Diversified cooperative training in Georgia high schools, 1952

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300 ~
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W DIVERSIFIED COOPERATIVE .TRAINING IN GEORGIA HIGH SCHOOLS
TRADE AND INDUSTRIAL EDUCATION SERVICE
Division of Vocational Education State Department of Education
Atlanta 3, Georgia
M. D. COLLINS,
State Superintendent of Schools
Bulletin No. 101

GEORGE I. MARTIN
STATE DIRECTOR VOCATIONAL EDUCATION
W. M. HICKS
STATE SUPERVISOR TRADE AND INDUSTRIAL EDUCATION
GEORGE W. MULLING
ASSISTANT STATE SUPERVISOR TRADE AND INDUSTRIAL EDUCATION
First Printing 1952 Second Printing 1954
Prinied By Students Of
Macon Vocational Printing School
Macon, Georgia
i

Acknowledgments
In preparation for the development of this bulletin, requests were made to State Supervisors of Trade and Industrial Education in the several states for publications concerned with the organization and 0 per a t ion of cooperative occupational education programs.
Through the fine response to these requests an exhaustive study of a variety of publications representing the best available material on the subject was made possible.
We express our appreciation to all the states for their cooperation and particularly the states of illinois, Ohio, Michigan and Missouri.
Policy and recommendations contained in this bulletin represent what is believed to be fundamentals for successful Diversified Cooperative Training in the state of Georgia.
11

TABLE OF CONTENTS

Diversified Cooperative Training-A Story in Pictures

Introduction

1

Objectives of DCT

1

Advantages of Del'

.

.____________________________ 2

DCT and The Total School Program

_ .__ ._______________________________ 3

Local Needs and Facilities

.

.__.__.______________________ 3

Minimum Standards For a DCT Program

__ 5

Selecting a Coordinator

6

Procedure For Establishing a DCT Program

._______________ 7

Classroom Facilities and Equipment

_ .__________ 8

Selection of Students .

.________________________________ 8

Selection of Training Stations

9

Course Content and Teaching Method

Advi ory Committee

.

-___ __ _ .

.________ 9 10

The School Administrator's Responsibilities _ _

11

~uggested Floor Plan Slud nt Applicalion Blank Training Agreement

APPENDIX

iii

Diversified Cooperative Training-A Story in Pictures
Diversified Cooperative Training, a story in pictures is presented in sequence on the following pages.
These illustrations, originals in color, were executed by Winifred L. Umphries, former DCT student, Thomasville High School, Thomasville, Georgia.
Every high school student is confused and uncertain of his choices and decisions at one time or another. Immaturity and lack of direction at such times evidences need for guidance services in our high school program. Portrayed above is the student who ponders a complexity of thoughts, desires, and the future.
iv

The neT coordinator is available and willing to consult with any student on matters pertaining to the selection of vocations and training opportunities. Through personal interview and counsel he is usually able to assist the student in making his decisions.
v

If a student desires entrance and meets the necessary qualifications for Diversified Cooperative Training, interviews with prospective employers in the 'occupation of his choice are arranged by the coordinator. Occupational choices are at best tentative in most cases and job placements may serve as explorotory experiences.
vi

After enrollment in neT the student-learner divides his time between school
and a part-time paid job, spending approximately half hi time in each. Job time is devoted to per for min g tasks normally assigned to new workers in the ""C'upation.
vii

The in-school schedule is made up of a combination of subjects-those required for high school graduation and those related to his job activities.
viii

"They earn while they learn." DCT provides a place of responsibility for youth in the economic and social life of the community, developing a sense of importance and economics security.
ix

Enrollment in DCT enables many boys and girls to continue in high school and at the same time receive training and supervised work experience under actual employment conditions.

