Literaturnachweis - Detailanzeige
| Autor/inn/en | Smith, Clifton L.; Rojewski, Jay W. |
|---|---|
| Titel | School-to-Work Transition: Alternatives for Educational Reform. |
| Quelle | (1992), (41 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Apprenticeships; Career Choice; Career Guidance; Cooperative Education; Education Work Relationship; Educational Improvement; Employment Opportunities; Experiential Learning; High Schools; Noncollege Bound Students; Program Improvement; School Business Relationship; Transitional Programs; Unemployment; Work Experience Programs |
| Abstract | Schools do a very poor job of preparing noncollege-bound youth to make the transition from high school to employment and adult life. A lack of formalized transition systems compounds the problems that many noncollege-bound youth encounter as they try to obtain meaningful, career-sustaining employment in primary labor markets. Various instructional alternatives can prepare students to make the transition from school to work: transitions for special populations, paid employment preparation/transition alternatives (such as apprenticeship, cooperative education, and entrepreneurship), and nonpaid employment preparation and transition alternatives (such as internships and practica, community-based volunteering, tech prep, mentoring, and simulations, shops, and labs). A synthesis of these preparation alternatives resulted in the identification of six key components that are needed for successful school-to-work transition programs: (1) coordinated, nonfragmented provision of appropriate services; (2) strong education-business partnerships resulting in paid work experiences; (3) relevance in the learning process through linkage of instruction and work; (4) early and continuing career counseling and guidance; (5) program accountability to students and community; and (6) a wide range of career/employment options available upon completion of transition services. Four desired outcomes for participants of transition programs are as follows: connecting theory with practice, developing personal and career maturity, gaining personal awareness, and attaining professional insight. (Contains 61 references.) (Author/KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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