Perceptions of Vocational Educators and Human Resource/Training and Development Professionals Regarding Skill Dimensions of School-to-Work Transition Programs

The study examined the perceptions of vocational educators and training and development professionals regarding academic, occupational/technical and employability skill dimensions of school-to-work programs for secondary school students in central Ohio. Randomly selected individuals were asked to define levels of student skill mastery prior to beginning a school-to-work program, as well as to determine school-based and work-based responsibility levels for student skill development. Additionally, respondents were asked to ascertain school-based and work-based responsibilities for evaluation of student skill achievement. Results indicated that vocational educators and training and development professionals have varying ranges of agreement regarding responsibilities for skill development and evaluation of students involved in school-to-work programs. Consensus between the two groups is urged if school-to-work initiatives are to be successful.