DIVERSIFIED COOPERATIVE TRAINING
Introduction
Diversified Cooperative Training (DCT) in the high schools of Georgia is a supervised occupational training-work-study-program to develop basic occupational competencies for subsequent employment in business and industry. The work-study arrangement combines classroom instruction in the school with supervised part-time employment on jobs requiring training.
A student-learner in the DCT program divides his time between school and a part-time paid job, spending approximately half his time in each. The in-school schedule is made up of a combination of subjects-those required for graduation and those related to his job activities. Job time is devoted to performing tasks normally assigned to new workers in the occupation. Job activities are organized cooperatively in advance by written agreement and the student-learner's performance and progress on the job are supervised by employer and the school coordinator.
Objectives of DCT
DCT has as its primary objective the training of in-school youth for basic competency in speciiic occupations which fit the abilities, aptitudes and interest of the student and in which there are opportunities for employment, advancement and service.
This program is an integral part of the regular school instructional program designed to enable students to more effectively relate school experiences with out-of-school experiences and fulltime employment. Enrollment in this program enables many boys and girls to continue in high school and at the same time receive training and supervised work experience under actual employment conditions. Upon graduation from high school the student is prepared to assume fulltime employment with a background of training and experience.
Cooperative training enables secondary schools to offer vocational training in a variety of occupations in which the practical phases of the training cannot be provided in the classroom and which would be prohibitive in cost and impractical in small and medium-sized cities if an attempt were made to build and equip school shops for such training. It makes use of the employing establishment as a school laboratory and an experienced employer becomes an on-the-job instructor and supervisor, while the coordinator assumes the multiple role of teacher, coordinator and supervisor of school and work experience.
(1)

Advantages of OCT

To The Student

DCT provides an opportunity for the student to earn while he learns under actual job conditions. It enables him to gain a minimum of one year of supervised work experience appropriate to his interest and ability before he leaves the school.

It provides a realistic situation for the development of good work habits, thrift, responsibility, initiative, and the ability to meet and work wth people.

It enables youth to obtain better initial employment and to make better pro-

gress and adju tment on the job of his choice through the joint efforts of the

school and employer.

.

To The Employer
Through the cooperation of the school, the employer is insured a better selection of beginning workers in terms of job requirements and individual differences.
The program simplifies the induction of young workers into jobs.
The school, through this program, provides organized assistance in the training of workers for the employer's particular type of enterprise.
The program tends to reduce labor turnover and to produce a more efficient la bor force.

To The School and Community
The cooperative program enables the school, at a mInImum of expense, to extend its curriculum to include occupational education in the various entry jobs of the community, using the facilities of business and industry as laboratories.
It tends to improve school attendance, aids in. the elimination of "dropouts," and tends to vitalize instruction.
It provides an excellent public relations media for improving relations between students, the school, parents, employers, and the community.
It tends to improve employer-employee relations.
It provides a place of responsibility for youth in the economic and social life of the community, thus utilizing their energies, developing a sense of importance and economic security and enabling them to contribute to their own support.

(2)

OCT And The Total School Program
Cooperative education should be an integral part of the secondary school program. Operating at the 11th and 12th grade levels, it serves to bridge the gap between the full-time school and full-time employment for those youth who are to work in trade and industrial occupations.
If the cooperative program is to be effective it must be closely coordinated with other offerings in the practical arts and vocational education. There should be a realistic vocational guidance service through which students who have developed occupational interests and a degree of marketable skill in industrial arts, in trade classes, and in other areas, may be enrolled in the cooperative program during their junior and senior years and given on-the-job training. This means that the needs and interests of youth in occupational adjustment should take precedence over departmental interests.
Cooperative students usually receive one unit of high school credit for their supervised work experience each year they are enrolled in the program and one unit of credit for related instruction, making a total of two units per year with a maximum of two years and four units. The student is paid for performance on the job and is given credit for what he learns.
While the cooperative program is intended to serve as terminal education for youth who do not plan to go to colleg , research studies show that students who present credit of this nature for college entrance are as succes ful in their college work as those who take the college preparatory program.
Local Needs and Facilities
To determine whether cooperative training should be incorporated in the secondary school curriculum, it is necessary to ascertain student interest and also the availability of job training opportunities in the community. As several other factors are also involved, it is proposed that local school administrators determine: Student Interest
Since cooperative training programs are designed to meet the occupational, educational, and experience needs of students not provided for in the regular curriculum, an explanation of the program to the entire high school student body should be the first consideration. Students eligible for enrollment should fill out an application form for possible admission to the program. To make the program economically efficient, there should be a sufficient number of interested students to warrant the employment of a qualified coordinator. (An example of a satisfactory application form will be found in the Appendix.) Availability of On-thejob Training Situations
Since this program is a cooperative endeavor wherein the school assists in training beginning employees, it is essential that employers, too, be completely informed regarding the program and their wholehearted support and cooperation secured. Too often an employer enters the pro g l' a m just to assist the school without being aware of its real merits.
To establish the program, the local school authorities should arrange a meeting of a selected group of business and indu trial leaders to discuss the
(3)

need for providing vocational opportunities for the you t h of the community together with the various ways and means of meeting such a need. The purposes and objectives of the DCT program should be explained. Special effort should be made to develop within the group appreciation and understanding of the fact that it is their responsibility to aid the school in providing vocational training. It should be pointed out that the majority of the youth do not or cannot enter college; that they must work for someone somewhere if not in the local community and that it is the obligation of the school and community to offer the best possible preparation for all its youth. It should be kept in mind that jobs for cooperative trainees must be of the type for which training is necessary and which lead to full-time employment possibilities. While the DCT program includes students enrolled in a variety of occupations, the training for any particular student is confined to one occupation. Some typical occupational training opportunities for youth enrolled in the program include the following:

