Transcript Document

Accelerated Learning in Developing
Countries: Are They Ready?
Education Development Center
Dr. Barry Stern
Project Director, EQUIP3/Youth Trust
[email protected]
(202) 572-3712
Problem:
Worldwide impediment to development, domestic
and international tranquility:
Unemployed and under-skilled youth
 Youth “bulge” – population growth exceeds economic
 Inadequate response of government schools:
• Primary education quality?
• Problematic post-primary education:
Mismatch / curriculum design / incentives
 Employers unwilling to invest in areas with low literacy
levels
International Challenge
 Dramatically raise literacy levels at
reasonable cost
 Develop curricula that appeal to teenagers
and young adults – not “remedial” but
accelerated, applied, team-oriented, fun
 Incentive system (graduated rewards) makes
sense for all stakeholders – students,
instructors, employers
Fast Break: a program to improve work
and college readiness
 Overview
 History of Fast Break + Barry Stern’s involvement
 The what, why, who, and how of program
 Evaluation evidence + why it works
 Target groups and costs
 Applicability of program or its principles to
developing countries? - discussion
History of Fast Break
 1989 - Focus Hope in Detroit developed Fast Track –
readiness for Machinist Training
 1993 - Colin Powell’s visit led to federal interest to
replicate Focus Hope programs in other cities
 1994-1997 - $1 million grant from NSF to replicate Fast
Track in Los Angeles – 3 year demo
 2000-03 Michigan’s “Operation Fast Break” 6 sites –
$5 Million
 Alabama uses as front-end of workforce development
programs – Roger Penske + Governor
Fast Break provides immersion-type
curriculum that is effective and popular with
young adults and teenagers
Multi-disciplinary, team taught courses with
cross-trained instructors
Facilities, methods, and interpersonal relations
that model high performance workplace
Heavy use of courseware (e.g. PLATO,
NovaNet, Key Train) to manage instruction and
reporting.
FAST BREAK
PRINCIPLES
CONTENT - 320 hours
 Math
(computer-assisted + small group)
 Reading
 Computer Applications
- Word Processing
- Spreadsheets
- Databases
- WINDOWS
- Graphics Programs
 Career & Employability Skills
- Speaking, listening, bus. writing
- Time management/calendars
- Career selection
- Resumes
- Interviewing
- Work habits
 Hard work + high expectations
 Earn way in and right to stay in
 Integrated curriculum in applied
work context
 Continual feedback
 Daily practice of fundamentals,
including learning on demand
 Teamwork
 Personal responsibility& discipline
 Freedom from drugs
 Reward for effort and excellence
 Respect for others
 Primacy of the customer
 Employer driven
Career Development Stages and Skill Levels
Education and Training for Careers
(“meal”)
Career Guidance
and Information
(“menu”)
Skill Certification
and Placement
into Jobs or
Further Education
(“dessert’)
Company/employerspecific skills
Industry-specific Skills
(Portable Credentials)
Generic Work Skills (SCANS)
How to use resources, process information, use technology,
understand systems, relate to others, work on teams
Basic Skills
Reading, writing,
speaking, listening, math
Fundamental Skills
Thinking Skills
How to learn, create, solve
problems, make decisions, etc.
Personal Qualities
Responsbility, integrity,
self-confidence, moral
character, loyalty, etc.
Source: Dr. Barry Stern, Career and Workforce Development Trends: Implications for Michigan Higher Education, Ferris
State University, August 2003.
Why does Fast Break work?
Combination of ...
 Disciplined learning environment
 Application of high performance workplace
principles –all aspects of “human capital”
(social, cultural, moral, cognitive, aspirational)
 Targeted use of technology
 High intensity to accelerate gains
(e.g. 320 hours of instruction in 8-12 weeks)
Who are the participants?
Any group needing better skills and/or work
habits to enter college or career-track work:
 Out-of-school youth (h.s. grads/dropouts)
 High school students
 College freshmen needing remedial education
 Welfare recipients needing better skills + work habits
 Ex-offenders
 Re-entrants to job market (displaced workers/homemakers)
 Entry-level workers desiring to advance
 Recent immigrants needing skills and orientation to U.S.
system of work and education
FAST BREAK Program
Two Components:
 FAST BREAK – job/college
readiness
 Step-Up – readiness for Fast Break
FAST BREAK
ENTRY
REQUIREMENTS
 Work Keys Level 3
• Reading for
Information
• Applied Math
 Commits to attend
5-8-hours-a-day
for 8-12 weeks
 Commits to going
to work or school
after graduating
GRADUATION REQUIREMENTS
 Work Keys Level 4 and + 1 level
(math, reading, locating info.)
 Certified attendance (no more
than three unexcused absences
or tardies)
 Remains drug free
 Satisfactory career speech
 Satisfactory progress in basic
computer applications (IC3 certif)
 Proper attitude (can work as
team member or unsupervised,
accepts criticism, etc.)
