Presentation Proposal Education+Healthcare

Higher Education, Technological

Literacy, Community Healthcare

Awareness TrainingPersonally &

Professionally

By

Joyce Fairman

A Project Proposal

Copyright (c) 2007 Joyce Fairman

Purpose of the Proposal•To present recommendations designed to promote San Bernardino

Black/African Americans residents (all ages) in preparation for:•Early College High School •Career and Technical Education•Entry level college courses transferable to four (4) year universities•Provide training and information for various career fields•Promote and assist in English Language Arts, Science, mathematics, etc.)•Enhance Computer literacy for personal and professional development•Assist in applying for Scholarships, FAFSA, Endowments, and Private benefactor contributions

•To propose a collaborate with superintendents, principals, educators,

healthcare professionals, community based organizations promoting various

facets of Black/African American /Multicultural educational support in:•Health awareness•Dropout rate•higher education, early preparation for global employability competitiveness readiness •Educating the whole person professionally and personally• High school students throughout San Bernardino County


Context of ProblemLack of collaboration within school districts, community, and local educational facilities collegeLack of Higher Educational readinessEducational goals and expectations not definedDeficiency in technical literacyHealthcare disparitiesLow community support in all ethnic groups understanding how to:

Find resources for education and healthcareDefine Expectations in education, workplace, and health Research long-term Career pathsBe proficient in aspects of Technical literacy personally & professionally

•Major Educational deficiencies in pre/post-secondary educational facilities:

•High Dropout Rates•Teen pregnancy & STDS•Decrease in Budget Dollars•Verbal & written skills•Self-esteem & self-worth•Informing Black/African Americans of proactive healthcare options


•To provide early

educational intervention and

support for attaining higher

educational and healthcare

awareness goals:•From public and private educational and health professional facilities.•Alternative Educational options•Provide resources and training promoting personal and professional success.

•The project proposal is to

operate as a guide for

Early Education and Health

Intervention & Prevention

Issues throughout San

Bernardino communities. •To increase awareness regarding personal and professional readiness.•Promoting higher education•Provide support for Teachers, counselors, instructional staff in all industries

Significance of the Project Proposal


Assumptions

• Black/African Americans do not seek higher education nor healthcare information because of:

• Education• A lack of professionals (education/health)

supporting community residents• A lack of personal interest• Academic efficiency• Motivation• Fear• Basic literacy


Copyright © 2007 Joyce Fairman

Limitations•There is a need for a curriculum developed expressly for

•K-12 students•Parent Involvement •Healthcare intervention and prevention•Personal and Professional development

•This curriculum design is not to be an all-encompassing for a Black/African American method for educating Residents of San Bernardino County, but:

• A systematic process for developing proficiency in Career and Technical Education Occupations provided in professional and educational settings.•Healthcare Awareness and Resources for promoting wellness.

•Many San Bernardino County residents of all ages:

• Do not have computers in the home nor access to the Internet.•Do not know about many available resources regarding healthcare and educational development; even more, many do not have transportation to these resources

Delimitations•The project proposal curriculum was designed to be all-inclusive for:

• All Community residents of San Bernardino County

•The terminologies and instructional materials in this project proposal are similar to:

•Healthcare educational training and teaching• Multiple office industry standards• Thus is suitable for any other ethnic, age, and cultural group throughout California, and nationwide.

•The curriculum design is to:

• provide Career and Technical Education Occupation options• career development, healthcare awareness training courses utilized in personal, professional, and educational settings.

Methodology

•Outline of steps used in developing this project proposal:

•Targeted Group:•Black/African American residents of San Bernardino County

Population Served•Residents of San Bernardino County population:

•Pre/post‑secondary education•Continuing Education•Healthcare professionals•Employers/employees in professional settings•Local non-professional•Academic non-professional residents

Curriculum Design•The developed curriculum extends over a six (6) week period, which is the suggested training period

•The concept is•one unit taught at the time designated by instructor.

•Each unit will take approximately four hours

•For effectiveness and best results:• training should be conducted in the order presented in the syllabus & activity outline

•Individual units may be used independently to:

• address required training needs•Each unit in the curriculum included :

•independent examples, ideas and exercises, the completion of which will enhance all participants*Curriculum & Syllabus for this proposal is

copyrighted and available only for review


San Bernardino County Population Statistics: EmploymentBlack/African American Population: 180,523937 (9.0%)

Total Population: 1,999,332 (estimated)

EMPLOYMENT STATUS

Population 16 years and over 148,187 +/-854

In labor force 78,828 +/-3,083

Civilian labor force 78,828 +/-3,083

Employed 72,173 +/-3,215

Unemployed 6,655 +/-1,479

Armed Forces 0 +/-291

Not in labor force 69,359 +/-3,103


Unemployed 8.4% +/-1.9

Females 16 years and over 76,084 +/-591

In labor force 35,642 +/-2,141


Employed 33,521 +/-2,362

Copyright (c) 2007 Joyce FairmanSource: 2006-US Census Bureau

SAN BERNARDINO COUNTY EDUCATIONAL ATTAINMENTThe information provided for data and charts is from the 2006 US Census . It reflects the educational

attainment of male and females San Bernardino County. Nonetheless, deficiencies remain in Career and

Technical Education Occupations skills for the current employment market.

EDUCATIONAL ATTAINMENT

Population 25 years and over 128,992 +/-675

Less than 9th grade 5,429 +/-1,148

9th to 12th grade, no diploma 15,919 +/-2,094

High school graduate (includes

equivalency)47,879 +/-3,334

Some college, no degree 34,765 +/-3,014

Associate's degree 7,900 +/-1,481

Bachelor's degree 10,879 +/-1,797

Graduate or professional degree 6,221 +/-1,443

Percent high school graduate or higher 83.5% +/-1.9

Percent bachelor's degree or higher 13.3% +/-1.8

Copyright (c) 2007 Joyce FairmanSource: US Census Bureau


SCHOOL ENROLLMENT

Population 3 years and over enrolled in school 10,129,990 100.0

Nursery school, preschool 547,066 5.4

Kindergarten 554,361 5.5

Elementary school (grades 1-8) 4,349,867 42.9

High school (grades 9-12) 2,122,098 20.9

College or graduate school 2,556,598 25.2

EDUCATIONAL ATTAINMENT

Population 25 years and over 21,298,900 100.0

Less than 9th grade 2,446,324 11.5

9th to 12th grade, no diploma 2,496,419 11.7

High school graduate (includes equivalency) 4,288,452 20.1

Some college, no degree 4,879,336 22.9

Associate degree 1,518,403 7.1Bachelor's degree 3,640,157 17.1

Graduate or professional degree 2,029,809 9.5

Percent high school graduate or higher 76.8 (X)

Percent bachelor's degree or higher 26.6 (X)

SAN BERNARDINO COUNTY EDUCATIONAL ATTAINMENTThe information provided for data and charts is from the 2006 US Census . It reflects the educational attainment of male and

females San Bernardino County. Nonetheless, deficiencies remain in Career and Technical Education Occupations skills for

the current employment market.


In 2006, 21.2 percent of Black/African Americans in San Bernardino County live at or below the poverty level. Twenty-five percent of related children under 18 were below the poverty level, compared with 8 percent of people 65 years old and over. Eleven percent of all families and 31 percent of families with a female householder and no husband present had incomes below the poverty level.

Source: US Census Bureau 2006

Poverty & Participation in Government Programs: San Bernardino County


Conclusions & Recommendations

Conclusions

•Many unskilled/underemployed individuals in San Bernardino County face:• Career and Technical Education Occupation career decisions that:

• have long-term affect on their socio‑economics• skill development,• and academic growth.

•Regrettably many pre/post‑secondary educational and healthcare settings have:

• failed to provide basic technical literacy skills, career development, and viable health choice options.

•Utilizing a systematic process for:

• teaching and training unskilled/underemployed individuals in San Bernardino County•linguistically and culturally designed curriculum with emphasis on Career and Technical Education Occupations

Recommendations

•Further curriculum development through :

•observational research to benefit Career and Technical Education Occupations

• career options for unskilled/underemployed individuals in San Bernardino County.

•To enhance career counselors experience in :

•cultural and linguistically needs required for employment development.

•With modifications, the curriculum can be:

• all-inclusive for any ethnic and work group.

•Offer this program and deductions to:

• pre/post secondary agencies •training staff of unskilled/underemployed individuals in San Bernardino County, and nationwide.