Auto Mechanic Painter Laboratory Technician Meat Cutter Electrician Jewelry Repairman
Machinist
Radio Repairman
Baker
Cabinetmaker
Dental Assistant

Sheetmetal Worker Bricklayer Plumber Draftsman Motion Picture Projectionist Refrigeration Mechanic Plasterer Carpenter Photographer Printer Beauty Operator Air Conditioning Mechanic

Any legitimate trade or industrial occupation that affords a sufficiently long training period and full-time employment possibilities after graduation may be included in the program at the discretion of the Advisory Committee and the Coordinator.

Faculty Cooperation
The success of the program depends a great deal on the cooperation of the entire faculty. This is inlpossible unless the faculty recognizes the merits of the program and knows why it has been added to the curriculum. A conference of the school faculty should be called in order to bring to its attention the need for some form of occupational training and to explain how the program will benefit both school and students. School faculties are generally willing to cooperate if they know the purpose and objectives of the program.
When a community arrives at the conclusion that some form of vocational education is needed and decides that a part-time cooperative program will meet the need, the Trade and Industrial Service of the State Department of Education will, upon request of the local Superintendent of Schools, send a representative to visit the city in question for preliminary discussions concerning the program based on available occupational data, with local school authorities and other representative citizens as to the need for and probable success of such a program.

(4)

Minimum Standards For ADCT Program
These standards have been established in order to provide training programs of the highest possible quality both from the standpoint of related instruction and of experiences gained on the job. Local schools receiving financial aid irom State and Federal funds should meet the following standards:
Students enrolled should be at least sixteen years of age and legally employed under a written agreement setting forth the work experience or processes to be learned on the job, the technical and related information to be taught the student in school and schedule of wages to be paid the student. Such wages should be comparable to wages paid beginning employees and learners in the occupation in which the student is engaged and should be in conformity with Federal, State and Local employment regulations applicable to the occupation in which the student is placed for training.
Student learners should be employed for at least half of the usual working week of the occupation in which they are employed, and in no case should this employment be for less than fifteen hours per week. The time at work should equal or exceed the time in clock-hours devoted to school instruction throughout the year. In no case should the time at school and the time at work be such as to violate legal employment regulations.
Occupations included should be those of a trade or industrial nature which offer real opportunities for training and advancement in the occupation selected by the student as a vocation.
The coordinator should devote full time, or that portion of his time designated for vocational coordination, to counsel with prospective students, correlating work and experience on the job with school instruction, and supervising and directing student's study of related information as it applies to the occupations in which they are engaged. ( ot less than 15 nor more than 20 students should constitute a part-time teaching load for coordinators. A full-time coordinator should be employed when enrollment ranges betwe n 25 and 35 students.)
Each student should be enrolled in a segregated class for supervised and directed study and instruction in related subjects under the direction of the coordinator. Such related subjects should be those which have a direct value to the particular occupation in which the stu den t is engaged. The program should be organized to cover a two-year training period.
The local school authorities should provide adequate facilities and instructional materials for the related vocational classes to make the instruction effective. Individual study material which meets the minimum needs for technical and other related instruction should be furnished for each student enrolled. (A section of this publication is devoted to a discussion of classroom equipment and facilities.)
An advisory committee of at least three individuals representing employers, employees, and interested agencies and groups within the community, should be organized to aid the school in the operation of this program.
(5)

