1998 S Social Services - Center for Employment Training Service contract - - 02-03-1998-8h

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.Individualized, Self-paced Instruction -Student-based Training With a diverse student population, instruction must be individualized and progress must beself-paged. The CET Svstem allows students who learn quickly to move rapidly through the course. Others with multiple barriers have the time required to gain needed skills. No one is cast aside because he or she cannot keep up. Open Emory and Open Ezit -Immediate and Intensive Training With a variable course length, applicants may enroll and begin training at any time there is an opening. This means that most applicants can begin training immediately after completing orientation and will train for thirty- five hours a week. This intensive training is required for students to overcome the ma~+ basic skills and language barriers as well as to learn vocational skills. Competency-bayed Learning -Training for the Real World CET designs curricula not only to meet the needs of individual students, but to meet the needs of future employers as well. Vocational training is designed to teach all the skills needed to function on an entry-level job. Curricula are designed around industry specified job tasks and competeruy is measured based upon the accomplishment of those tasks. As much as 70% of a student's training is conducted using the machines or processes required on the job. In addition, training simulates actual work cenditions -students punch a time clock, report to a single supervisor (instintctor), and are expected to work productively for a full day with the same group of fellow workers (trainees). Developing proper work habits while in training is essential for graduates to succeed on the job. Integrated Instruction - No Fragmentation of Learning Remedial instruction in basic skills and English language fluency is integrated with job-skills training - provided concurrently and usually in the same classroom. To avoid fragmemation of learning, a student spends most of his or her day in a single classroom where basic technical, and language skills are taught by a team of instructors. Instructors teach basic and language skills in the context of a given vocational skill and, to the extent possrble, when thry are relevant to accomplishing a vocational task. In this way, basic skills are more readih- understood and applied. English language instruction emphasizes an immersion in the language in a workplace setting. Primary instruction is provided in English and is reinforced only when necessary in the student's native language. In tvery way possible, CET's classrooms replicate conditions found on the job so that students gain valuable work maturity skills while in training. Market-Orie~ed - Facaaed on aTraining-related dob Although trainees do get a Certificate of Completion, a graduate's first paycheck, not a piece of paper. is his or her teat diploma. CET aims instructioq counseling and support services at a single target -helping the student get a permanent unsubsidized job. Professional job developers work with students and employers to identifi• appropriate job opportunities and ensure a good match. Support Guidance Resolution of personal di$iculties is as important as the acquisition of marlcetabie skills in obtaining and holding a job. Advising at CET takes place throughout the training process from intake to placement and follow- up. Both vocatiional and personal guidance are an integral part of the program Technical instructors. betztuse of their daily contact with the trainees, have the primary responsibility for providing continuing vocational and pezsonal guidance. The support resource advisor provides assistance when the trainee has family, legal, or other personal problems helping the trainee W secure from other agencies services to which thry are entitled. When groups of trainees. such as single parents, have common problems the support advisor helps to establish and facilitate support grwrps.