6.6.1 Smooth Transition from School-to-Work by Integrating Vocational Orientation and Training into Schools; in Rural Settings the Vocation is Sometimes Farming or Agri-Business

Many workforce development specialists recognize the importance of children developing vocational skills while they are in school. This method leverages educational infrastructure, reducing costs for families who would otherwise have enroll children in vocational schools.  In rural settings, with lower infrastructure and incomes, this strategy is even more relevant.  Often, the structure of vocation education is the same in rural and urban programs, incorporating life skills and job readiness as well as specific vocational skills. However, the vocation promoted is often agriculture or agri-business, which requires specific adaptations for school-based vocational training initiatives. A common patter is also the integration of entrepreneurship and job readiness training, whether in school-based or externally based initiatives.

In-school Vocational Training in Agri-Business
The SAT (Sistema de Aprendizaja Tutorial or Tutorial Learning System)1 is a non-formal high school degree program focused on sustainable agriculture and rural development. In Nicaragua, 80 percent of students do not attend school beyond the sixth grade. SAT reaches a diverse population of typically under-served people including young women, young parents, and older students. The curriculum uses hands-on learning to develop five core competencies: communication, math, science, technology and community service. SAT has been offered to 760 students and all are employed or furthering their education.
  • 1. Fabretto Children’s Foundation empowers underserved children and their families in Nicaragua to reach their full potential, improve their livelihoods, and take advantage of economic opportunities through education and nutrition.