Selecting A Coordinator
A coordinator is an individual employed by the local school to supervise, teach, and correlate the related instruction and work experiences of cooperative trainees. It is his responsibility to promote interest in the program, develop training plans, organize related-subjects classes, develop and organize instructional materials, place eligible students in qualified employment training situations, and follow up the trainees on their jobs. As a teacher-coordinator, he is also responsible for supervising and/or teaching the related subjects. A vocational teaching certificate is required for coordinators of cooperative programs. (Requirements for certification of coordinators may be secured from the Trade and Industrial Service of the State Department of Education.)
The coordinator's salary is set by the local board of education. Reimbursement from State funds is based upon the state s a I a l' y schedule according to certification. Extra work for extra pay-a maximum of two hours per day based on state salary drawn by the coordinator-may, upon presentation of an approved plan of work and written agreement, be paid from vocational funds.
It is recommended that the coordinator be employed, if possible, for twelve months to allow time for effecting the necessary arrangements to insure successful operation of the program.
The job of the teacher coordinator necessitates the performance of extensive activities, many of which are not generally associated with the work of a regular teacher. In each community the nature of these activities will vary. Below is a list of typical activities carried on by successful coordinators.
Aid in conductin~ community occupational surveys and follow-up studies of students.
Aid in improving inter-school and community relations.
Select students through testing and interviewing.
Prepare job training plans.
Select and organize instructional materials into courses of study, studyguides, and individual instruction sheets.
Secure teaching aids and materials.
Maintain adequate personnel and training l' e cord s and make necessary reports.
Correlate school instruction with work experience activities.
Organize and supervise adult programs.
Conduct conferences with students relative to job achievement and social development.
Maintain a close working relationship with advisory committee.
Evaluate student progress and achievement.
(6)

Procedure For Establishing A OCT Program
In order to facilitate the establishment of a cooperative program, the following suggestions are made:
Secure Assistance of the State Department of Education It is suggested that local school administrators contact the office of Trade
and Industrial Education Service, State Department of Education, for technical and professional assistance whenever the organization of a cooperative training program is contemplated.
Explain Program to Students Eleventh and twelfth graders, and other intere ted students, should be in-
formed about the program plans, and counseling assi tance hould be given to enable them to determine their occupational choices. This will indicate the potential number of trainees and how near the occupational choices will match the employment opportunities available in the community.
Contact Potential Employers A thorough check should be made of local employers, either individually or
in groups, to determine opportunities for placement and to a sure their understanding of the cooperative training plan.
Explain Program To Faculty Acceptance of the progl'am by the faculty is absolutely essential for its
success.
Secure Coordinator A fully qualified coordinator should be appointed.
Provide Space and Facilities Provision should be made for adequate classroom space, equipment and
necessary office facilities.
Appoint Advisory Committee (Advisory committees are discussed elsewhere in this bulletin)
Proceed with Program Operation The coordinator should be authorized to proceed with surveys, solicitation
of employment opportunities, interviewing of students, arranging of individual student-trainee schedules, placement of trainees, writing individual training plans, and locating suitable related-subjects material and visual aids.
(7)

Classroom Facilities And Equipment
Schools planning to establish a cooperative program should provide a classroom with approximately thirty square feet of floor space per student. The room may, of course be shared by other classes; however, in this case, office space should be provided for the coordinator to conduct student conferences, keep records, and handle other necessary administrative details.
The classroom should be provided with tables and chairs rather than conventional type seats. There should be a blackboard, bulletin board, a tier of shel es and storage space for teaching materials such as books, manuals and current periodicals. A teacher's desk, typewriter and a file cabinet should be available either in the office or in the classroom for the coordinator's use.
A telephone should be conveniently located for the coordinator; he will have many occasions to use it. Provision should be made in the classroom or elsewhere for audio-visual aids.
If a coordinator is to make a real contribution to the occupational education of his students, materials related specifically to each student-learner's occupation must be available. In addition instructional materials common to all young workers must be provided. Experience indicates that schools establishing a cooperative program will need to set up in the budget a minimum of seven dollars per student for instructional materials for the first year, and approximately five dollars per student each year thereafter. (A suggested floor plan for a DCT clas room is included in the Appendix.)
Selection of Students For Cooperative Occupational Education Programs
No occupational education program is sound unless the trainees are wisely selected. This is a matter in which the coordinator, the principal, the counselor and other faculty members should work in close cooperation. If the school has maintained an effective individual invl:lntory, needed facts and previous training of students should be readily available. Where such an inventory is not available, the coordinator may find it advisable to administer certain tests and inventories himself.
In any event, only those students should be selected for the program who manifest a real interest in part-time work, who are physically and mentally able to work, who are mature enough to assume responsibility, who have sufficient educational background to have developed marketable skills in the occupational area concerned, and who are satisfactory to the employer. Prospective cooperative students should be selected during the spring and summer preceding the opening of school in September.
(8)

