Literaturnachweis - Detailanzeige
| Autor/in | Naylor, Michele |
|---|---|
| Institution | ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. |
| Titel | Work-Based Learning. ERIC Digest No. 187. |
| Quelle | (1997), (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Reihe | ERIC Publications; ERIC Digests in Full Text |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Education; Articulation (Education); Career Education; Cooperative Planning; Education Work Relationship; Educational Practices; Educational Quality; Learning Activities; Partnerships in Education; Program Design; Program Development; School Business Relationship; Secondary Education; Two Year Colleges; Vocational Education; Work Experience Programs |
| Abstract | Work-based learning may occur in the following forms: contracted instruction; cooperative education; school-to-apprenticeship; registered apprenticeship; career exploration; service learning; career internships; career academies; school-based enterprises; and clinical experience programs. The following are key components of work-based learning programs: planned program of job training and experiences; paid work experience; workplace mentoring; instruction in general workplace competencies; and broad instruction in all aspects of industry. Recruiting sufficient numbers of employers willing to commit to the high level of employer involvement implicit in work-based learning and ensuring that worksite learning is of high quality are the most important challenges in developing programs linking school- and work-based learning. Employer involvement in work-based learning may be encouraged through a multifaceted approach that considers employers' capabilities and short-term interests and offers employers several possible paths of involvement and degrees of commitment. After a work-based learning program has been designed, its school and worksite components will require continuous coordination and management. At the secondary level, those tasks are best handled by school-to-work coordinators. At the postsecondary level, work-based learning programs may be based on a mix of work-based learning models and pedagogical approaches and a combination of personalized documentation and standardized performance-based competency profiles. (Contains 17 references.) (MN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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