Features of FAST BREAK environment
 Math, reading, computer instructors assist one another
and are with students all day long
 Integrate content areas with one another + “soft” skills
 Little lecturing – instead, small group + computerassisted to handle multiple ability levels in class
 Class usually split in 2 – ½ computer lab; ½
classroom, and they switch periodically
 No down time, no waiting – everyone has daily plan +
back-up
 Workplace discipline and effective time management
 Staff meets daily to discuss class and individual
performance
Fast Break results in U.S. (CA + MI)
 80% program completion rate
 80% graduates get jobs or enter college
 2.5 grade level improvements in math and reading in
7 Weeks, 1-2 Work Keys levels
 Computer application skills
(word processing, spreadsheets & data bases)
 Higher college placement test scores
 Higher wages than before program
 High degree of employer satisfaction with graduates
Employment impact
Employers say graduates…
 Are more trainable than most they have hired
 Demonstrate ability to learn on their own as well
as work on teams
 Are punctual, responsible, eager to learn
 Save them money on recruiting, turnover,
absenteeism & worker accidents
 More self-directed than grads of other programs
Unusual outcomes
 Large classes (30-40) do better than small ones
(15-25)
 University students would enroll in the summer
to hone their math and English skills
 Some parents enrolled after their kids graduated
and got jobs
Instructor benefits:
 Learn to function in a team-oriented environment
 Improve own basic skills
 Learn how to use computers and office equipment
 Learn about different careers and the local economy
 Improve instructional effectiveness by obtaining
feedback from graduates and employers
Features of Educational Software
 Organized by Skill Level
 Short Lessons
 Identify Skill Gaps
 Management System
 attendance, time on task,
lesson completion rates
 Reports & Complete
Tracking
 Ease of Use for both
Students & Instructors
 Appealing Graphics
Courseware aligned to
Work Keys + WIN or KeyTrain curriculum
Curriculum Content
 Applied Math
 Reading for Information
 Locating Information
 Writing
Workbooks Available
Courseware (e.g. PLATO, NovaNet) can also
align to ACT test, G.E.D. and other
assessments
Summary: Why Fast Break Works
 Intensive, total immersion strategy
 Emphasis on reading and math + integrated, contextually
relevant curricula + learning on demand (e.g. career sp.)
 Powerful incentives (e.g. job, college, grade promotion)
 Continual data-based feedback (individual and team)
 Nurturing staff continually communicates about students
 Model high performance business environment with
opportunities for informal learning
 Teachers visit job sites to follow up with employers and
graduates
 Focus on specific competencies + disciplinary standards
 Manage instruction with computers - repetition, diversity
Budget for minimum size program of 300
students/year in U.S.
 $500,000 in annual operating costs if no
overstaffing (assumes no staff, facilities or in-kind)
 $580,000 in operating costs if overstaff by 1-2 FTE
 Comes to roughly $2,000 per student for 320-hour
program, or $6.25 per student hour.
 Another $150,000 for one-time start-up costs courseware, computers, furniture & office
equipment, minor remodeling
Implementation challenges in developing
countries:
1. Critical mass of trained instructors for Fast Break and math-reading
tutors for Step-up
2. Jobs available for Fast Break grads – “pull program”
3. Information “superhighway” infrastructure (inexpensive computers,
reliable Internet connections and computer technicians)
4. Reliable, steady supply of electricity
5. Translation of courseware and materials into language of country
6. Reliable, cheap, easily administered and scored assessment for
reading and math
7. Youth availability for intensive training because of livelihood
activities.
Program In Action
(supplementary to presentation)
 What’s Next?
 Learning and
teaching hypotheses
to guide WDI
Programs
 Details on How &
Why the Fast Break
Model Works
 Business and career
impact
Fast Break Sites in Michigan
 Flint - Mott Community College (with Workforce Board)
 ** Detroit - TWW Associates, Detroit - now Fast Break Futures that
adds MOUS certification - TANF + other $$
 * Detroit - Focus:Hope Fast Track (16 years experience)
 Plainwell - Michigan Career Technical Institute
(individuals with disabilities)
 Lake County - Workforce Board/Baldwin Comm. Schools
 ** Macomb County - Lakeshore Adult School
(with Workforce Board)
 ** Hamtramck Alternative High School
 ** Battle Creek - Strive/Urban League/Davenport College
* Developed original model.
** Program no longer active.
U.S. Program Costs (if starting from
scratch)
Assume program serves 300 students per year with 20-30 computer workstations,
2/3 in Fast Break, 1/3 in Step Up
Annual Operating Costs =
$580,000
 Staffing + benefits for full-time
Fast Break and part-time Step
Up programs
(incl. 2 teaching assistants)
 Work Keys assessment and
WIN curriculum materials
 Software renewals, books,
supplies
 Rent, amortization of equipment
Capital Equipment & Expenses
= $150,000
(Start-up – one time)
 Courseware licenses/student IDs
 PCs, file server, printers
 Copy machine, fax, telephones
 Office, classroom, computer
furniture & equipment,
bookshelves, storage cabinets,
white boards, decorations
 Camcorder, VCR, TV, projectors
 Drug screens, insurance,
advertising
 Remodeling, computer
installation
 Telephone, printing, duplication
 Overhead @ 13%
 Student smocks, tests,
assessments