Selection of Training Stations
The process of matching youth and jobs in a cooperative program should start with the needs anq. interests of the student. The coordinator will sometimes find it necessary to begin with available training stations, or as new training stations are available, to find trainees who are interested in and who can profit from these jobs. The coordinator must be constantly on the alert to detect "blind-alley" jobs which offer little, if any, training opportunities. In selecting training stations the coordinator will need to make a careful analysis of the duties and res p 0 n sib iIi tie s of the job in order to determine the training opportunities.
A good training station is one that provides real educational experiences for the trainee, in an occupation that pays a reasonable wage, that provides a chance for advancement, and where the employer is willing to rotate the student through the various processes of the occupation and to provide the necessary instruction on the job. The occupation should be socially desirable and the place of employment should be free from physical hazards and possess the necessary physical facilities for training.
In selecting training stations and placing youth, the coordinator must recognize that the school is responsible to both youth and employer as well as the community. He must be realistic in his attitude toward the supply and demand of labor. If there is an acute shortage of workers in one field and few opportunities in another, then good judgment would dictate the placement of students with desirable employers in the field where there is greater opportunity and need. The advisory committee should be helpful in dealing with questions and demands of labor, wages, and hours, and working conditions for the cooperative students.
Course Content And Teaching Method
The course content of the subjects taught in the cooperative program should supplement the employment activities of the student and contribute to the development of those needed in the occupation of his choice.
In the selection and organization of teaching content, the coordinator should make an analysis of the job skills and related information required of the worker. A list of the job skills to be performed and the related information needed by the student worker should be made in cooperation with the employer and for his use in providing on-the-job instruction. The related instruction given in the schools will be of two types: that which is common to all occupations represented in the specific cooperative program and that which is peculiar to the occupation of each student-learner.
The related content which is common to the successful performance of all occupations, such as occupational health and safety, workmen's compensation, wage and hour laws, labor standards and relations, employment problems, social security and basic skills, may be taught by the group method. Such a procedure will have a desirable unifying effect upon the class.
Since individuals and occupations differ widely, it is difficult to teach all of the specialized related content to the whole class by the group method. To be successful, much of the specialized instruction must be individualized, and calls for considerable amount of supervised study and extensive use of assignment sheets, books, bulletins, charts, demonstrations, student investigations, and written reports. Here with proper supervision by the coordinator the responsibility for learning is placed squarely upon the student.
(9)

Advisory Committee
As in al school programs, the responsibility for the formation of policies concerning cooperative education rests with the school administrator and hi" board of ducalion. Neverthele s, an advisory committee is a practical device by which the school administrator keeps in contact with the groups in the community which the school is serving. Public interest and support is incrcascd when the people know what the school is trying to do.
Advisory committees are made up of laymen who possess broad experience in the various occupations and who ha c gained thc re pect of their working a sociates as well as of the general public. They can assist in maintaining a sound and rcalistic program of occupational education by the advice they offer for kceping the courses up-to-date and the instruction in accordance with current oc upational practices. They can help to correlate the work of the chool with the actual working conditions in industry and business.
A well-selected, well-organized committee which will function continuously in an advisory capacity in the operation of the cooperative program is recommended. This committee should COll. ist of at least thrce members repre enting cmployers, employces and in t ere s ted public and civic groups within the community.
Somc possible uses of the Advisory Committec are: Recommend policies for the program. Help secure equipment. Help interpret program to the community. Assist in surveys. Assist in the selection and preparation of teaching materials. Assist in the evaluation of the program. Assist in selecting training stations. Assist in club work.
(10)

The School Administrator's Responsibilities
Thi guide could in no way be considered complete without a word for the high school administrator. A large part of the responsibility for the success of t e program rests upon hi shoulders.
If the principal welcomes the Diversified Cooperative Training program as a dumping ground for all his misfit pupils, he dooms it to failure before it is set up. II the principal looks upon the program as an extra-curricular ativity, or a class unconnected to the regular school program, he does it a gross injustice. If he regards the coordinator as an individual who simply comes and goes as he will, or a person unrelated to the regular faculty, he misinterprets the coordinator's status and hurts his probability of success. It is important that this program be recognized for what it is; a training program. If it is considered merely a work program, it loses its true identity, and, thus, most of its usefulness.
The principal is in a position to lend valuable assistance to the coordinator in the selection of student-learners. He should not prohibit any boy or girl who wants to enroll simply because that pupil happens to be a better than average student of English, history, Latin, mathematics, etc., or because he comes from a home of better than average opportunities.
To eliminate administrative difficulties it is suggested that prospective students be scheduled for a dual program-that is, a student would be placed in a regular academic schedule until such time as he may be placed in employment and become eligible for enrollment in the DCT program. He then would be withdrawn from those classes not fitting into his DCT schedule and enrolled in related classes. Other ways which the principal can aid the program are:
Make schedule to accomodate the DCT related class. (This has particular reference to required subjects for juniors and seniors.)
Give wholehearted cooperation to the coordinator in the selection of prospective student-learners and in making school records available.
Make provision for as embly programs, etc., which can be put on by the DCT class.
Visit the DCT classroom and training agencies and find out what the student-learners are doing and how they go about their class work from day to day.
Facilitate the procurement of related instructional materials.
FOR FURTHER INFORMATION WRITE W. M. Hicks, State Supervisor Trade and Industrial Education State Department of Education State Office Building Atlanta 3, Georgia
(11)

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Suggested Floor Plan For A Diversified Cooperative Training Classroom
(12)

Diversified Cooperative Training

STUDENT APPLICATION

Name

_

Date of Birth

_

(Last) (First) (Middle or initial)

(Mo.) (Day) (Year)

Address

.___ __ _ _

.

Phone 0_ _ _ .._. Sex

_

General Health

.

Physical handicaps, if any, as to sight,

(Excellent) (Good) (Fair)

hearing, etc.

_ . ..

. _ . ..

.

Church Preference .__ .

.__.. What extra-curricular activities do

you take part in?

.

.__ .

.

.__ ._

What are your hobbies? _._ .___ _ _

_

No. Units of high school credit earned to date

.. Do you plan to go to college

_..

; If your answer is "Yes" what is the name of the college you plan to

(Yes) (No)

attend?

. What course of instruction will you

take?

Parent's (or guardian) name

.

.

Father living?

. Mother living?

._._. Do your parents live together?

(Yes) (No)

(Yes) (No)

___________ Father's (head of family) occupation

.

;

(Yes) (No)

How long has he held his present job?

; Name of Employer.

_

(No. Yrs.)

In what type work do you desire training? 1st Choice

_

(Remarks as to occupational choices

may be made on reverse side of this 2nd Choice

_

application form)

WORK EXPERIENCE RECORD OF STUDENT APPLICANT

Employer

Firm Name and Address

Type of Work Date of Employment

From

To

Salary

--------'1
We, the undersigned, are familiar with the objectives of DCT and understand the operation of the program. It is our desire that the applicant be con idered for enrollment in Diversified Cooperative Training.

Signatul"e of Student Applicant

_

Signature of Parent or Guardian

_

Date _.

._

(13)

VOCATIONAL EDUCATION SERVICE GEORGIA STATE DEPARTMENT OF EDUCATION
MEMORANDUM FOR DIVERSIFIED COOPERATIVE TRAINING

1. The _.

Training Agency

at Address

b ginning

Date

will cooperate with

High

School in training _. ..

.

for

Student-Learner

Occupation

2. For the purpose of this plan the employer will endeavor through the equipment, supplies and personnel of his plant to provide for the student-learner a complete round of work experiences in all phases of this occupation as calTied on in the employer's plant according to the attached schedule.

3. For the purpose of this plan the school will endeavor through related study materials and personnel to provide for the student-learner complete related instruction according to the attached schedule.
4. A probationary period of two weeks will be allowed.
5. During his hours in the plant the student-learner will perform willingly the duties assigned by his employer in a business-like-manner.

6. An average of ten periods per week for thirty-six weeks per school year of related instruction, and an average of fifteen hours per week for thirty-six weeks per chool year of working experiences shall be provided for the student-learner.

7. Two units per school year for two years shall be granted the stUdent-learner, upon satisfactory completion of related instruction and work experiences.

.8 The employer will pay the student-learner according to the following schedule:

9. It is understood that satisfactory scholarship and personal behavior are necessary conditions for the pupil's entrance into and continuance in this vocational training plan.

Pupil

Employer

Parent
._-------
Principal
(14)

Coordinator Chairman Advisory Committee

(Reverse side of Training Memorandum)

SCHEDULE OF JOB OPERATIONS AND RELATED INSTRUCTION

Student-learner

._______ Training Agency

.

_

Occupation

Schedule of Job Operations

Schedule of Related Instruction

I (15)

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