Urban Vocational Education and Managing the Transition from School to Work: A Review of a Series of Case Studies of Vocational Education Programs in Four Cities. Final Report.

Autor/inn/en	Peterson, Paul E.; Rabe, Barry G.
Titel	Urban Vocational Education and Managing the Transition from School to Work: A Review of a Series of Case Studies of Vocational Education Programs in Four Cities. Final Report.
Quelle	(1981), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Advisory Committees; Case Studies; Compliance (Legal); Education Work Relationship; Educational Legislation; Educational Planning; Educational Policy; Educational Research; Federal Aid; Federal Programs; Federal Regulation; High Schools; Job Skills; Postsecondary Education; Program Evaluation; School Role; Sex Fairness; Student Attitudes; Surveys; Urban Education; Vocational Education; California (San Francisco); Georgia (Atlanta); Illinois (Chicago); New York (Rochester) + Suchen Sie Ihr Suchwort? Beratungsstelle; Case study; Fallstudie; Case Study; Bildungsrecht; Schulgesetz; Bildungsplanung; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Bundeskompetenz; High school; Oberschule; Produktive Fertigkeit; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Sexualaufklärung; Schülerverhalten; Survey; Umfrage; Befragung; Stadtteilbezogenes Lernen; Ausbildung; Berufsbildung
Abstract	Data from four case studies of urban vocational education and a National Opinion Research Center survey of high school sophomores and seniors were used to research the role of vocational programs in managing the transition from school to work. The case study cities were Atlanta, Chicago, Rochester, and San Francisco. It was found that vocational education must provide students with skills and contacts to successfully manage the transition. Informal contacts were particularly important for negatively stereotyped groups, specifically young adults. Ways of managing the transition were varied among postsecondary, secondary, and Comprehensive Employment and Training Act programs in urban areas. Congressional efforts to regulate program direction as mandated in the Vocational Education Amendments have had little effect. Federal funds were being used largely to maintain existing programs and equipment. Procedural compliance with federal planning provisions was occurring. Program evaluation relied on traditional approaches with school officials in control. Local response to sex fairness provisions was quite limited. Local advisory councils have involved the private sector. It was recommended that through modification of federal vocational education policy Congress (1) emphasize contacts with the marketplace, (2) eliminate systems of institutional stratification, (3) encourage cooperation between programs and institutions, and (4) introduce greater variety. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC