(A) As a part of the school-to-work system, the State Board of Education shall establish a structure for preparing students for employment and lifelong learning which expands upon the current Tech Prep model to include four components:

1. (1) quality schooling having a rigorous curriculum,
2. (2) career counseling,
3. (3) work exploration and experience, and

4. (4) structured work-based learning.

   In developing the school-to-work system, the emphasis shall be on a structure which is flexible to meet local school needs and available to all students as needed and appropriate. Students and their parents will make the decision as to which track the student will follow and students may transfer between Tech Prep and College Prep tracks within guidelines established by the State Board of Education to allow for transfer up to the senior year of high school. The State Board of Education, for the purpose of successfully establishing and implementing the school-to-work system, shall endeavor to obtain the cooperation of employees, the Commission on Higher Education, post-secondary institutions, and the several school districts.

(B) The State Board of Education shall, beginning with school year 1994-95, establish by regulation quality schooling which, at a minimum shall include:

1. (1) a rigorous, relevant academic curriculum which shall among other changes or improvements:

   1. (a) include rigorous applied academic methodologies in mathematics, science, and communications skills where appropriate;
   2. (b) increase mathematics instruction to include statistics, logic, measurement, and probability;
   3. (c) incorporate in the curriculum the skills and competencies suggested in the United States Secretary of Labor's Commission on Achieving Necessary Skills (SCANS) report and those identified in the employer survey report of the South Carolina Chamber of Commerce's Business Center for Excellence in Education including an emphasis on the importance of individual achievement as a cornerstone upon which self-respect, academic, and personal success are founded;
   4. (d) eliminate the "general track" for students first enrolling in high school on or after the 1996-97 school year;
   5. (e) develop plans to accelerate the learning of students that are behind their age peers; and
   6. (f) develop plans that take into account student learning style.

2. (2) Changes in vocational education programs which:

   1. (a) redefine vocational programs so as to expand their content, relevancy, and rigor in preparation for lifelong learning and living in a technological society; and
   2. (b) integrate instruction in academic and occupational courses to ensure a rigorous, relevant, and academic curriculum;

(C) With the advice of the statewide advisory council hereinafter established, the State Board of Education shall, beginning in school year 1996-97, establish regulations for:

1. (1) career exploration and counseling which includes:

   1. (a) student exposure to career options by integrating career counseling activities into the kindergarten through grade twelve curriculum;
   2. (b) a comprehensive career guidance plan which has a major plan and an alternate plan for each student starting in grade six and is revised each year as the student progresses towards graduation and which requires the districts to seek parental assistance in the development of the plan;
   3. (c) in-service courses to equip guidance counselors with skills necessary to integrate career guidance and career planning.
2. (2) A range of mentoring opportunities beginning no later than the seventh grade which includes traditional mentoring, shadowing, service-learning, school-based enterprises, and internships as defined in Section 59-52-30. Mentoring activities shall emphasize students' interests, skills, and needs.

3. (3) Structured work-based learning opportunities and components of these work-based opportunities include:

   1. (a) structured work-based learning to include the establishment of a youth apprenticeship model as defined in Section 59-52-30;
   2. (b) integration of academic and vocational learning;
   3. (c) coordination and integration of school and work-place learning; and

   4. (d) credentials for both academic and occupational skills.

      These programs shall be governed by broad coalitions of institutional partners.