Education for Employment in the New Economy. A Report of the Economic Partners Team of the Comparative Learning Teams Project.

Autor/inn/en	Schaeffer, Esther F.; und weitere
Institution	National Alliance of Business, Inc., Washington, DC.; Maryland Univ., College Park. Center for Learning and Competitiveness.
Titel	Education for Employment in the New Economy. A Report of the Economic Partners Team of the Comparative Learning Teams Project.
Quelle	(1994), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Education; Developed Nations; Economic Development; Education Work Relationship; Educational Certificates; Foreign Countries; Government School Relationship; Job Development; Job Skills; Job Training; Labor Force Development; Postsecondary Education; School Business Relationship; Standards; Student Certification; Unions; Vocational Education; Denmark; Sweden; Switzerland + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Developed countries; Industriestaat; Industrieland; Wirtschaftsentwicklung; Bildungsabschluss; Schulzeugnis; Ausland; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Arbeitskräftebestand; Post-secondary education; Tertiäre Bildung; Standard; Ausbildung; Berufsbildung; Dänemark; Schweden; Schweiz
Abstract	U.S. business, labor, and public policy representatives visited Denmark, Sweden, and Switzerland to study the roles of their counterparts in school-to-work systems. They identified these common strengths: education viewed as an economic investment tool by all partners; strong partnerships of business, labor, and government; voluntary national, industry-driven systems of standards, curricular frameworks, assessments, and credentials; school-to-work transition as part of a broader integrated education and training system; decentralized systems and flexibility; broad and specific skill development; common knowledge, skills, and abilities in the workplace as the basis of common elements or course modules in curricula; consolidation of jobs and industries for defining course curricula; combination of classroom and work-based learning; and compulsory, high quality primary school with technical training available by age 16. Common philosophies also resulted in common concerns: integration of academic/classroom and work component; staff development; communication between educators and industry; tension between broad and specific skill development; inflexibilities in changing national standards and curricular frameworks; and training without jobs. Each country had distinctive differences: role of labor; mix of classroom and work-based components; importance of work-based pay; employer commitments to hire; use of contracts between employers and youth; and employer incentives. Next steps for the U.S. Government, employers, and labor were identified. (YLB)
Anmerkungen	Center for Learning and Competitiveness, School of Public Affairs, University of Maryland, College Park, MD 20742 ($5).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC