>> I WANT TO BE A FAMOUS DANCER.

>> I WANT TO BE AN ENGINEER.

>> I REALLY DON'T KNOW.

>> EITHER A TEACHER OR A NURSE.

>> THESE 11 YEAR OLDS MAY BE A LONG WAY FROM MAKING CAREER DECISIONS, BUT SCHOOLS NOW RECOGNE THAT EVEN IN THE ELEMENTARY GRADES STUDENTS NEED EXPERIENCES THAT MAKE THEM MOREWA OF WHAT GS ON IN THE WORLD OF WORK.

THIS EARLY FOCUS ON SCHOOL-TO-WORK IS RESPONSE BY EDUCATORS AND THE BUSINESS COMMUNITY THROUGH DRATIC CHANGES THE WORKPLACE.

>> AMERICAN BUSINESSES ARE NOT GOING TO BE ABLE TO COMPETE ON CHEAP LABOR AND STRONG BACKS BECAUSE THAT CAN BE FOUND OTHER PLACES.

WE CAN COMPETE IN KNOWLEDGE, AND THAT MEANS WE HAVE TO BUILD THAT KNOWLEDGE BASE.

>> BUSINESSES NEED TO UNDERSTAND WHAT THE BENEFITS ARE TO THEM IN ORDER TO FULLY PARTICIPATE IN THIS WHOLE SCHOOL-TO-WORK EFFORT, AND THERE REALLY ARE A NUMBER OF BENEFITS TO BUSINESSES, AND PART OF IT HAS TO DO WITH REALLY HAVING AN OPPORTUNITY TO GET DIRECTLY INVOLVED WITH PREPARING THEIR OWN WORK FORCE BY GETTING INVOLVED EARLY.

>> WE KNOW NOW BASED ON THE WAY THE WORKPLACE IS CHANGING, AND TECHNOLOGY IS CHANGING, AND WE KEEP RESTRUCTURING THE WHOLE JOB ECONOMIC ENVIRONMENT, THAT CHILDREN WHO ARE IN SCHOOL TODAY ARE GOING TO HAVE FOUR, OR FIVE OR SIX DIFFERENT KINDS OF NOT JUST JOBS BUT DIFFERENT KINDS OF OCCUPATIONS POSSIBLY.

>> THERE'S THIS ORGANIZAO CALLED THE BUSINESS ROUNDTABLE, AND THEY ARE PEOPLE THAT ARE IN BUSS AND THEYAVE SUESTIONS FOR PEOPLE IN SCHOOLS.

THISORM CAME OUT FROM THE BUSINESS ROUNDTABLE JUST WITH LOTS OF INFORMATION.

I WENT TOUGH IT THIS MORNING.

WHO WANTS TO GUESS HOW MANY TIMES PROBLEM SOLVING WAS MENTIONED IN THIS AS WHAT BUSINESS WANTS?

>> TO KEEP UP WITH THE FAST PACE OF CHANGE MANY SCHOOLS, LIKE THIS ONE IN GEORGIA, VERMONT, ARE TURNING TO THEIR LOCAL BUSINESS COMMUNITY TO BECOME PARTNERS IN EDUCATION REFORM.

FORTUNATELY, WYETH NUTRITIONALS IS AN INTERNATIONAL COMPANY ON THE SCHOOL'S DOORSTEP.

IT MANUFACTURES FOOD PRODUCTS FOR WORLDWIDE DISTRIBUTION.

MANY WORKERS AT WYETH LIVE IN GEORGIA, SO THE COMPANY HAS A STAKE IN THE QUALITY OF LOCAL EDUCATION.

IN FACT, IT WAS C.E.O.

CARL ROSENQUIST WHO FIRST APOACHED THE SCHOOL.

>> THE BUSINESS COMMUNITY NEEDS TO BE INVOLVED, NEEDS TO CONTRIBUTE TO THIS PRESS, NOT ALWAYS WITH MONEY BUT WITH INVOLVEMENT IN THEIR LOCAL SCHOOLS.

>> WE WEREN'T GOING TO BE SHARING MONEY RESOURCES.

OBVIOUSLY WE DON'T HAVE ANY MONEY TO GIVE TO WYETH, BUT WYETH IS A BIG COMPANY, AND THEY MAY HAVE SOME MONEY TO GIVE TO US.

WE WERE TALKING ABOUT THE SHARING OF HUMAN RESOURCES.

>> FOR TEACHERS AND STUDENTS WYETH PROVIDES A SETTING TO EXPLORE CONNECTIONS BETWEEN WHAT THEY DO IN THE CLASSROOM AND WHAT ADULTS DO AT WORK.

TODAY SIXTH GRADERS E GOING ON A TOU OFHE PLANT, BUT IT'S A TOUR WITH A DIFFERENCE.

THESE KIDS HAVE A JOB TO DO.

FIRST, THEY NEED TO SUIT UP WITH SANITARY AND PROTECTIVE GEAR BEFORE ENTERING THE PRODUCTION AREAS.

THEIR TASK IS TO COME UP WITH IDEAS ON WHAT TO DO WITH BYPRODUCTS OFHE MANUFACTURING PROCESS.

BY THE END OF THEIR FACT-FINDING TOUR, THEY'LL HAVE ENOUGH INFORMATION TO WORK WITH.

>> SHE'S DOING SOME SAMPLING FOR THE MICROBIOLOGY.

REMEMBER I TOLD YOU ABOUT THE LITTLE MICROORGANISMS?

>> WYETH'S TRAINING DIRECTOR, ANDY CROSSMAN, PLAYS A KEY ROLE IN THE PARTNERSHIP.

HE'S THE BRIDGE BETWEEN THE COMPANY AND THE SCHOOL.

>> ANDY CROSSMAN WAS THE ONE WHO CAME UP WITH A LOT OF THE SUGGESTIONS AS TO HOW WE COULD INTEGRATE THINGS.

WE WERE TRYING TO SHOW KIDS HOW MATH, SCIENCE AND TECHNOLOGY, THE SKILLS THAT THEY WERE LEARNING IN SCHOOL, COULD BE APPLIED TO THE WORKPLACE; THAT THEY WEREN'T JUST FULFILLING SOMETHING THAT THE TEACHERS HAD DREAMED UP, "YOU NEED TO LEARN THIS," AND THEY'RE GOING, "WHY?"

WYETH WAS MAKING IT REAL FOR THEM.

>> THIS IS THE EXCITING THING I THINK ABOUT BUSINESS EDUCATION PARTNERSHIPS IS THAT ANY BUSINESS OF ANY SIZE CAN REALLY IDENTIFY MANY DIFFERENT OPPORTUNITIES FOR STUDENTS TO LEARN AND APPLY PROBLEM-SOLVING SKILLS.

WE TRY TO GIVE THEM EXPOSURE TO THE DIFFERENT AREAS OF OUR OPERATION THAT WOULD ALSO SHOW THEM THE DIFFERENT TYPES OF JOBS AND CAREERS THAT PEOPLE HAVE.

MANY PEOPLE MAKE AN ASSUMPTION THAT JOBS ARE LIMITED IN A CERTAIN TYPE OF INDUSTRY, SUCH AS MANUFACTURING, AND THEY'RE VERY SURPRISED TO FIND THE DE RANGE OF SKILLS AND CREATIVITY THAT AREEEDED EVEN IN A MANUFACTURING OPERATION.

>> AS STUDENTS WILL SEE, ONE OF THE BIGGEST CREATIVE CHALLENGES FOR ANY INDUSTRY IS FIGURING OUT WHAT TO DO WITH ITS WASTE PRODUCTS.

>> WHEN THEY GO IN THE WASTEWATER TREATMENT AREA, THEY'LL HAVE A CHANCE TO DEVELOP IDEAS AND CREATIVE SOLUTIONS TO WHAT COULD BE AN ENVIRONMENTAL PROBLEM AND TURN IT INTO A VALUE-ADDED PRODUCT.

>> THIS SLUDGE IS WHAT'S LEFT OVER WHEN THE WASTEWATER IS TREATED.

FOR THESE STUDENTS WHO ARE STUDYING INVENTORS, IT'S TIME FOR THEM TO PUT PROBLEM-SOLVING TECHNIQUES INTO PRACTICE.

>> Teacher: HAVE WE EXHAUSTED ALL OF THE POSSIBILITIES?

>> Student: MAYBE IT'S LIKE A MINERAL, SO IF YOU TEST IT OUT AND IT WAS A MINERAL, YOU COULD PUT IT IN DOG FOOD OR SOMETHING.

>> Teacher: GOOD IDEA.

>> STUDENTS OFTEN CAN COME UP WITH VERY INNOVATIVE IDEAS, AND THEY'RE EXCITED ABOUT DOING THAT BECAUSE THEY FEEL LIKE THEY'RE MAKI A CONTRIBUTION.

>> OVER THE PAST FOUR YEARS WYETH NUTRITIONALS AND GEORGIA SCHOOLAVE FOUND NUMEROUS WAYS TO WORK TOGETHER.

THEIR LATEST INITIATIVE IS A MENTOR PROGRAM WHERE WYETH EMPLOYEES INTERACT WITH STUDENTS ONE ON ONE.

SEAN WALSH VOLUNTEERED TO BE A MENTOR BECAUSE HE'S A FIRM BELIEVER IN COMMUNITY SERVICE, AND HE'S ESPECIALLY INTERESTED IN HELPING KIDS.

ON COMPANY TIME HE MEETS WITH A SEVENTH GRADER EVERY TWO WEEKS, USUALLY AROUND LUNCH HOUR.

AFTER INITIAL TRAINING, SEAN SPECIFICALLY ASKED TO BE MATCHED WITH A STUDENT WHO WOULD SOON BE GOING ON TO HIGH SCHOOL.

>> THAT'S THE AGE WHERE CHILDREN OR YOUNG ADULTS REALLY COME UNDER A LOT MORE PEER PRESSURE, AND I THINK THE SUPPORT THAT A MENTOR PROGRAM CAN GIVE WILL HELP THEM A LOT AT THAT POINT.

>> WE SHOULD GO TO THE GYM, PLAY SOME BASKETBALL.

>> OKAY.

>> PHILIP AND I BOTH COME FROM LARGE FAMILIES.

HE'S THE YOUNGEST OF ONE AND I'M THE OLDEST OF ONE, SO WE STARTED OUT WITH MANY THINGS IN COMMON.

>> ONE OF OUR GOALS HERE AT GEORGIA IS TO MAKE SURE THAT EVERY STUDENT IS WELL KNOWN BY AT LEAST ONE ADULT, AND WHEN YOU LOOK THAT WE HAVE 735 STUDENTS AND IF YOU INCLUDE EVERY STAFF MEMBER, WE HAVE 90 PLUS STAFF MEMBERS, IT'S STILL NOT A REALLY GOOD RATIO.

AND IT DOESN'T NECESSARILY MEAN THAT IT HAS TO BE A TEACHER OR A GUIDANCE COUNSELOR THAT'S THE PERSON THAT REALLY HAS TO GET TO KNOW THE STUDENT.

I THINK STUDENTS NEED AN ADULT THAT THEY CAN RELY ON, AND TALK TO AND FEEL COMFORTABLE WITH, AND SOMETIMES IT'S A MENTOR.

>> WE' VERY LUCKY IN OUR CASE WHERE WE CAN BOTH TALK A LOT.

WE NEVER SEEM TO HAVE TROUBLE FILLING AN HOUR.

WEPENDOST OF OUR TIME SO FAR IN THE LIBRARY AREA, OCCASIONALLY PULL OUT BOOKS OR JUST TALK.

IN SCHOOL WHAT ARE YOU REALLY GOOD AT, REALLY, REALLY GOOD?

>> REALLY GOOD?

>> YEAH.

WHAT'S YOUR BEST SUBJECT?

>> MY BEST SUBJECT IS PROBABLY SOCIAL STUDIES.

>> WHAT WEE REALLY DOING IS BUILDING A RELATIONIP AND HOPEFULLY HAVING FUN TOGETHER.

>> I GET SUPPORT FROM HIM, AND IT MAKES ME FEEL REAL GOOD.

HE SAYS HE DOESN'T PLAY SKBALL, SO I GUESS I'M GOING TO HAVE TO TEACH HIM.

TRY SHOOTING FROM RIGHT HERE.

>> RIGHT THERE.

DOES THAT MAKE A DIFFERENCE?

>> IT SHOULD.

>> BEAUTIFUL.

IT'S ALWAYS SATISFYING TO SEE THE KIDS GROW UP AND DEVELOP.

I THINK HE DREAMS OF BEING AN N.B.A.

STAR.

HE'S QUITE A GOOD BASKETBALL PLAYER FOR HIS AGE.

>> 25 WYH EMPLOYEES HAVE BECOME MENTORS SO FAR.

THEY ARE MATCHED WITH CHILDREN WHO TEACHERS OR PARENTS THINK CLD BENEFIT MOST FROM SUCH A RELATIONSHIP WITH AN ADULT.

>> IT TAKES A WHILE FOR THEM TO BUILD THAT RAPPORT WITH YOU SO THAT IT BECOMES EASIER AND EASIER TO BE TAKEN AWAY FROM THE GROUP.

ONCE THAT HAPPENS, THEN YOU HAVE A REALLY GOOD RELATIONSHIP GOING.

MOST OF YOU ARE AT THAT POINT, BUT IT TAKES MORE THAN ONE VISIT; IT TAKES SEVERAL VISITS.

>> FOR EMPLOYEES AND THE COMPANY IT'S A LONG-TERM COMMITME, BUT IT ONE THEY CAN KEEP ?

>> WE NEED TO GET PEOPLE ATLL LEVELS IN THE ORGANIZATION INVOLD TO REALLY MAKE IT WORK AND TO REALLY SHOW THE LEVEL OF COMMITMENT THAT WE THINK IS NECESSARY FOR THIS PARTNERSHIP TO EXIST.

THE MENTOR PROGRAM CUTS RIGHT ACROSS THE WHOLE SPECTRUM OF OUR EMPLOYEES, FROM TOP MANAGEMENT TO PEOPLE INVOLVED IN PRODUCTION, ENGINEERING, MAINTENANCE, LABORATORIES.

IT'S NOT GIVING MONEY TO A PROJECT; IT'S ACTUALLY GETTING PERSONALLY INVOLVED.

>> THE BONDS BEING FORMED BETWEEN PEOPLE IN THIS PARTNERSHIP ARE TO SOME EXTENT BENEFICIAL TO BOTH PARTIES.

THE COMPANY AND THE SCHOOL SEE THEIR RELATIONSHIP AS A TWO-WAY STREET.

THE SCHOOL HELPS WYETH BY OFFERING ITS FACILITIES AND STAFF TOROVIDE TRAINING, ESPECIALLY IN COMPUTER SKILLS THAT ARE BECOMING MORE ESSENTIAL FOR WYETH EMPLOYEES.

>> IF WE WERE TAKING EVERYTHING FROM WYETH AND NOT GIVING ANYTHING IN RETURN, I DON'T THINK WYETH WOULD FEEL THAT IT WAS A PARTNERSHIP.

I DON'T THINK THEY'D BACK OUT, BUT IF YOU'RE GOING TO HAVE A PARTNERSHIP, IT'S GOT TO BE GIVE AND TAKE ON BOTH SIDES.

>> AS SCHOOLS AND BUNESSES AROUND THE STA VENTU TO START PARTNERSHIPS, FINDING MUTUAL BENEFITS IS SEEN AS AN IMPORTANT KEY TO SUCCESS.

BUT HOW MANY BUSINESSES CAN OFFER THE KIND OF COMMITMENT WE'VE SEEN IN GEORGIA?

>> WE'RE VERY FORTUNATE IN A COMMUNITY LIKE GEORGIA WHICH IS RURAL AND HAS A LARGE EMPLOYER, BUT THAT'S PROBABLY THE EXCEPTION AND NOT THE RULE.

SO IT TAKES SOME REALLY CREATIVE THINKING IN RURAL COMMUNITIES.

>> ONE OF THE THINGS THAT I THINK HAS TO HAPPEN IN EVERY COMMUNITY IS TO DO A THOROUGH ASSESSMENT OF THE KINDS OF RESOURCES THAT EXIST IN THE COMMUNITY.

IT'S ALWAYS FASCINATING TO ME TO FIND OUT ABOUT SOME OF THESE SMALL BUSINESSES THAT ARE GOING OUT OF SOMEONE'S BACK ROOM, OUT OF SOMEONE'S BASEMENT AND IN THE SMALLEST COMMUNITIES AROUND VERMONT THAT ARE DOING BUSINESS AROUND THE WORLD.

A LOT OF PEOPLE JUST DON'T KNOW ABOUT THEM.

>> HERE IN THE UPPER VALLEY NEAR WHITE RIVER JUNCTION THETFORD ACADEMY IS A RURAL HIGH SCHOOL FACED WITH SUCH A CHALLENGE.

THE SCOL IS MEETING IT BY JOINING A LOCAL NETWORK OF OTHER SOOLS, EMPLOYERS AND COUNITY ORGANIZATIONS.

WITH T SUPPORT OF FEDERAL FUNDS, JIM MASLAND HAS RECENTLY BEEN APPOINTED TO COORDINATE THE PARTNERSHIP.

>> DRIVING IN TOWN WE SEE WHAT NORMALLY PEOPLE WOULD PECT TO SEE IN A NORTHERN NEW ENGLAND TOWN, A GAS STATION, A GARAGE, A CHURCH, TO HALL AND HOMES.

AS IT TURNS OUT, IN THETFORD THERE ARE 150, MAYBE 200 HOME-BASED BUSINESSES, EVERYTHING FROM COMPUTER SOFTWARE DEVELOPMENT TO A HOT AIR BALLOON BUSINESS.

ONE OF THE MOST INTERESTING THINGS IS THE DIVERSITY THAT'S AVAILABLE HERE AND, IN FACT, THERE ARE A WEALTH OF OPPORTUNITIES FOR STUDENTS.

THERE'S A WHOLE NEW WORLD OUT THERE OF BUSINESS OPPORTUNITY AND DEVELOPMENT.

WE WANT THEM TO UNDERSTAND HOW THEY MIGHT FIT IN, WHAT THE OPPORTUNITIES ARE FOR THEM TO GET INVOLVED.

SO OUR CHALLENGE THEN IS JUST TO APPROACH BUSINESSES, TO FIND THEM WHERE THEY ARE, EXPLAIN TO THEM WHAT SCHOOL-TO-WORK IS ALL ABOUT, HOW WE NEED THEIR PARTICIPATION AND TO SOLICI THEIR IDEAS ON HOW THEY MIGHT BE INVOLVED AND WH WE CAN DO TO IMPROVE THE SYSTEM.

>> I'M WONDERING IF IT WOULD BE POSSIBLE FOR YOU OR MARK TO COME UPO THE ACADEMY FROM TIME TO TIME PERHAPS TO EXPLAIN TO GROUPS STUDENTS WHAT IT IS TO R A FLOWER BUSINESS?

>> YH, THAT WOULD BE POSSIBLE.

MARK DOES HAVE SOME STUDENTS COME HERE JUST TO DO A TOUR OF GREENHOUSES ON OCCASION.

>> WHAT IS IT THAT WE CAN DO TO ACCOMMODATE YOUR NEEDS AS BUSINESS PEOPLE?

>> WELL,LTIMATELY I GUESS THE SCHOOL-TO-WORK PROGRAM WOULD WORK BEST FOR US IF WE COULD HAVE A STUDENT THAT LIKES IT WELL ENOUGH AND THEN HAVE A LONG-TERM RELATIONSHIP WITH THAT STUDENT.

>> PART OF MY ROLE BASICAL IS THE COMMUNICATIONS LI.

I'M E DE BETWEEN THE DIFFERENT SCHOOLS IN THIS AREA.

WE ARE BUILDING A DATABASE IN THIS AREA, AND I BELIEVE THE OTHER PARTNERSHIPS ARE DOING SO ALSO, AND THE DATABASES WILL BE INTEGRATED SO TH WE CAN ALL ACCESS EH HER'S OPPORTUNITIES, STUDENTS AND SEE WHAT'S WORKI AND WHAT'S NOT.

>> ONE OF THE CHALLENGES FOR A SMALL SCHOOL LIKE OURS IS MAKING THE CONNECTIONS THAT WORK FOR STUDENTS WITH THE LOCAL BUSINESS COMMUNITY.

WE CANNOT TURN TO A SINGLE MAJOR EMPLOYER THE WAY SOME SCHOOLS CAN.

>> IF WE HAVE ONE PERSON IN THE REGION MAKING THE CONTTS WITH A PARTICULAR BUSINESS, IT'S GOING TO BE BETTER THAN HAVING FOUR DIFFERENT SCHOOLS CALLING UP AND ASKING FOR THE SAME THING.

ANY KIND OF RESOURCES THAT ARE GOING TO HELP STUDENTS MAKE A BETTER CONNECTION TO WHAT COMES AFTER HIGH SCHOOL AND WHAT COMES AFTER COLLEGE BECAUSE IT'S NOT JUST ABOUT THE KIDS THAT ARE GOING RIGHT INTO THE WORK FORCE, IT'S ABOUT EVERYBODY.

>> AS FAR AS SCHOOLS ARE CONCERNED, EVERY BUSINESS, NO MATTER HOW SMALL, HAS SOMETHING TO OFFER STUDENTS.

IT MAY BE GIVING A TALK TO A CLASS, A TOUR OF THE BUSINESS, HAVING STUDENTS JOB SHADOW OR PROVIDING PAID OR UNPAID WORK EXPERIENCES, BUT FROM THE BUSINESS PERSPECTIVE IT CAN BE TIME CONSUMING.

SO WHAT KIND OF RECEPTION IS JIM GETTING?

>> BUSINESS LEADERS, EMPLOYERS, CERTAINLY ARE AWARE OF THE QUALITY OF THEORK FORCE THAT THEY HAVE TO WORK FOR THEM IN MANY CASES IS LACKING.

THEY KNOW THAT.

SO THEY'RE ENTHUSIASTIC TO FIND OUT THAT THERE IS A WAY THAT WE CAN CORRECT THIS PROBLEM.

>> IF THEY GO TO A WORKPLACE BEFORE THEY GRADUATE AND UNDERSTAND WHY THEY'RE LEARNING THE MATH, WHY THEY'RE LEARNING TO READ, I THINK WE WILL GET A MUCH BETTER EMPLOYEE FOUR, FIVE, TEN YEARS DOWN THE ROAD.

>> I THINK WE'RE HIDING OUR HEADS IN THE SAND IF WE DON'T TRY TO REACH OUT TO SCHOOLS AND SAY, COME ON IN, WORK WITH US.

>> IF OUR BUSINESS DOESN'T GET INVOLVED WITH A SCHOOL-TO-WORK PROGRAM, THEN PEOPLE JUST AREN'T AWARE OF THE OPPORTUNITIES WITH A COMPANY LIKE THIS.

>> DAN, YOU REMEMBER THE FIRST DAY THAT WE CAME IN, WE TALKED ABOUT THE IMPORTANCE OF SCALING LOGS?

>> WALTER MALMQUIST RUNS A LUMBER COMPANY.

IT'S ONE OF THE LARGEST BUSINESSES IN THETFORD EMPLOYING AROUND 25 PEOPLE.

HE GOT INVOLVED IN THETFORD ACADEMY'S SCHOOL-TO-WORK PROGRAM BY OFFERING WORK EXPERIENCE TO STUDENTS LIKE DAN ADAMS.

WALTER WANTS STUDENTS TO BE AWARE OF THE OPPORTUNITIES AVAILABLE IN THE WOOD INDUSTRY.

>> IT'S CRITICAL TO THE SUCCESS OF SMALL FIRMS AND LARGE FIRMS IN THE WOOD INDUSTRY IN NORTHERN NEW ENGLAND THAT WE MAINTAIN THAT SKILL LEVEL.

NOT ONLY DO WE NEED THE PEOPLE WHO HAVE BEEN AROUND FOR 20 AND 40 YEARS, BUT WE'RE LOOKING FOR 18 YEAR OLDS, 20 YEAR OLDS BEING ABLE TO COME ON LINE AND KNOW JUST WHAT THEY'RE DOING.

THE BIGGEST BARRIER TO GETTING INVOLVED IS WHAT CAN I TEACH A STUDENT?

HOW MUCH TIME DO I HAVE TO TAKE AWAY FROM WHAT I HAVE TO DO IN A SMALL COMPANY TO HELP THIS STUDENT HAVE A GREAT EXPERIENCE?

>> THIS IS ONE OF THE THINGS I DO WANT TO TRY OUT.

IT HAS A LOT OF MATH, SO I'M GOOD AT MATH.

AT FIRST I DIDN'T KNOW IF I WANTED TO DO IT AS A CAREER, BUT SINCE I'VE BEEN HERE IT'S NOT THAT BAD.

I LIKE IT.

>> THERE'S MORE COMPANIES LIKE MINE LOOKING TO SUPPORT YOUNG PEOPLE IN THEIR COMMUNITIES.

