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When high school graduates get to their first year at work they realise that they were not quite prepared to for the practical application of their class learned theory (Bangser, 2008). Therefore majority of these students are faced with difficulty in forging work relationships with other team members, managing time and creating interpersonal relationships (Bailey and Karp, 2003). These students face a similar challenge when they attend post secondary education. This is more pronounced in cases whereby the graduates combine postsecondary education with work (Bailey and Karp, 2003).

Most education providers have realised the challenges that college students encounter in post high school employment and education (Tayror, 2001). This has prompted the introduction of school to work programmes to help provide an easy transition to careers of their choice. The provision of a broad range of careers enable students find the correct direction by choosing the best suited career. Employers find high school students not to be well suited for job opportunities in their companies and organisations (Allensworth and Easton, 2005).† School to work programmes deepen and broaden the content of the curriculum in order to familiarize the students with the working environment (Joyce and Neumark, 2001). The teachers are also required to link the teaching with the real world.† The school to work curriculum entails the following; work based-learning, school to work programmes and the connection activities (Joyce and Neumark, 2001).

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The school based leaning here refers to the classroom instruction that prepares the student for work. The work based learning refers to the actual on the job experience that familiarizes the student to the work environment.

The connectivity activities here refer to the facets that link school based and work based learning and may include mentors and activities that provide this crucial link.†

Critics have faulted the school to work programme for limiting studentís academic options by preparing them for industryís needs too early in their high school learning (Bangser, 2008).† They argue that students are taught how to work in the market hence reducing their creativity. As a result these critics fault the federal government for their intrusion into education by imposing unnecessary curricula (Bangser, 2008).

However, proponents argue that these programs benefit students through strengthening academics.† It is argued that the school to work programmes give students motivation and help them remain focused throughout their high school life (Joyce and Neumark, 2001). The scope of these programmes ensures that the skills gained are applicable and transferrable to any career.† This not only boosts the confidence of the student but also that of potential employers.

†The paper center argues that a transition from high school to jobs or post secondary education is very challenging for students with disabilities. Recently, there has been an increase in the number of disabled who have enrolled for post high school education (Mendrich, calderon and Hoachlander, 2001). However, the rate of enrolment in this group is way below that of the other students.† The rate of employment among the disabled is also below that of their peers. Training that is offered to the disabled students seems to be oriented towards securing the low paying jobs.

The program design. There cannot be a single program design that can be developed for all high school students. The programmes should be designed in such a way that they cater for the local needs of the family (Bailey and Karp, 2003). In addition they should be started early enough to ensure that the school dropouts are also able to benefit from the program (Phillips et al 2002). The education system today has seen high school dropout cases.

Preliminary program designs for preparing students for most high school transitions should first of all, address the following factors.

The program should be initiated early enough. Most programs begin in the junior and senior years (Bangser, 2008). Therefore these programs do not help those who drop out before they reach this level.† The school to work programs enable students to remain focused and set their high school goals. By beginning school to work programs early, students will be able to make use of the skills gained in class by choosing appropriate careers (Phillips et al 2002). It should also be noted that students are usually required to pass ninth grade courses such as math, English and social studies (Bangser, 2008). Students who do to pass these courses may not complete the necessary coursework needed for post secondary school. However, at this stage these learners may not have benefitted from the school to work program.

The school to work curriculum should be developed in such a way that it is broad and comprehensive. There are categories of students such as those of black American origin who had previously not enrolled for these programs. The students should be prepared enough to take advantage of the wide range of career options available for them (Phillips et al 2002). Critics argue that post secondary education is not beneficial to the at-risk groups and not everyone especially the well performing students who might just have done well without the program.

The program should help the disabled realise their full potential. The disabled should access necessary information and decision making skills which will be much needed during their transition process after high school.

The integration of academic courses with carers will enable students avoid making premature career decisions. However, curriculum should not be grounded on a particular career because students may change their plans therefore it should not be made permanent (Mendrich, calderon and Hoachlander, 2001).†

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