Literaturnachweis - Detailanzeige
| Autor/inn/en | Noah, Harold J.; Eckstein, Max A. |
|---|---|
| Institution | London Univ. (England). Inst. of Education. |
| Titel | International Study of Business/Industry Involvement with Education. |
| Quelle | (1986), (56 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Apprenticeships; Comparative Education; Education Work Relationship; Employer Attitudes; Foreign Countries; International Education; Labor Education; School Business Relationship; Secondary Education; Trade and Industrial Education; Vocational Education; France; United Kingdom (Great Britain); West Germany |
| Abstract | The study reported in this paper describes business/industry involvement with the education of secondary school students in Britain, the Federal Republic of Germany, and France. The study covers the following: business/industry's criticisms and recommendations about secondary education; the institutional framework within which business/industry involvement with education takes place; the characteristic collaborative arrangements in each of the three countries; the directions and forms of business/industry involvement with education across the three countries; and the conditions influencing such involvement. Some of the findings of the study, drawn from onsite inquiry and documentary sources, are as follows: (1) employers in all three nations make similar criticisms of the schools, including lack of connection of school curricula with the world of work, the schools' preoccupation with academic study and credentials, inadequacy of basic skill training, and the consequent unpreparedness of school leavers for work; (2) their recommendations for change are also very similar--a more practical curriculum, greater appreciation of the world of work, and more efficient management of schools; (3) business/industry participation is organized in substantially different ways in each of the three countries--France's job education is the most school-based, Germany's is the most firm-based, while England has a mixed model; and (4) business/industry continues to have an important if not dominant role in vocational training. There is no indication that any method of financing, whether public or business/industry, affects the involvement of business/industry in vocational education. (Author/KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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