GETTING THEM INVOLVED IN COMMUNITY BASED WORK PROGRAMS THEY HAVE AN OPPORTUNITY NOT ONLY TO SEE WHAT'S AVAILABLE IN THEIR COMMUNITIES BUT PERHAPS WORLDWIDE.

LUMBER IS A GLOBAL INDUSTRY NOW.

WHEN I SELL LUMBER, IT'S NOT TO PEOPLE IN VERMONT, IT'S NOT TO PEOPLE NECESSARILY IN NEW HAMPSHIRE ONLY; IT'S TO PEOPLE IN CANADA WHO IN TURN SELL TO EUROPE.

>> AT ONE TI DAN ADAMS HAD NEVER THOUGHT ABOUT COLLEGE, BUT NOW AFTER WORKING AT THE LUMBER MILL HE'S CONSIDERING GOING TO COLLEGE TO BECOME A WOOD GRADER.

EVEN IF HE CHANGES HIS MIND, THERE ARE STILL INGS THAT WALTER THIS DAN WILL TAKE AWAYROM THIS EXPERIENCE.

>> UNDERSTANDING WHAT E JOB IS, NOT GETTING IN THE WAY AND WORKING WITH PEOPLE THAT ARE TWICE YOUR AGE IS SOMETHING THAT NEW EMPLOYS I THINK VE TO LEARN WHEN THEY'RE GOING INTO ANY JOB.

IT'S A QUID PRO QUO; THAT NOT ONLY ARE WE PROVIDING THE STUDENT WITH AN OPPORTUNITY BUT THE STUDENT IS BRINGING A LITTLE BIT OF ENERGY IN WHICH I THINK IS GOOD FOR MY COMPANY AS WELL AS FOR THE STUDENTS.

>> BEFORE HE STARTED HIS OWN VIDEO COMPANY BOB FRANZONI USED TO TEACH AT THETFORD ACADEMY.

HE'S PROVIDING PAID WORK EXPERIENCE FOR STUDENT THERESA EASTMAN.

BECAUSE OF HIS BACKGROUND, BOB SEES ADVANTAGES ON BOTH SIDES OF BEING INVOLVED IN A SCHOOL-TO-WORK PROGRAM.

>> THE BENEFIT TO A BUSINESS IS I THINK I GET A GOOD WORKER, A PERSON THAT TRIES HARD AND IS LEARNING.

FOR ME BEING A TEACHER 15 YEARS IT'S LIKE TEACHING AGAIN IN A REAL LIFE SITUATION.

I FE I'M DOING MY PART HELPING THERESA LEARN SOME SKILLS THAT SHE MIGHT NOT HAVE LEARNED IN HIGH SCHOOL.

THERESA REALLY RUNS THE OFFICE.

I MEAN, I WORK WITH PUBLIC ACCESS T.V.

IN THE HANOVER AND NORWICH AREA.

SOME DAYS I'M NOT HERE.

SHE'LL COME IN AND SHE'LL HANDLE CUSTOMERS WHICH IS THE MOST IMPORTANT PART OF OUR BUSINESS.

WHAT SHE BROUGHT TO THE JOB HERSELF WAS GOOD COMMUNICATION SKILLS, WORKING WITH PEOPLE.

WE TRAINED HER HOW TO DO THE VIDEO WORK.

SHE WILL EVENTUALLY LEARN HOW TO EDIT, SHE'S GOING TO HELP DO WEDDINGS THIS YEAR, SHE WILL ASSIST ON DIFFERENT SHOOTS THAT WE DO.

BY THE TIME SHE LEAVES HERE, AND HOPEFULLY GOES TO COLLEGE, SHE WILL HAVE A GOOD BACKGROUND IN VIDEO.

>> I LIKE WORKING WITH TECHNICAL KD OF THINGS.

I HAD NO IDEA HOW TO RUNNY OF IT BEFORE I CAME HERE.

I THOUGHT IT WAS GOING TO BE SECRETARIAL.

IT'S NOT REALLY SECRETARIAL AT ALL; IT'S MORE WORKING HANDS ON WITH THE VIDEO.

>> BEFORE THIS PLACEMENT THERESA WAS AND STILL IS CONSIDERING A CAREER NSING, BUT WORKING HERE HAS OPENED UP OTHER POSSIBILITIES.

THETFORD ACADEMY ENCOURAGES STUDENTS TO TRY MORE THAN ONE WORK EXPERIENCE.

AS WELL AS BROADENING THEIR HORIZONS, THERE ARE GENERAL SKILLS STUDENTS TAKE AWAY NO MATTER WHAT CAREER THEY EVENTUALLY DECIDE TO PURSUE.

>> THE GENALHINGS U TAKE AWAY FROM HERE IS A CONFIDENCE OF RUNNING AN OFFICE, BEING ON HER OWN, THINKING ON HER OWN TWO FEET.

>> THE THINGS THAT EVERYONE COMES BACK WITH OM THE EXPERIEE I FEEL IS REALLY THE IMPROVED SELF-ESTEEM, THE IMPROVED CONFIDENCE, THE KNOWLEDGE THAT YOU CAN GO OUT AND YOU CAN DO A GOOD JOB WORKING IN A FIELD THAT YOU REALLY DON'T KNOW A WHOLE LOT ABOUT T ARE TRYING TO LEARN SOMETHING ABOUT.

>> YOUNG PEOPLE GET TO SEE WHAT SOMEONE REALLY DOES IN THIS PARTICULAR LINE OF WORK.

IT HELPS THEM GET SOME REALITY IN THEIR VISION.

>> IT'S NOT ONLY THROUGH APPRENTICESHIPS AND JOB SHADOWS THAT THETFORD ACADEMY STUDENTS ARE LEARNING FROM THEIR LOCAL BUSINESS COMMUNITY.

DWIGHT SARGENT, OWNER OF A FURNITURE MANACRING COMPANY, HAS VOLUNTEERED TO PUT DAN ADAMS THROUGH A MOCK JOB INTERVIEW.

FIRST HE TAKES HIM ON A TOUR OF THE SHOP FLOOR JUST AS HE WOULD ANY PERSPECTIVE PLOYEE.

>> WHAT KIND OF DEPARTMENT AFTER YOUR WALKTHROUGH DO YOU THINK YOU'D LIKE TO END UP IN?

>> TEACHER JOE DEFNER TAPES THE INTERVIEW FOR LATER ANALYSIS.

>> I'VE WORKED WITH THE HANDSAWS AND TABLE SAWS.

>> CAN YOU TELL ME SOME OF YOUR OTHER WORK EXPERIENCES YOU'VE HAD?

YOU SAY YOU'RE A JUNIOR IN HIGH SCHOOL.

>> WHEN WE'RE DONE VIDEOTAPING, WE CRITIQUE THEM AND WE TALK ABOUT HOW THEIR BODY POSTURE MIGHT HAVE BEEN DIFFERENT, HOW A STUDENT MAY HAVE RESPONDED DIFFERENTLY TO A PARTICULAR QUESTION.

IT'S LEARNING IN THE VERY REAL SENSE OF THINGS THAT HAVE DIRECT APPLICIONS TO THEIR FUTURES.

>> SCHOOLS AND BUSINESSES ARE FINDING MANY DIFFERENT WAYS THEY CAN WORK TOGETHER.

BESIDES THE UPPER VALLEY, 14 REGIONAL COLLABORATIVES ARE BEING SET UP TO COVER VERMONT, BUT IT'S NOT ALWAYS BEEN EASY TO BRING EDUCATORS AND BUSINESS PEOPLE TOGETHER.

>> THE INITIAL REACTION WAS THAT SCHOOLS OR EDUCATORS ARE ON THE DEFENSIVE AND BUSINESS WAS ON THE OFFENSIVE SORT OF POINTING BLAME.

I THINK WE REALLY HAVE GOTTEN OUT OF THAT MODE WHERE THERE IS NO BLAME TO BE PLACED AND THERE'S NO REASON FOR SCHOOLS TO BE DEFENSIVE.

WHAT WE HAVE IS A CHGE, A SIGNIFICANT INSTITUTIONAL CHANGE THAT'S RESPONDING TO THE CHANGE IN THE ENTIRE WORLD, THE ENTIRE ENVIRONMENT; AND IT'S A SHARED RESPONSIBILITY.

>> WHAT THE BUSINESS COMMUNITY IS NOW SAYING IS WE DON'T WANT PEOPLE TRAINING FOR NARROW JOBS.

WE WANT PEOPLE WITH A BROAD RANGE OF SKILLS.

WE WANT EVERY WORKER TO HAVE THE KIND OF SKILLS THAT IT USED TO BE ONLY COLLEGE GRADUATES WOULD HAVE.

WE WANT COMMUNICATION SKILLS, WE WANT TECHNICAL SKILLS, WE WANT GROUP PROCESS SKILLS, WE WANT AN UNDERANDING OF TOTAL QUALITY MANAGEMENT AND WE WANT THIS FOR ALL OUR WORKERS BECAUSE THEY ARE NOT GOING TO BE DOING JUST ONE JOB.

>> IF THEY ENGAGE IN A REAL PARTNERSHIP WITH THE SCHOOLS, WHAT HAPPENS IS THAT THERE'S AN ONGOING CONVERSATION THAT TAKES PLACE BETWEEN BUSINESSES AND THE SCHOOL PEOPLE WHERE THE BUSINESSES WILL SAY THIS IS WHAT I REALLY NEED, THESE ARE THE KINDS OF SKILLS THAT I NEED FROM PEOPLE COMING INTO MY BUSINESS; AND THE SCHOOLS ARE ABLE TO SAY MAYBE THERE ARE THINGS WE'RE NOT ADDRESSING IN THE CURRICULUM.

>> AND THAT'S JUST WHAT HAPPENED HERE IN ST.

ALBANS.

EDUCATORS AND SEVERAL AREA BUSINESSES DEVELOPED A NEW KIND OF COURSE FOR STUDENTS.

TECH CONNECTIONS FOCUSES ON SKILLS THAT ARE RELEVANT NOT ONLY TO LOCAL INSTRIES BUT THAT ARE ALSO TRANSFERABLE TO A WIDE RANGE OF OCCUPATIONS.

