Analysis of Linkages in Selected School-to-Work and Career Advancement Transition Programs.

Institution	CSR, Inc., Washington, DC.; International Training Inst., Kathmandu (Nepal).
Titel	Analysis of Linkages in Selected School-to-Work and Career Advancement Transition Programs.
Quelle	(1991), (222 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Career Change; Corporate Support; Demonstration Programs; Disadvantaged; Dislocated Workers; Education Work Relationship; Experiential Learning; Incentives; Job Skills; Job Training; Postsecondary Education; Promotion (Occupational); Publicity; Recruitment; Retraining; Rewards; School Business Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Career changes; Berufswechsel; Arbeitsloser; Experiental learning; Erfahrungsorientiertes Lernen; Anreiz; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Post-secondary education; Tertiäre Bildung; Aufstiegsberuf; Berufsförderung; Recruiting; Rekrutierung; Umschulung; Reward; Belohnung
Abstract	A study focused on formal and informal linkages between industry and education that were supportive of structured work-based learning at three transition points: entry, dislocation, and upgrade. During 1990, site visits were made to 10 school-to-work, 1 dislocated worker, and 4 career advancement programs. Study methodology included informal discussions with representatives of the key partners and trainees and/or graduates at each program, observations of actual classroom instruction and workplace training, and examination of relevant program materials. A qualitative data analysis within and across program models identified similarities and differences in three major areas: linkages within the programs; program operations; and factors affecting successful program operations. Four categories of partners were involved: (1) program; (2) employers; (3) educational institutions; and (4) trade, governmental, and community organizations. Partnerships were supported by formal devices. Outreach and recruitment activities were closely related to public promotion. Although programs offered various types of training, all stressed experiential, hands-on techniques. Factors identified as incentives or rewards were consistent within each category of participant and within program type but not across program type. Six categories of barriers were consistent across programs: size inefficiencies; cult of personality; lack of information; demographic/economic changes; turf conflicts; and resources. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01