![]() ![]() Finally, the university may also consider and study ways on how to develop the entrepreneurial skills of tourism students. The training of students should also be regularly monitored by university training coordinators. The study recommends that the university should tie-up with more tourism industry partners that can give excellent trainings for students and offer more international OJT for them to be more globally competitive. Of immediate concern, however, is the decline of OJT contributions to the competencies of 2013 graduates. The OJT program is also consistent throughout the years in providing skills and personal qualities as indicated by the non-difference on OJT contributions when grouped according to graduation year. Further, the similarities of OJT contributions for males and females imply that there is no gender bias in the training places while the differences on OJT contributions for self-employed, casual, contractual and permanent employees indicate that those with more skills and competencies are more inclined to entrepreneurial activities than to employment. Results show that the OJT program of the university has significant contributions to the development of students’ basic skills, thinking skills, personal qualities and competencies on resources, interpersonal, information, systems and technology. Respondents consist of 74 tourism graduates from 2009 to 2013, which is 75.5% of the total number of graduates. The study is descriptive and uses survey questionnaire for data gathering. Because of the employment component, students must meet a few requirements in order to be eligible to enroll in a DCE course, and parent / guardian awareness of program requirements is essential.Īmong the resources referenced on this page, one will find contact information for each site WBL Coordinator, and links to the documents required for participation in a DCE course.This study ascertains the contributions of on-the-job training (OJT) program of a university to the development of skills, personal qualities and competencies of tourism students. This model combines explicit classroom instruction of the AZ Professional Skills with structured, goal-driven work place experience based on student interest. ![]() In FUSD high schools, our WBL Program is facilitated through an elective Diversified Cooperative Education (DCE) course and a Success Class that draw heavily from FUSD Career & Technical Education programs. Budding partnerships and support from organizations like Arizona Business & Education Coalition, Center For the Future of Arizona, and STEM City also provide guidance and opportunities. These standards find a home in multiple ways across the curriculum - examples include incorporation in technical and leadership classes, advisory periods, and academy / team project-based learning. In FUSD middle schools, WBL takes the form of awareness / exploration, and work has begun establishing a more explicit and intentional WBL component utilizing the AZ Career literacy Standards as a foundation. To see a printable version of our WBL flyer, please navigate to the following file: Work-Based Learning FLyer As a result, WBL is a near perfect vehicle for the type of holistic learning and development that best serves not only the student, but his/her community and society as well. WBL benefits multiple stakeholders, as students get a chance to practice skills and develop competencies in a real-world setting, business partners can participate in work force development and retention, and schools see increased attendance rates and higher student achievement scores on inventories that extend beyond the classroom and graduation. A key component of a work-based learning experience is the coordination among student, employer, and mentor to define and accomplish specific goals. Possible WBL locations can be anyplace from a full scale industrial job site to a school campus as part of a school-based enterprise. Such WBL experiences span a range from simple workplace tours and job shadowing all the way up to full-blown internships and apprenticeships. Students hone and apply technical skills and develop professional skills and competencies in a real-world work experience that prepares them for a wide range of post-secondary opportunities. Work-based learning, or WBL, is an educational approach that enables students to connect learning to work and life through an intentional, goal-driven experience. Positive Behavior Intervention and Support (PBIS).Exceptional Student Services (Special Education).Child Enrichment Center, Little Ropers (SMS).Child Enrichment Center, Eagles Crest (FHS). ![]()
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