>> IT COMBINES THE ACADEMICS WITH THE TECHNICAL EXPERIENCE SO THAT THOSE STUDENTS WHO TRADITIONALLY CAME OUT OF A PROGRAM WITH WHAT WE USED TO CALL THE VOCATIONAL SKILLS SOMETIMES LACK THE ACADEMIC PREPARATION TO BE ABLE TO GO BEYOND THAT POINT.

>> STUDENTS TAKING TECH CONNECONS SPEND TWO YEARS COMBINING ACADEMIC THEORY WITH PRACTICAL WORK IN THE LAB AND WITH WORK EXPERIENCE IN LOCAL INDUSTRIES.

IT'S A MIX THAT MAKES THIS COURSE DIFFERENT FROM TYPICAL VOCATIONAL PROGRAMS, AND IT'S LARGELY DUE TO ADVICE, FINANCIAL SUPPORT, BUT MORE IMPORTANTLY TO INPUT INTO THE CURRICULUM BY AREA BUSINESSES LIKE WYETH NUTRITIOLS >> WE TALKED ABOUT THE NEED FOR IN THE NEW WORKPLACE TOTAL QUALITY MANAGEMENT AND UNDERSTANDING OF IN-LINE INSPECTION OF QUALITY RATHER THAN AT THE END OF A PROCESS, WE TALKED ABOUT THE NEED FOR COMPUTER TECHNOLOGY, WE TALKED ABOUT STUDENTS BEING ABLE TO COMMUNICATE CLEARLY, SUCCINCTLY, AND I THINK THESE ARE SOME OF THE CORE CURRICULUM SKILLS THAT ARE BUILT INTO THE TECH CONNECTIONS PROGRAM.

>> WE COVER ALL THE BASIC PRINCIPLES OF TECHNOLOGY, EVERYTHING FROM ALTERNATIVE ENERGY SOURCES, COMPUT PROGRAMMING, ELECTRICAL ENGINEERING.

>> THERE'S A LOT OF PROBLEM SOLVING.

>> IT'S JUST A FUN COURSE TO BE IN.

>> I'M USING THIS WIND TUNNEL TO SHOW THE EFFECTS OF THE AIR ON THE WINGS.

I WANT TO BE A PILOT, SO SOONER OR LATER I'LL BE IN DEPTH IN THE STUDY OF IT.

>> WE'RE TRYING TO PROGRAM THIS ROBOT TO BUILD A BASIC WALL.

YOU MUST HAVE COMPUTER SKILLS TO SURVIVE IN THE WORKPLACE.

EVERYTHING WE DO IN HERE IS BASED ON COMPUTERS.

>> THE LEARNING IS A LOT EASIER BECAUSE IT'S ALL HANDS ON.

WHEN I COME OUT OF THIS COURSE, I'LL KNOW THE BASICS OF COMPUTER PROGRAMMING, I'LL KNOW HOW TO DRAFT ON COMPUTERS.

SO I THINK THAT I'VE GOT A LOT OF OPTIONS OPEN TO ME BECAUSE OF THIS COURSE.

>> KEEPING UP WITH THE TECHNOLOGY IS CRITICAL, AND WE NEED TO BE SURE THAT THAT TECHNICAL PIECE IS RELEVANT TO WHAT'S HAPPENING IN THE WORKPLACE.

>> BECAUSE TECHNOLOGY IS EMERGING SO QUICKLY, THE SKILLS WE LEARN TODAY WILL IN NY CASES BE OUTDATED IN SEVERAL YEARS.

IT'S THE ADAPTABILITY TO TECHNOLOGY, THE ABILITY TO COMMUNICATE, WE KNOW FROM SURVEYS OF EMPLOYERS ACROSS THE BOARD, ARE SOME OF THE MOST IMPORTANT THINGS, LEARNING TO LEARN.

>> PROBABLY THE MOST IMPORTANT FEATURE IN THE LONG TERM THAT HAS MADE THIS PROGRAM A SUCCESS IS LISTENING TO BUSINESS AND INDUSTRY AND RESPONDING BECAUSE THEY ARE TELLING US WHAT THE FUTURE RK FORCE NEEDS TO LOOK LIKE.

>> THE PACE OF CHANGE DEMANDS THAT EDUCATORS AND BUSINESS PEOPLE LISTEN TO EACH OTHER MORE THAN EVER BEFORE.

THE NEW EMPHASIS ON SCHOOL-TO-WORK PROGRAMS IS NO LONGER SIMPLY VOCATIONAL.

IT'S NOT JUST ABOUT JOB SKILLS; IT'S ABOUT LIFE SKILLS.

SCHOOL-TO-WORK PGRAMS ARE FOR EVERYONE.

FOR EVERYONE.

I( MENSTAR(ING EARLY AND CONTINUING TO GIVE STUDENTS EXPERIENCES THROUGHOUT THEIR SCHOOLING THAT PREPARE THEM FOR THE CHALLENGES OF THE NEW WORKPLACE.

FOR WITHOUT HIGHLY SKILLED AND ADAPTABLE WORKERS, AMERICA STANDS TO LOSE ITS COMPETITIVE EDGE IN THE GLOBAL MARKETPLACE.