Ohio Agricultural Education Teachers' Attitudes Toward National Skill Standards (original) (raw)

1997, Journal of Agricultural Education

Currently, there is a movement in the U.S. for business and industry to voluntarily develop national skill standard systems for their occupations. Once these systems are developed they will be used to develop training programs and certify workers' competence. To success-filly implement any new system or program, it is vital to know the attitudes of the people that will be involved in the implementation process toward skill standards. After the attitudes of these key people are known, strategies for implementing such systems can be developed This study was conducted to determine secondary agricultural teachers " attitudes toward national skill standards. The population consisted of all agricultural teachers in secondary schools in Ohio. It was found that agricultural teachers agreed that they would or had used skill standards. However, they currently lack information about these skill standards. Several individuals have promoted national skill standards that would identify the knowledge and abilities a worker should possess to successfully gain and maintain employment (Hudelson, 1993; Hudson, 1994; Hoachlander and Rahn, 1994). Skill standards are currently being developed for twentytwo occupational areas (Hull, 1994) and are to be nationally recognized and portable from state to state. Examples of occupational areas related to agricultural education include: biotechnology, automotive, electrical, and welding. Workers that successfully demonstrate these skills are certified as having met these preset standards. Proponents have stated that national skill standards would improve the U.S. workforce and product quality, provide better education, and increase accountability among schools (Hudelson, 1993, Hoachlander and Rahn, 1994). In addition, Hoachlander and Rahn listed the following as potential benefits of a skill standard system: (a) greater work mobility and portability of credentials; (b) higher pay; (c) greater job certainty and more job opportunities for workers; (d) more efficient recruitment, screening, and placement of employees by employers; (e) clearer goals and educational pathways for students; (f) more consistent, focused instruction, and curriculum; (g) greater accountability for schools, programs, teachers and students; (h) increased quality of products and services; and (i) higher consumer confidence and satisfaction (p. 20). Hudelson (1993) suggested that national skill standards offer accountability for workers by recognizing the individual as being certified or an accomplished craftsperson. Employers can use skill standards to indicate the level of workers' occupational competence. Skill standards also help teachers define the knowledge and skills that industry expects of vocational education program graduates. Finally, skill standards provide a fair means for administrators to use in evaluating vocational education programs.