School-to-Work. Myths and Realities No. 4.

Autor/in	Imel, Susan
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	School-to-Work. Myths and Realities No. 4.
Quelle	(1999), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Bound Students; Education Work Relationship; Educational Change; Educational Legislation; Educational Objectives; Educational Policy; Educational Trends; Federal Legislation; Futures (of Society); Noncollege Bound Students; Outcomes of Education; Postsecondary Education; Relevance (Education); School Business Relationship; Vocational Education + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungsrecht; Schulgesetz; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Bildungsentwicklung; Bundesrecht; Future; Society; Zukunft; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Relevance; Relevanz; Ausbildung; Berufsbildung
Abstract	When the School-to-Work Opportunities Act (STWOA) was initiated in 1994, it was envisioned as a systematic effort to prepare young people for high-skill, high-wage careers and provide them with the academic instruction and foundation skills needed to pursue postsecondary education and lifelong learning. STWOA called for development of three main components in a school-to-work (STW) system: school-based learning, work-based learning, and connecting activities. Because of STW's emphasis on careers, many have erroneously assumed that STW is just about "getting jobs for kids" and have criticized STW because it fosters business involvement in education. However, national evaluation of STW has shown that college-bound and non-college-bound are about equally involved in the experiences promoted by STWOA. Evidence also shows that STW programs linked closely with business have positive results. Although supporters of the STW approach view it as a way to reorganize education, this idea has not had wide appeal. At the micro level, STW has served young people as an avenue to an education that is connected to a career. At the macro level, however, STWOA-funded efforts have served as the basis for some school restructuring efforts but have failed to make broad inroads into the educational and reform movement. (Contains 13 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC