Private Workforce Education

From Wikipedia, the free encyclopedia

Workforce Education is defined by the National Institute for Literacy as work-related learning experiences which: · can include foundation skills, technical knowledge and computer skills; · serve either employed or unemployed workers; · are provided either inside or outside the workplace; · focus on the skills and knowledge workers need to: o get and keep good jobs and o meet demands for productivity, safety, and advancement In the USA, vocational schools are usually a post-secondary school, but in some instances may offer selected programs to high school students. They may be public schools and as such are operated by a government or school district, in which case they may or may not charge tuition. Most purely vocational schools are private schools; within this group they may be further subdivided into non-profit schools and proprietary schools, operated for the economic benefit of their owners. For a long time many proprietary vocational schools had a poor reputation for quality in many instances, and for over-promising what the job prospects for their graduates would actually be; this has been largely corrected by more stringent regulation. The term career college is reserved for post-secondary for-profit institutions (Wikipedia). A wide range of training programs exist to help students prepare for the job market. For many occupations, registered private career colleges can provide a suitable alternative to the training offered by colleges, universities, apprenticeship programs and other local skills development programs. Private career colleges have been a part of postsecondary education for many years. Such schools offer a wide variety of training programs: dental assistant; hair stylist; automotive technician; machinist; truck driver; paralegal; interior designer, to list a few. These programs usually take less time to complete than the degree programs offered by two or four-year institutions. Some career or vocational schools also may help in locating prospective employers and submitting job applications. Private career colleges are independent private businesses offering a diverse range of postsecondary training and education programs. They share the common objective of providing the student with the skills and knowledge required to get a job in a particular occupation. Programs are usually provided as morning, afternoon, or evening sessions and in some cases through distance learning, both online and correspondence. Since practical skills are stressed these programs will appeal to those who need specific skills to enter the work force as quickly as possible, students who may not be particularly interested in academic studies at this point in their career, or those who need specific practical skills in addition to their academic qualifications to become more competitive in the marketplace. (www.edu.gov.on) Workforce education is a significant component of postsecondary education offered at the sub-baccalaureate level. About half of the students at sub-baccalaureate institutions of higher education are enrolled in vocational and technical education programs. 71 percent of sub-baccalaureate vocational and technical education students attend public community and technical colleges. Other postsecondary vocational and technical students attend:

· Private, for-profit institutions, which serve 16 percent of vocational and technical education students; · Public or private non-profit four-year institutions, which serve five percent of students; · Public vocational-technical institutes that award less than two-year certificates, which serve four percent of students; and · Private, non-profit institutions that offer less than 4-year degrees or certificates, which serve three percent of students. Private Colleges and Technical Schools are in direct competition with the public education system in that they provide similar services to the same clientele, at competitive prices and utilizing the same student financial aid offered to students through the federal government. Options in distance learning, Internet courses and expanding private sector training make it possible for individuals to access credit instruction without coming to the community college. Such activity is wide spread…(Jacobs & Voorhees, 2006), and unlike most community colleges, private institutions focus on specialized credit programs for their students and not on a broad range of programs. Two conditions make the future of private vocational schools look bright. First, only about one-fourth of all high school students are currently enrolled in vocational programs, and second, it is estimated that more than three-fourths of all students could benefit from such programs. A recent study revealed a total of 7,000 private, profit-making schools were serving an estimated 1.5 million students, meeting the needs of students through their diversification of programs and their highly specialized staff. In private vocational schools the evaluations are usually made by private accrediting organizations; student failure means teacher failure, and the dropout rate is usually lower than that of high schools and colleges. Although the Federal Trade Commission admits that "a private vocational or correspondence school can be an excellent starting point for furthering your career. These schools train students for a variety of skilled jobs, including automotive technician, medical assistant, hair stylist, interior designer, electronics technician, paralegal, and truck driver. Some schools also help students identify prospective employers and apply for jobs" (FTC, 2001). It points out that while many private vocational and correspondence schools are reputable and teach the skills necessary to get a good job, others may not be as trustworthy, and that their main objective may be to increase profits by increasing enrollment. Toward this aim, the Federal Trade Commission has established guidelines for Private Vocational and Distance Education Schools. "These Guides apply to persons, firms, corporations, or organizations engaged in the operation of privately owned schools that offer resident or distance courses, training, or instruction purporting to prepare or qualify individuals for employment in any occupation or trade, or in work requiring mechanical, technical, artistic, business, or clerical skills, or that is for the purpose of enabling a person to improve his appearance, social aptitude, personality, or other attributes. These Guides do not apply to resident primary or secondary schools or institutions of higher education offering at least a 2-year program of accredited college level studies generally acceptable for credit toward a bachelor’s degree" (16 CFR Ch. I, Pt. 254 (1-1-02 Edition). The scope and application of these guidelines deal with: · Deceptive trade or business names · Misrepresentation of extent or nature of accreditation or approval · Misrepresentation of facilities, services, qualifications of staff, status, and employment prospects for students after training. · Misrepresentations of enrollment qualifications or limitations. · Deceptive use of diplomas, degrees, or certificates. · Deceptive sales practices. The U.S. Department of Education, Office of Postsecondary Education provides an online database of accredited postsecondary institutions and programs at http://www.ed.gov/admins/finaid/accred/index.html. A few examples of National Postsecondary Career School Accrediting Bodies / Associations are as follow: Accrediting Bureau of Health Education Schools (ABHES) Accrediting Council for Continuing Education and Training (ACCET) Accrediting Council for Independent Colleges and Schools (ACICS) Career College Association (CCA) Council of Recognized National Accrediting Agencies (CRNAA) Council on Occupational Education (COE) Distance Education & Training Council (DETC) National Association for College Admission Counseling

Resources http://en.wikipedia.org/wiki/Vocational_school http://www.edu.gov.on.ca/eng/general/private.html http://www.ed.gov/about/offices/list/ovae/resource/vocedreport.doc http://consumerlawpage.com/brochure/15.shtml Ministry of Training, Colleges and Universities, Ontario, Canada, 2006 ERIC Clearinghouse on Adult Career and Vocational Education, Columbus OH Guide to Career Education, 2000-2006 Carl D. Perkins Vocational and Technical Education Act of 1998, Report to Congress on State Performance, Program Year 1999-2000 Jacobs, J. & Voorhees, R.A, The Community College as a Nexus for Workforce Transitions: A Critical Essay, Journal of Applied Research in the Community College, Vol. 13, No. 2, Spring 2006.