Student/Participant Evaluation for UNITS I‑VI

Sample

I -INSTRUCTION

E - EVALUATION

VER –VERIFICATION

S - ON-SITE HOURS

DATE

DATE

DATE

DATE

INITIALS HOURS INITIALSGrade Grade

legend

Unit I - Office Behavior/Safety Chain of Command/Verbal Communication/Telephone Techniques & Message Taking

Student/Participants ________________________

objective LECTURE LAB VER S VERI E I E

Cognitive: By the end of the unit, given information on office behavior/protocol/office safety, each person will be able toDefine proper procedures to follow in workplace emergencies

Define proper verbal communication: define proper procedures for receiving and interpreting information through listening, reading and message taking

Define proper office behavior, office industry dress codes.

Define hierarchal structure of state and federal agencies for reporting hazards in the workplace

Define proper procedures for message taking communications

Psychomotor: y the end of the unit, given a demonstration and guided practice, each student/participant will be able toDemonstrate proper office behavior, office industry dress code to 100% accuracy

Affective: By the end of the unit, given guidance and modeling, each student will be able toDemonstrate willingness to observe proper office and workplace safety procedures

Demonstrate willingness to observe proper procedures for reporting workplace safety issues to hierarchical departments and management

Demonstrate willingness to observe proper telephone techniques and verbal message taking procedures


Program: Career and Technical Education OccupationsActivity

Sample

Subject: Office behavior/Safety/Chain of command/Verbal Communication Telephone Techniques & Message TakingLesson Unit: 1

Student/Participant Performance Objective: In this, unit participants receive a review of office protocol, class and professional and office behavior, and industry office safety. Emphasis is on Career and Technical Education Occupations occupational hazards within the work environment: The review includes Stat agencies that govern occupational regulations, especially OSHA: Structural stands, equipment safeguards, and office equipment safety are discussed

By the end of this lesson, students will be able to – Articulate using suitable verbal, written, and technological communication•Demonstrate and define proper procedures to follow in workplace emergencies•Demonstrate and define – Proper verbal communication and for receiving interpreting through listening and reading for message taking.•Define proper office behavior•Define hierarchal structure of state and federal agencies for reporting hazards in the workplace•Demonstrate proper procedures for message taking communications•Define equipment safeguards, and proper use of office equipment


Adams, H. (2000). American heritage dictionary of the english language (4th ed.). Boston: Houghton Mufflin Company.

Bureau of Labor Statistics. (2004). U.S. department of labor, occupational outlook handbook, 2005‑06 Edition. Retrieved June 23, 2007, from http://www.bls.gov/oco/ocos130.htm

Ceraulo, S. C. (2004). How to use computer and communication skills to improve your marketability. Retrieved October 13, 2004, from http://www.black‑collegian.com/career/computer2002‑1st.shtml

Cornish, E. (20004). Futuring: The exploration of the future. Bethesda, MD: World Future Society

Encyclopedia Britannica. (2004). Pedagogy. Retrieved January 30, 2005, from Encyclopedia Britannica Premium Service. http://www.britannica.com/eb/article?tocId=9108621

Freidman, T. L. (2005, 2006). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus, & Grioux

Lindeman, E. C. (1989) The meaning of adult education. Oklahoma, OK: The Oklahoma Research Center for Continuing Professional and Higher Education. (Original work published 1926)

Olson, L. (1997). The school to work revolution. Reading, MA: Perseus Books

Pearson, G., & Young, T. A., (2002). Technically speaking: Why all Americans need to know more about technology. Washington DC: National Academy Press.

Sharf, R. S. (1997). Applying career development theory to counseling (2nd ed.). Pacific Grove, CA: Brook/Cole.

Standards for technological literacy: Content for the study of technology (2000). Reston, VA: International Technology Education Association.

US Department of Education: The Carl D. Perkins Vocational and Technical Education Act, Public L aw 105‑332 (2004) What is vocational‑technical education? Retrieved June 25, 2007 from

http://www.ed.gov/offices/OVAE/CTE/perkins.html

US Census Bureau: State & County Quick Facts (2006). Retrieved June 24, 2007 from http://quickfacts.census.gov/qfd/states/04/04015.html

Walsh, W. B. (2001). Career counseling for African Americans. Mahwah, NJ: Lawrence Erlbaum Associates

References

http://www.bls.gov/oco/ocos130.htm

The World is Flat: As Technology Emerged the Walls Came Down

Source: Thomas L. Freidman

Local & Global Employers want professionals: Is the American job seeker prepared?


Presented to

The African American Health Institute of San Bernardino Advisory Committee

In order To Promote Higher Education, Technological Development,

and Develop Partnerships with Healthcare ProfessionalsSan Bernardino, CA


Presentation Proposal Education+Healthcare

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