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Accelerated Learning in Developing
Countries: Are They Ready?
Education Development Center
Dr. Barry SternProject Director, EQUIP3/Youth Trust
[email protected](202) 572-3712
Problem: Worldwide impediment to development, domestic
and international tranquility:
Unemployed and under-skilled youth
Youth “bulge” – population growth exceeds economic
Inadequate response of government schools:
• Primary education quality?
• Problematic post-primary education: Mismatch / curriculum design / incentives
Employers unwilling to invest in areas with low literacy levels
International Challenge
Dramatically raise literacy levels at reasonable cost
Develop curricula that appeal to teenagers and young adults – not “remedial” but accelerated, applied, team-oriented, fun
Incentive system (graduated rewards) makes sense for all stakeholders – students, instructors, employers
Fast Break: a program to improve work and college readiness
Overview History of Fast Break + Barry Stern’s involvement
The what, why, who, and how of program
Evaluation evidence + why it works
Target groups and costs
Applicability of program or its principles to developing countries? - discussion
History of Fast Break 1989 - Focus Hope in Detroit developed Fast Track –
readiness for Machinist Training
1993 - Colin Powell’s visit led to federal interest to replicate Focus Hope programs in other cities
1994-1997 - $1 million grant from NSF to replicate Fast Track in Los Angeles – 3 year demo
2000-03 Michigan’s “Operation Fast Break” 6 sites – $5 Million
Alabama uses as front-end of workforce development programs – Roger Penske + Governor
Fast Break provides immersion-type curriculum that is effective and popular
with young adults and teenagers
Multi-disciplinary, team taught courses with cross-trained instructors
Facilities, methods, and interpersonal relations that model high performance workplace
Heavy use of courseware (e.g. PLATO, NovaNet, Key Train) to manage instruction and reporting.
FAST BREAK
CONTENT - 320 hours Math
(computer-assisted + small group) Reading Computer Applications
- Word Processing- Spreadsheets- Databases- WINDOWS- Graphics Programs
Career & Employability Skills- Speaking, listening, bus. writing- Time management/calendars- Career selection- Resumes- Interviewing- Work habits
PRINCIPLES
Hard work + high expectations
Earn way in and right to stay in
Integrated curriculum in applied work context
Continual feedback
Daily practice of fundamentals, including learning on demand
Teamwork
Personal responsibility& discipline
Freedom from drugs
Reward for effort and excellence
Respect for others
Primacy of the customer
Employer driven
Career Development Stages and Skill Levels
Fundamental SkillsBasic Skills
Reading, writing, speaking, listening, math
Thinking Skills How to learn, create, solve problems, make decisions, etc.
Personal Qualities Responsbility, integrity,
self-confidence, moralcharacter, loyalty, etc.
Generic Work Skills (SCANS) How to use resources, process information, use technology,understand systems, relate to others, work on teams
Industry-specific Skills(Portable Credentials)
Company/employer- specific skills
Career Guidanceand Information (“menu”)
Education and Training for Careers(“meal”)
Skill Certification and Placement into Jobs or Further Education (“dessert’)
Source: Dr. Barry Stern, Career and Workforce Development Trends: Implications for Michigan Higher Education, FerrisState University, August 2003.
Why does Fast Break work?
Combination of ...
Disciplined learning environment
Application of high performance workplace principles –all aspects of “human capital” (social, cultural, moral, cognitive, aspirational)
Targeted use of technology
High intensity to accelerate gains (e.g. 320 hours of instruction in 8-12 weeks)
Who are the participants?Any group needing better skills and/or work
habits to enter college or career-track work:
Out-of-school youth (h.s. grads/dropouts)
High school students
College freshmen needing remedial education
Welfare recipients needing better skills + work habits
Ex-offenders
Re-entrants to job market (displaced workers/homemakers)
Entry-level workers desiring to advance
Recent immigrants needing skills and orientation to U.S. system of work and education
FAST BREAK Program
Two Components:
FAST BREAK – job/college readiness
Step-Up – readiness for Fast Break
FAST BREAK
ENTRY REQUIREMENTS
Work Keys Level 3• Reading for
Information
• Applied Math
Commits to attend 5-8-hours-a-day for 8-12 weeks
Commits to going to work or school after graduating
GRADUATION REQUIREMENTS Work Keys Level 4 and + 1 level
(math, reading, locating info.)
Certified attendance (no more than three unexcused absencesor tardies)
Remains drug free
Satisfactory career speech
Satisfactory progress in basic computer applications (IC3 certif)
Proper attitude (can work as team member or unsupervised, accepts criticism, etc.)
Features of FAST BREAK environment
Math, reading, computer instructors assist one another and are with students all day long
Integrate content areas with one another + “soft” skills
Little lecturing – instead, small group + computer-assisted to handle multiple ability levels in class
Class usually split in 2 – ½ computer lab; ½ classroom, and they switch periodically
No down time, no waiting – everyone has daily plan + back-up
Workplace discipline and effective time management
Staff meets daily to discuss class and individual performance
Fast Break results in U.S. (CA + MI)
80% program completion rate
80% graduates get jobs or enter college
2.5 grade level improvements in math and reading in 7 Weeks, 1-2 Work Keys levels
Computer application skills (word processing, spreadsheets & data bases)
Higher college placement test scores
Higher wages than before program
High degree of employer satisfaction with graduates
Employment impact
Employers say graduates…
Are more trainable than most they have hired
Demonstrate ability to learn on their own as well as work on teams
Are punctual, responsible, eager to learn
Save them money on recruiting, turnover, absenteeism & worker accidents
More self-directed than grads of other programs
Unusual outcomes
Large classes (30-40) do better than small ones (15-25)
University students would enroll in the summer to hone their math and English skills
Some parents enrolled after their kids graduated and got jobs
Instructor benefits:
Learn to function in a team-oriented environment
Improve own basic skills
Learn how to use computers and office equipment
Learn about different careers and the local economy
Improve instructional effectiveness by obtaining feedback from graduates and employers
Features of Educational Software
Organized by Skill Level Short Lessons Identify Skill Gaps
Management System attendance, time on task,
lesson completion rates
Reports & Complete Tracking
Ease of Use for both Students & Instructors Appealing Graphics
Courseware aligned to Work Keys + WIN or KeyTrain
curriculumCurriculum Content Applied Math Reading for Information Locating Information Writing
Workbooks Available
Courseware (e.g. PLATO, NovaNet) can also align to ACT test, G.E.D. and other assessments
Intensive, total immersion strategy
Emphasis on reading and math + integrated, contextually relevant curricula + learning on demand (e.g. career sp.)
Powerful incentives (e.g. job, college, grade promotion)
Continual data-based feedback (individual and team)
Nurturing staff continually communicates about students
Model high performance business environment with opportunities for informal learning
Teachers visit job sites to follow up with employers and graduates
Focus on specific competencies + disciplinary standards
Manage instruction with computers - repetition, diversity
Summary: Why Fast Break Works
Budget for minimum size program of 300 students/year in U.S.
$500,000 in annual operating costs if no $500,000 in annual operating costs if no overstaffing (assumes no staff, facilities or in-kind)overstaffing (assumes no staff, facilities or in-kind)
$580,000 in operating costs if overstaff by 1-2 FTE$580,000 in operating costs if overstaff by 1-2 FTE
Comes to roughly $2,000 per student for 320-hour Comes to roughly $2,000 per student for 320-hour program, or $6.25 per student hour.program, or $6.25 per student hour.
Another $150,000 for one-time start-up costs - Another $150,000 for one-time start-up costs - courseware, computers, furniture & office courseware, computers, furniture & office equipment, minor remodelingequipment, minor remodeling
Implementation challenges in developing countries:
1. Critical mass of trained instructors for Fast Break and math-reading tutors for Step-up
2. Jobs available for Fast Break grads – “pull program”
3. Information “superhighway” infrastructure (inexpensive computers, reliable Internet connections and computer technicians)
4. Reliable, steady supply of electricity
5. Translation of courseware and materials into language of country
6. Reliable, cheap, easily administered and scored assessment for reading and math
7. Youth availability for intensive training because of livelihood activities.
Program In Action(supplementary to presentation)
What’s Next? Learning and
teaching hypotheses to guide WDI Programs
Details on How & Why the Fast Break Model Works
Business and career impact
Fast Break Sites in Michigan Flint - Mott Community College (with Workforce Board)
** Detroit - TWW Associates, Detroit - now Fast Break Futures that adds MOUS certification - TANF + other $$
* Detroit - Focus:Hope Fast Track (16 years experience)
Plainwell - Michigan Career Technical Institute (individuals with disabilities)
Lake County - Workforce Board/Baldwin Comm. Schools
** Macomb County - Lakeshore Adult School (with Workforce Board)
** Hamtramck Alternative High School
** Battle Creek - Strive/Urban League/Davenport College
* Developed original model. ** Program no longer active.
U.S. Program Costs (if starting from scratch)
Annual Operating Costs = $580,000
Staffing + benefits for full-time Fast Break and part-time Step Up programs(incl. 2 teaching assistants)
Work Keys assessment and WIN curriculum materials
Software renewals, books, supplies
Rent, amortization of equipment Drug screens, insurance,
advertising Telephone, printing, duplication Overhead @ 13%
Capital Equipment & Expenses = $150,000 (Start-up – one time)
Courseware licenses/student IDs
PCs, file server, printers
Copy machine, fax, telephones
Office, classroom, computer furniture & equipment, bookshelves, storage cabinets, white boards, decorations
Camcorder, VCR, TV, projectors
Remodeling, computer installation
Student smocks, tests, assessments
Assume program serves 300 students per year with 20-30 computer workstations,Assume program serves 300 students per year with 20-30 computer workstations, 2/3 in 2/3 in Fast BreakFast Break, 1/3 in Step Up, 1/3 in Step Up