Business Involvement in Education: Literature Review.

Institution	Nichols Education Consulting Group, Edmonton (Alberta).
Titel	Business Involvement in Education: Literature Review.
Quelle	(1996), (108 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7732-2017-8
Schlagwörter	Academic Education; Apprenticeships; Career Guidance; Comparative Analysis; Cooperative Planning; Counseling Services; Education Work Relationship; Educational Needs; Educational Planning; Educational Policy; Educational Practices; Educational Trends; Employment Qualifications; Financial Support; Foreign Countries; Government Role; Integrated Curriculum; Job Skills; Lifelong Learning; Literature Reviews; Models; On the Job Training; Postsecondary Education; Private Sector; Professional Associations; Public Sector; School Business Relationship; Student Evaluation; Teacher Education; Vocational Education; Work Experience Programs; Canada; Denmark; Germany; Japan; Sweden; Switzerland; United Kingdom; United States + Suchen Sie Ihr Suchwort? Akademische Bildung; Apprenticeship; Lehre; Berufsorientierung; Educational need; Bildungsbedarf; Bildungsplanung; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsentwicklung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Finanzielle Förderung; Ausland; Produktive Fertigkeit; Life-long learning; Lebenslanges Lernen; Analogiemodell; Training-on-the-Job; Post-secondary education; Tertiäre Bildung; Privater Sektor; Öffentlicher Sektor; Schulnote; Studentische Bewertung; Lehrerausbildung; Lehrerbildung; Ausbildung; Berufsbildung; Kanada; Dänemark; Deutschland; Schweden; Schweiz; Großbritannien; USA
Abstract	The literature on business involvement in education in Canada, the United States, Germany, Denmark, Sweden, Switzerland, Japan, the United Kingdom, and other European countries was reviewed. Special attention was paid to the following topics: workplace trends/changes; skill requirements/deficits; youth employment/unemployment; integration versus separation of vocational and academic curricula; education spending; school leavers; organizations interested in school-to-work transitions; apprenticeships; vocational/career guidance/counseling; government role in education for work; cooperative programs; continuous learning; industry-based education; training of teachers/trainers and teacher education/development; and assessment of skills/knowledge. The literature regarding the Japanese and continental European experience identified a history of cooperation among business, labor, and government in developing/delivering high-quality youth training that was not present in Canada. Like Canada, however, the other countries studied were struggling with the issues of global competitiveness, faltering economies, social tensions induced by immigration, high unemployment, long-term welfare dependency, and a changing workplace. It was concluded that Canadian policymakers and educators must develop a school-to-work transition system possessing the following traits: responsive to the concerns of industry; flexible; committed to quality; and oriented toward integration of academic and vocational education and provision of career education, guidance, and support and opportunities for lifelong learning. (Contains 88 references.) (MN)
Anmerkungen	Learning Resources Distributing Centre, 12360 - 142 Street, Edmonton, Alberta T5L 4X9, Canada.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC