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1 1 (January 2024)

handle is hein.amenin/aeiaeul0001 and id is 1 raw text is: Key Points * Americans and young people want more pracica learing rorn their K--i2 schools. * Federal, stale, and local po cymakers; ~-12 stake: lders; and communaity leaders are UIs- tening-and responding by creating cractical -amnc proorams anc cthers like them in recor numbers. For example, fedema sPenidnA from tne Departrment of L-bor's Office of Apprenitichip rnore than doubled from a90 nillion in 2016 to $185 in illion in `)O2 .1 If we truly value practica education, such a career education tramiework is essentia'. This approach would ensure that young people can xlorE many career options through ;n- and out-of-school activities. Surveys suggest that ic cans and young people v ant more practical earndng romnt teir K--I2 s. As -t te litgh sho-! level, this means there's a widespread desire for stud-cit internships 'd apprerticeships. But there's a problem. K-12 -vsums typically don' have a holistic framew. ior! to itr duce st-undens t careers. Ii oth r words, apprenticeshi p and internship programs are often awkwardly grafted onto existing curricula rather th an fully integratnd from the earliest years of schoolhng. A Framework for Career Education To undera-and wih a frainetrk is needed, let's con- sider the current state of career plan:ning ammn y31 ng people in the US. The Programme for International Stu- dent Assessment (PI Ai is -we11-known for its int rnro- tionat test score comparisons, but it also asks students questions on their career interests. The 201-8 PSA test provides four care -plann ing insights into AmE ricau yo uti t First, American high schoolers have a narrow sense of what a nnancially rewarding career might be, outside professional occupations like medicine. Second, there's a mismatch between wiat strdelnts thIn wor-ers do and what workers actually dc in a )articular reld. Third, career platnng is mucl weaker >mong strdens s-ho struggle academicaly. Fxinally blost *ne in four stu- dents cannot Hame a areer they want. Put blunt, 3tudenut ae largely ignora:rx about pre- paring for their career. A foral carer edu~catio )Cr- grant for young e' ple ought to be int ograted into K-1i schooling, It should hr p them develop career anbi- tiotns by learning about matly different careers. A career duam.Ou prOrai should also provide th.e advice and ;her social supports students need and connect them to soc ia a-rid professional networks andr mentoiships to transimo. into the workfore, Apprenticesh.ips or intn iships should be the culnination of a loner, iolis- tic process of educational development, not an after- thotight for iith and 12th grade.

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