Work-Based Learning: A Resource Guide for Change.

Institution	Hudson River Center for Program Development, Glenmont, NY.
Titel	Work-Based Learning: A Resource Guide for Change.
Quelle	(1997), (316 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Education; Career Exploration; Case Studies; Change Strategies; Cooperative Education; Definitions; Disabilities; Education Work Relationship; Educational Change; Educational Legislation; Elementary Secondary Education; Federal Legislation; Glossaries; Guidelines; Internship Programs; Job Training; Learning Activities; Nontraditional Occupations; Partnerships in Education; Program Evaluation; Program Guides; Records (Forms); Resource Materials; School Business Relationship; State Legislation; Student Evaluation; Systems Approach; Womens Education; Work Experience Programs; Youth Employment; New York + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Berufserkundung; Case study; Fallstudie; Case Study; Lösungsstrategie; Kooperativer Unterricht; Begriffsbestimmung; Handicap; Behinderung; Bildungsreform; Bildungsrecht; Schulgesetz; Bundesrecht; Glossary; Glossar; Richtlinien; Berufspraktische Ausbildung; Berufsqualifizierender Bildungsgang; Lernaktivität; Non-traditional occupations; Alternatives Berufsfeld; Hochschulpartnerschaft; Programme evaluation; Programmevaluation; Formularsammlung; Quellenmaterial; Landesrecht; Schulnote; Studentische Bewertung; Systemischer Ansatz; 'Women''s education'; Frauenbildung; Youth work; Jugendarbeit
Abstract	This document is intended to provide New York schools, business/industry representatives, and others with resources to develop or further refine work-based learning (WBL) strategies or components. Section 1 presents background information on the following topics: (1) the scope of WBL; (2) foundations for the development of WBL; (3) categories of WBL (visits to workplaces, volunteer experience, employment); and (4) program operation (budgeting, staffing, scheduling, marketing, safeguarding, restructuring, recordkeeping). Section 2 presents detailed practitioner-focused information about the following types of WBL activities: field trips; job shadowing; service learning; career exploration internship programs; other unpaid internships; youth jobs; subsidized employment training; youth-run enterprises; cooperative education and paid internships; and apprenticeships. The following information is provided for each type of WBL activity: purpose; program activities; program format (including scheduling, appropriate grade level, and program length); staffing requirements; applicable regulations; marketing strategies; and financial, program development, and assessment requirements. Each model is also followed by case studies illustrating programs currently operating in New York State. The final 60% of the document consists of 15 appendixes that include various guidelines, glossaries, and other resources addressing topics such as the following: WBL for students with disabilities; preparing young women for higher-wage careers; service learning projects; and essential skills and dispositions. (MN)
Anmerkungen	For full text (Text): http://www.hudrivctr.org/wbl.pdf. For full text (Appendices): http://www.hudrivctr.org/appendix.pdf. For full text (Forms): http://www.hudrivctr.org/wblforms.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC