I thought this first module/section and its subsections was interesting. Working in NJ, I kind of feel descriptions and examples of career awareness were similar to what we use. Note: Of multiple WBL models shown as figures/flowcharts at one point, GA was closest to NJ. I also feel, in NJ, there may be a difference in how we talk about/perceive career exploration activities vs. career preparation activities, i.e., NJ includes various topical trainings (in-person and online) in the career exploration phase. We also have in NJ a career preparation phase, with next step including pre-apprenticeship-to-apprenticeship positions (registered with USDOL). Finally, I appreciated the description of service-learning (SL)--and how it goes beyond community service/volunteering--as well as the link to read NYLC's eight (8) SL standards.
Structuring a positive experience for the student and the mentor/business partner/on-site supervisor requires us to think through and specifically name the outcomes. They're the basis for measuring the student's growth and will help a person who may not be familiar or comfortable working with young people know what to do.
The various components of work-based learning include phases that can help build student success in learning more before deciding on a career. How does one work with employers who are hesitant about offering internships and apprenticeships to juniors and seniors who are under 18 years of age?
I learned about the different roles in Work-Based Learning programs and the 3 stages of the work-based learn continum. I am curious about the employer's work-based learning orientation and how that is conducted. In person meeting? A form to be filled out? A one-on-one meeting with the employer by the work-based learning coordinator?
I like how worked based learning provides benefits to more then just the student. You can see how other stakeholders benefit, parents, employers, educators, and of course students.
