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