Tech Prep:  An Alternative to the Traditional Educational Path

 prepared by

Joseph L. Miller

for

Dr. V. Hernandez-Gantz

Florida State University

September 20, 1999

Tech Prep:  An Alternative to the Traditional Educational Path

            Education seems to always be in a state of change.  We hear of reforms to build character, change math curriculum, promote teamwork, provide hands-on learning, etc.  A recent reform taking place in many states across America is that of introducing tech prep.  Tech prep is an old idea whose time has just arrived (Gray & Herr, 1995).  Tech prep has been defined as curricula developed at the secondary level aligned with the requirements of employers and post secondary educators (Edling, 1993). 

            Two major emphases are being explored:  a) post-secondary education to prepare students for one or two years of technical education.  With this approach, tech prep efforts are vital  b) school-to-career options with worksite education emphasis.  Employers provide training and part-time pre-baccalaureate post secondary technical training.  The apprenticeship plays a major roll in this approach to vocational-technical education (Gray & Herr, 1995).  Regardless of the approach, the student has much to gain. 

            The major incentives to participate in the tech prep program include:  a) advanced standing, b) advanced standing with time shortened, and c) preferred admissions.  Regardless of the initial reason, students will soon realize that their length of time in the post secondary studies will be shortened and the students have a competitive advantage in highly sought-after programs.  Students recognize the frustrations associated with taking courses not appropriate to their plan of study.  Too often students waste time in taking additional courses when an explicit coursework plan has not been mapped out.  Tech prep offers the advantage of a highly structured coursework plan in the form of an ICP (individualized career plan).

            Too often the career plan is left up to the guidance counselors.  Upon looking at the guidance counselor to student ratio, solely depending on the guidance counselor is unrealistic.  The responsibility lies with the entire staff.  The entire staff has to attend to the needs of the entire population of students as well.  According to the Perkins Act of 1990, states are required to improve selected vocational educational programs and services for all segments of the student population.

            Tech prep has been shown to be successful for all populations.  Research on learning theory and brain function indicates that tech prep is successful because tech prep involves:  a) personal participation, b) familiar relationships of information, c) concrete examples with learning experiences, d) learners are usually extroverted, and e) rote memorization has shown to not be successful for long-term learning (Edling, 1993). 

            Tech prep programs have been so successful that some states have begun articulation agreements between the secondary and post secondary institutions.  These agreements allow students to move throughout the state transferring credits and facilitate the completion of secondary and post secondary plans of education ("Statewide tech prep," 1999).  Articulation agreements have three major components:  a) what academic and technical competencies are expected to be mastered by the student in high school to be admitted and be successful in the post secondary program, b) the assessment method to ensure competency, and c) what benefits will accrue to graduates who have successfully met the requirements of the competencies (Gray & Herr, 1995).

            Tech prep is an emerging relationship between secondary and post secondary institutions.  Students are allowed to move quicker at a more successful rate when tech prep is administered properly.  Students can use skills and experiences when work-study and apprenticeships are utilized to relate course work to a real life situation.  This relationship of concrete to abstract is a learning component too often missing in today's education.

 

References

            Edling, W. (1993). Creating a tech prep curriculum. Waco, TX: CORD Communications.

            Gray, K. C., & Herr, E. L. (1995). Other ways to win. Thousand Oaks, CA: Corwin Press, Inc.

            Statewide tech prep articulation agreement. (1999). Atlanta: Georgia Department of Education.