New U.S. Initiatives for the Transition from School to Work. Occasional Paper No. 8.

Autor/inn/en	Kazis, Richard; Roche, Barbara
Institution	International Labour Office, Geneva (Switzerland).
Titel	New U.S. Initiatives for the Transition from School to Work. Occasional Paper No. 8.
Quelle	(1991), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	92-2-107924-4
Schlagwörter	Adolescents; Apprenticeships; Articulation (Education); Economic Factors; Education Work Relationship; Foreign Countries; High Schools; Postsecondary Education; Vocational Education; Young Adults; Youth Programs + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Apprenticeship; Lehre; Articulation; Artikulation (Ling); Artikulation; Aussprache; Ökonomischer Faktor; Ausland; High school; Oberschule; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung; Young adult; Junger Erwachsener; Jugendsofortprogramm
Abstract	Two innovations have developed in response to economic and educational concerns--the demand for workers who will be able to contribute productively in the workplaces of the coming decade and the pedagogical movement toward a closer integration of clasroom and work-based learning. One such innovation, called Tech Prep, has been incorporated into the 1990 Carl Perkins Act. This initiative, promoted by the U.S. Department of Education, links the last 2 years of high school with the first 2 years of postsecondary learning in a sequence that is coordinated with and leads to either an associate degree or certification of occupational skills in a specific career area. The second innovative program, called youth apprenticeship or work-based learning, was influenced by European apprenticeship systems. Youth apprenticeship programs meld Tech Prep-style coordination of secondary and postsecondary learning with paid work experience beginning in the last 2 years of high school, providing the context for both classroom and work-based learning. These two models are seen as competing solutions to the same problem: one is driven by labor market concerns, the other by educational concerns. The differences between the two will narrow in the coming years. (NLA)
Anmerkungen	ILO Publications, International Labour Office, CH-1211 Geneva 22, Switzerland.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC