Preparing Students for Work and Prior Learning - Assignment Example

Preparing for Work and Prior Learning Question Nowadays, many who are graduating from schools are not well equipped with the necessary skills needed to perform jobs in today’s competitive economy, and so most of them complete school unprepared for the job search that awaits them. They are not really equipped with necessary skills to work in highly quantitative majors in scientific, technological, and engineering fields (Castellano, 2014). Even in cases where students have been fully prepared for the workforce, they are unable to transfer what they learnt in schools to activities beyond schools (Harteis and Billett, n.d). Today, many employers do not consider young individuals lacking highly marketable knowledge and skills and most of them end up in low paying jobs. As a result, many young employees become discouraged when they only find meaningless job opportunities with very low wages. On the other hand, employers are also affected by this, as they cannot find qualified employees to employ. This is a common problem because no policies facilitating the connection of the school to the business world have been established. Arguably, the education system is no longer offering adequate working skills to every student. Most students enter the job market with limited knowledge and skills making it difficult for them to compete effectively and survive in the highly competitive job market. The education system focuses more on individual achievement as students are mainly concerned with improving their GPAs and give little attention to developing creative and innovative minds. There is need to transform the education system to enable graduating students have a sustainable competitive advantage in the job market. The education system needs to evaluate how to prepare effectively students for the job market and how specialized training will benefit the economy and our country as a whole. More so, they need to offer courses that will prepare students for the life that awaits them after completing their studies. For instance, they should highlight what skills students need to learn upon graduation to enable them be successful in the job market. Even though college degree program develops critical skills, very few institutions fully prepare students for the challenges they are likely to face after completing their degrees. Many schools and colleges do not prepare students for jobs because they do not teach practical skills. That is, they only teach students how to memorize and recite what are questionable, but they do not prepare them for any type of job that needs critical thinking or creativity. Students need to learn real job skills and they should rely on the basic skills learnt in schools. The public education system was designed to impart knowledge and basic skills that prepares children for college or workforce. However, the world has changed in that, the current jobs are not suitable for individuals without other skill sets or even job training. Programs such the school-to-work should be enforced to help in connecting education with preparation for a successful career path. In addition, the government can ensure that students are fully prepared for the workforce by aligning what is taught in school to meet the evolving business needs (U S Congress, 2010). On the contrary, other people believe that schools are trying to do their best and fully prepare students for jobs in the competitive job market. They argue that university graduates are marketable because they have been taught core skills that are of high demand in workforce. Critical thinking skills and global awareness are necessary in many businesses and truly universities prepare students to transfer these skills and knowledge to the workplace. Arguably, schools train individuals to make the best of their lives and help them secure a good and bright future. Therefore, it is not true that schools are not preparing people for job market; they are actually training and preparing students for their futures and careers. According to Sawchuk and Taylor (2010), today’s global market economy focuses more on abilities such as independence and teamwork with specific knowledge and skills set given little attention. This implies that knowledge and skills taught in schools are not enough to enable someone survive in the competitive global economy, other competences and abilities need to be considered too. Overall, higher learning institutions should make their programs more relevant to the needs of the job market because if they fail to do so, students will end up inappropriately prepared to enter the workforce. These institutions should develop and implement certain programs that will enable students to get professional experience while still in school. Programs such as internship, co-operative work placements and apprenticeships will help students develop strong standings for achievement early in their occupations. To begin with, internships will mold students to be highly attractive candidates for jobs immediately after graduation. Today, many companies have opened up training period programs and this is a good opportunity for students to have job experience and be fully prepared for job market after completing school. Interns learn a lot in the process and they are encouraged to prepare a final report demonstrating the skills they have developed during their placement. Notably, many companies prefer job applicants who have successfully completed internships especially in their industry because such individuals are familiar with their business environment. In addition, co-operative work placements have also helped students to be prepared for jobs. Many colleges offer co-operative work placements to enable students gain paid work experience while still schooling. This saves students from hunting jobs after graduating from school. Moreover, apprenticeship also assists students to avoid extensive job search after high school. Currently, many schools provide extended degree programs that allow students their apprenticeships while completing their study, and apprenticeships play an important role in student’s lives. For instance, they give students an opportunity to fully understand the demands of a profession early enough before starting to look for jobs. Nevertheless, students should be taught how to network and evaluate a potential employer. More so, they should be informed about the careers long before graduation, and they should be aware of the importance of working during college. Students should who come out of school after with work experiences have an advantage over those students who only have attended classes. Concisely, schools have always been regarded as the final preparation for entering the world of work or college, however, they do not prepare all students to make good career choices or compete successfully in a highly competitive business world. They need to do more to ensure that all students are fully prepared for the job market. Schools need to prepare students broadly for work and provide work experience opportunities to enable them gain work experience needed in the job market. More so, they should ensure that their employment engagement interventions offer career advice to the students and support every student to choose appropriate career paths. Question 2 The Prior Learning Assessment and Recognition (PLAR) refer to evaluating “informal learning that has occurred outside formal academic environment” (Rost, 2008, p.27). This learning process assists individuals to identify what they already know and what they need to know in order to achieve whatever they desire. It is a very simple process to assess individual’s skills and knowledge without focusing on how they learnt or where they learning have taken place (Rubenson, 2011). Sawchuk and Taylor (2010), posit that there is an increase in learning outside class. Workplace learning is one of the most important ways through which individuals acquire necessary knowledge and skills that help them significantly contribute to the global economy. PLAR allows individuals to demonstrate clearly that they are able to undertake certain tasks based on evidence of skills and knowledge acquired throughout their life. Prior learning involves recognizing learning that has already taken place before enrolling on a program of study, and this learning process can be either formal through further education or informal through work or life experience (Edwards, Gallacher and Whittaker, 2006). It is used to evaluate skills and knowledge squired outside the classroom to recognize competence against a given set of standards or learning outcomes. It is practiced in many countries for various purposes including academic achievement, recruitment, and performance management among others. PLAR is an educational initiative that provides learners with a chance to identify, show and gain recognition for what they already know and what they can perfectly do. Many people have acquired important training, skills and knowledge though learning experiences like workshops and seminars, and volunteer work experience. PLAR provides these learners with the opportunity to have such learning effectively assessed and recognized in the form of academic credit. Prior learning is very important as there are certain goals that can only be realized though work and throughout working lives (Harteis and Billett, n.d). Universities should take account of prior learning because it has many benefits to not only the learner but also the institution itself. Firstly, prior learning encourages learners to pursue education and it helps them to identify areas of competence and areas where further study is necessary. More so, PLAR validates appropriate learning acquired via work and life experiences. It increases boosts self-esteem and confidence in people for having previous accomplishments recognized, and so it encourages learners to work towards achievement their goals. Prior learning also strengthens the links between an individual’s formal learning and work or life experiences. To the university, PLAR increases accessibility to diverse learners and enhances the image of the university. It assists individuals to reflect on, identify and describe learning from throughout their life. Furthermore, prior learning allows more learner placement in programs among other benefits and this proves that PLAR can make a crucial difference in an individuals’ learning process. Agreeably, higher learning institutions help individuals to analyze education and learning experience and figure out what they need to achieve their goals. When introducing a PLAR scheme, universities should ensure that they use valid and severe assessment methods that are in compatible with university policies and processes to guarantee that learning worthy of credit has taken practice. More so, universities should ensure that they provide prior learning only to those learners who have learnt something important that may be equivalent to university courses. The university should also take into account the courses that have been successfully completed by the learners before recognizing their achievement. Normally, those applying for prior learning need to provide evidence to show that they have acquired the necessary knowledge and skills. They may provide resume, certified photocopies of documentations of completed courses and qualifications, references from employers, and evaluations from supervisors among others. Thereafter, applicants for prior learning should expect positive outcome such as recognition of some of the units in a course, and a learning plan that identifies GAP training. Therefore, universities should ensure that they have a responsible body that goes through the details provided by the applicants of prior learning to ensure that they give credit to the right persons who deserve the credit. In conclusion, PLAR recognizes the skills and knowledge that individuals learn outside the class. This education initiative mainly focuses on the outcomes not where and how learning took place, and so it gives individuals credit for the skills and knowledge they acquired through life or work experiences. Universities need to take account for prior learning to enable them enhances their image, and increase students’ placement in programs. Generally, PLAR promotes individuals’ self-esteem as it recognizes their previous learning accomplishment. Prior learning also validates appropriate learning and important skills acquired through life or work experience. Applicants for PLAR need to provide evidence by providing appropriate certificates, resume, and references from employers to prove that they have indeed acquired the necessary skills and knowledge. PLAR has proved to be an important initiative in education system. References Castellano, W. G. (2014). Practices for engaging the 21st century workforce: Challenges of talent management in a changing workplace. New Jersey: Prentice Hall, Edwards, Richard, Gallacher Jim, and Whittaker Susan. (2006). Learning Outside the Academy: International Research Perspectives on Lifelong Learning. London: Routledge. Harteis, C. and Billett, S. (n.d). The workplace as learning environment: Introduction. Retrieved from http://www98.griffith.edu.au/dspace/bitstream/handle/10072/21585/52201_1.pdf?sequence=1 Rost, Steven J. (2008). Itinerant Job Seekers and Recognition of Prior Learning: An Exploratory Case Study in Employability and Skills and Experience Utilization. ProQuest. Rubenson, K. (2011). Adult learning and education. Amsterdam: Academic Press. Sawchuk, P., and Taylor, A. (Eds.). (2010). Challenging transitions in learning and work: Reflections on policy and practice. Rotterdam: Boston: Sense Publishers. U S Congress. (2010). Congressional Record, V. 153, PT. 4, February 17, 2007 to March 12, 2007. Washington, DC: Government Printing Office. Read More