com­mu­nity. Only when high schools ar­range to com­bine part-time job train­ing for full time stu­dents with part­time ed­u­ca­tional offerings for full-time work­ers have high schools fully bridged the gap be­tween school life and post school life.

— oOo—

The au­thor is SST II at Reme­dios High School, Reme­dios, Lubao

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