2. Cooperative Education Definition
Program of occupational education for persons who,
through written cooperative agreements between school
and employers, receive instruction, including required
academic courses and related classroom instruction by
alternation of study in school with a job in any
occupational field
Experiences planned and supervised by school
3. Cooperative Education Characteristics
Prepare students for realities of work
Help them adjust and make transition from school to work
Planned career development program, designed at a
minimum to produce entry-level competence
4. Cooperative Education Characteristics
Opportunity for employers to assist in training – for
themselves and for the occupational world
Method whereby instructors of in-school occupational
courses can get feedback from potential employers of
trainees
5. Cooperative Education Characteristics
Logical approach for pre-employment program designed to
break poverty cycle of some youth
Means of providing realistic opportunities to apply and test
skills and knowledge learning in school
6. Work-Based Career Education Plans
Cooperative Education—Used in agriculture; business,
marketing, and management; health, and technology
Agricultural Cooperative Education (ACE)
Cooperative Office Occupations (OO)
Cooperative Marketing Occupations (MO)
Health Occupations (HO)
Home Economics and Related Occupations (HERO)
Industrial Cooperative Education (ICE)
7. Work-Based Career Education Plans
Work Experience and Career Exploration Program
(WECEP)—For 14- and 15-year-old at-risk students
Special Education Coop—Allows special education students
to acquire marketable skills and knowledge in an occupation
8. Work-Based Career Education Plans
Cooperative Work Training - Designed to give students
work experience without specific career direction
Interrelated Cooperative Education - All career areas
are included in same related class and are coordinated
by one coordinator
Apprenticeship - Entry level employment training
toward a career in cooperation with a labor union
9. Non-cooperative Work Programs
Work Observation
Observes different work for few weeks
Not paid
May or may not be tied to a class
Work Exploration
Briefly try out number of jobs
General Work Experience
No related class and limited school supervision
11. History of Cooperative Education
1906 - Started at University of Cincinnati in engineering
1909 - HS cooperative education program started in
Fitchburg, Massachusetts, in cooperation with General
Electric
1910 – HS cooperative courses established in Cincinnati
public schools
12. History of Cooperative Education
1911 – Experimental HS program established in York,
Pennsylvania
1912 – First retail cooperative training program in Boston
HS
1914 – Cooperative instruction established in Dayton
Cooperative High School
1915 – Programs established in ten New York City schools
13. History of Cooperative Education
1917 - Smith-Hughes Act
Provided $7 million for vocational education in agriculture,
trades and industry, home economics, and teacher training
1929 - George-Reed Act
Authorized an increase of $1 million annually for four years to
expand voc ed in agriculture and home economics
14. History of Cooperative Education
1934 - George-Ellzey Act
Replaced previous legislation.
Authorized an appropriation of $3 million annually for three
years for agriculture, home economics, and trades and industry
1936 - George-Deen Act
Authorized, on a continuing basis, an annual appropriation of
$14 million for the previous three occupations, but added
distributive occupations (marketing)
15. History of Cooperative Education
1946 - George-Barden Act
Authorized larger appropriation ($29 million) for voc ed in
agriculture, home economics, trades and industry, and
distributive occupations
1956 - George-Barden Amendments
Added practical nursing
Added fishery occupations
16. History of Cooperative Education
1958 - National Defense Education Act
Funded technical occupations necessary to national defense
Response to Sputnik I
1962 - Manpower Development Training Act
Eased dislocated workers
Assisted economically disadvantaged
17. History of Cooperative Education
1963 - Vocational Education Act
Maintained, extended, and improved existing programs
Provided instruction so persons of all ages would have
access to vocational training.
Added business education
1968 – Vocational Education Amendments
Mandated programs for disadvantaged and handicapped
Provided consumer homemaking by contract
18. History of Cooperative Education
1973 - Comprehensive Employment Training Act
Replaced Manpower Development Training Act
Transferred decision making from DC to local and state
governments
1976 - Vocational Education Amendments
Extend, improve, and maintain existing programs
Develop new programs
Develop programs to overcome sex discrimination and
stereotyping
19. History of Cooperative Education
1982 - Job Training Partnership Act
Establish programs to prepare youth and unskilled adults for
entry into labor force
Afford job training to economically disadvantaged facing
critical barriers to employment
20. History of Cooperative Education
1984 - Carl D. Perkins Vocational Education Act
Expanded and enlarged existing programs and programmatic
opportunities
Economic goal – improve skills of labor force and prepare adults
for job opportunities
Social goal – provide equal opportunities for adults in vocational
education
Switched from expanding programs to improving programs and
addressing at-risk populations
21. History of Cooperative Education
1990 - Carl D. Perkins Vocational and Applied Technology
Education Act
Emphasized:
Integration of academic and vocational education
Articulation between segments of education
Closer linkages between school and work
Requires states to develop systems of performance measures and
standards
22. History of Cooperative Education
1994 - School-to-Work Opportunities Act
Addressed national skills shortage
Emphasized preparing students with knowledge, skills, abilities
and information about occupations and labor market to help make
transition from school to employment
Elements included: collaborative partnerships, integrated
curriculum, technological advances, adaptable workers, career
guidance, work-based learning
23. History of Cooperative Education
1998 - Carl D. Perkins Vocational and Technical Education
Act
Encourage career and technical education reform, innovation, and
improvement
Tech prep was reauthorized
Strengthen academic, vocational, and technical skills
Provide students with strong experience in and understanding all
aspects of an industry
Develop, expand, or improve use of technology
New accountability measures - performance
24. History of Cooperative Education
Each year, the appropriation is in jeopardy and
career and technical educators fight for their
existence.
26. Teacher-Coordinator Qualifications
Valid teaching certificate
24 hours in area of specialization including a methods course
2,000 hours work experience in related occupation
Licensure, if required by law
Six semester hours of CE coursework
27. Number of Members
Not more than 12, including ex-officio school members
Small committees typically meet more often and accomplish
more work
Some members may serve on general and occupational advisory
committees
28. Duties of Members
• Chairperson - Should be a community member who will
work closely with coordinator to plan and who will conduct
effective meetings
• Vice-Chairperson - Should work closely with chair so that
he/she can take over in absence of chair
29. Duties of Members
Secretary - Usually furnished by school and is not a member
of committee
Takes minutes and works with coordinator to disseminate
minutes
Performs other duties to assist chair, vice chair, and
coordinator
33. Types of Cooperative Education
Internships – Work experience required in professional
degree programs; for post-secondary programs
Job shadowing – School-sponsored and supervised program
in which students are placed with one or more employers
for short period of time; secondary and post-secondary
students
Hinweis der Redaktion
Cooperative education links work experiences, that are described in a written training memorandum, with related instruction provided by the local education agency (LEA). The classroom and work portions of the cooperative plan are jointly planned and supervised by qualified personnel from the educational agency and the employment community to assure maximum career development for participating students.
Designed for 11 th and 12 th grade students who are interested in pursuing careers in the particular occupational field. Students hold part-time jobs and participate in at least 200 minutes per week of related classroom instruction. Classroom instruction focuses on providing students with job survival and career exploration skills related to the job and on improving their ability to interact positively with others. Job related instruction is determined by a verified task list for the particular occupational area being studied. Coordinator is required to meet the content area specifications.
WECEP – Intent of program is to help academically disadvantaged students increase self-esteem, explore career options, develop a positive attitude toward work, gain entry level skills, and continue in school after the age of 16. In-school instruction of at least 200 minutes per week is required, and students are not allowed to work on the job for more than 23 hours per week. Special Ed Job placement is in the community or at the school for specific work experiences for a maximum of 2-3 hours daily. In-school job training sites are designed to allow students to acquire appropriate attitudes and habits necessary to be successfully employed. The community job site placements are based upon the strengths and weaknesses of the students. Jobs are selected which are challenging and allow the students to achieve at the highest possible level of performance.
CWT – Not associated with any specific occupational area Provides 11 th & 12 th graders with part-time employment that may not be related to long-range occupational goals Primarily designed to serve students who are disadvantaged, potential school dropouts, or identified as having special needs. Specific career objectives may be delayed to allow for social and emotional adjustments, career exploration, and development of self-awareness. Teacher-coordinator must be qualified in any one of the five areas and provides at least 200 minutes per week of related instruction Interrelated – for districts with limited enrollment and/or limited community resources Coordinator is qualified in any one of the five occupational areas Place students in all areas and provides related instruction for all students enrolled Apprenticeships – utilizes a skilled technician or craftsperson to help instruct apprentices Requires trainee to be employed by an employer who has a direct need for workers in the occupation for which training is being given Must be sponsored by an employer, group of employers, or employer-associated entity For occupations that do not require a college degree but do require both considerable skill and knowledge
While at Lehigh University at the beginning of the 20 th Century, Herman Schneider concluded that the traditional classroom was insufficient for technical students. He was an engineer, architect, and educator. He observed that several of the more successful Lehigh graduates had worked to earn money prior to graduation. About the time he gather his data through interviews, Carnegie Technical School (now Carnegie Mellon University) opened and minimized the need for Schneider’s co-op plan in that region. In 1903 he began working at the University of Cincinnati and in 1906 was allowed to implement his plan for one year. Following that experimental year, the University of Cincinnati gave him full permission for the co-op program.
Smith-Hughes – First real impetus for vocational education, provided annual grant of approximately $7.2 million for the promotion of vocational education in ag, trade and industry, and home ec education.
Licensure – For those occupations in which employment or preparation is regulated by law or licensure, compliance with those laws is required. Cosmetology
The chief administrative officer should officially invite members to participate and describe the parameters of their duties. The chairperson of the steering committee should be elected from the membership.
