Partners in Progress: Early Steps in Creating School-to-Work Systems.

Autor/inn/en	Hershey, Alan M.; Hudis, Paula; Haimson, Joshua; Silverberg, Marsha
Institution	Mathematica Policy Research, Princeton, NJ.
Titel	Partners in Progress: Early Steps in Creating School-to-Work Systems.
Quelle	(1997), (223 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Development; Career Education; Career Guidance; College School Cooperation; Community Involvement; Cooperative Programs; Coordination; Education Work Relationship; Educational Finance; Educational Legislation; Federal Aid; Federal Legislation; Integrated Curriculum; Parent Participation; Parent School Relationship; Partnerships in Education; Postsecondary Education; Program Development; Program Effectiveness; Program Evaluation; Program Implementation; School Business Relationship; School Community Relationship; School Restructuring; Unions; Work Experience Programs + Suchen Sie Ihr Suchwort? Berufsentwicklung; Arbeitslehre; Berufsorientierung; Koordination; Bildungsfonds; Bildungsrecht; Schulgesetz; Bundesrecht; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Hochschulpartnerschaft; Post-secondary education; Tertiäre Bildung; Programmplanung; Programme evaluation; Programmevaluation; Schulreformplan; Schulumwandlung
Abstract	The School-to-Work Opportunities Act of 1994 provides 5-year federal grants to help states implement school-to-work (STW) systems with broad collaboration among employers, organized labor, educators, and public agencies. All states have taken steps to create a statewide infrastructure. Local partnerships are widespread, but new and evolving. School-based and workplace components have received uneven attention. Early efforts most often build on vocational education programs. Participation in career development activities is high, but for individuals such activities are typically occasional and unconnected. Student involvement in integrated curricula is relatively uncommon. Integration of academic and vocational instruction is widely pursued. Developing work-based activities is the top priority of most local partnerships. Local constraints typically limit emphasis on paid positions with structured training and work experience. Workplace opportunities that students get through school are of higher quality than those they find. Few students have participated in multiple STW activities. Schools and employers play more active roles than postsecondary institutions in STW partnerships. Involvement of organized labor and parents is limited. Emerging issues are as follows: can states can fit STW in a coherent policy framework; can workplace learning be made meaningful to all students; and can curriculum be built consistently around career themes. (Contains 23 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC