Toward a More Rational Education-Economic Development Connection in Rural America: The Collaborative Model.

Autor/in	Gudenberg, Karl A.
Institution	National Inst. for Work and Learning, Washington, DC.
Titel	Toward a More Rational Education-Economic Development Connection in Rural America: The Collaborative Model.
Quelle	(1981), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Community Characteristics; Community Organizations; Cooperation; Economic Development; Economic Status; Education Work Relationship; Educational Attainment; Institutional Cooperation; Models; National Programs; Population Trends; Rural Areas; Rural Development; Rural Education; Rural Population; Rural Youth; School Community Relationship; School Districts; School Role; Socioeconomic Status; State Programs; United States + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Wirtschaftsentwicklung; Bildungsabschluss; Bildungsgut; Institute; Cooperation; Institut; Analogiemodell; nicht übertragen; Bevölkerungsprognose; Rural area; Ländlicher Raum; Rural environment; Development; Ländliches Milieu; Entwicklung; Ländliche Erwachsenenbildung; Landbevölkerung; Rural areas; Youth; Jugend; Jugendlicher; School district; Schulbezirk; Socio-economic status; Sozioökonomischer Status; Regierungsprogramm; USA
Abstract	Rural work-education councils are free-standing voluntary associations of community leaders averaging around 21 to 25 voting members who are organized by task-specific action committees working to improve and expand educational and economic development options and thus ease the education-to-work transition in rural America. There are currently three principal successful rural work-education councils organizational models. These are the local nexus, the state nexus, and the national nexus. Included among the factors affecting collaborative education/economic development are parallel human resource development, collaboration at all levels within and without the community, formation of manageable objectives and initiatives, attention to the energy needs and directions of rural economics, and reappraisal of values by rural communities. Several distinguishing elements are critical in determining the appropriate council model, including indices of economic well-being, community socio-economic stratification, institutional development, and the nature and types of educational and training resources. While different rural conditions and needs may require different organizational models, all rural work-education councils need the involvement and support of a broad cross-section of community residents. In addition, there are several functions that most rural work-education councils should undertake. Among these are information and data retrieval, development, dissemination, and utilization; maintenance of a support role for existing institutions and groups; minimizing replication of services; and maintenance of a mutually beneficial relationship between process and outcomes. (Related reports on American rural development are available separately through ERIC--see note.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC