POST-HIGH SCHOOL JOB PLACEMENT
JENNIFER D. MANINANG
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.
The author is SST II at Remedios High School, Remedios, Lubao