Situated learning and 're-integration initiatives' for young people: policies and practices.

Autor/inn/en	Evans, Karen; Heidegger, Gerald
Titel	Situated learning and 're-integration initiatives' for young people: policies and practices.
Quelle	Aus: Lasonen, Johanna (Hrsg.): EERA - Network 2 Programme: Network on Vocational Education and Training Research (VETNET) and Academy of Human Resource Development (AHRD). Conference proceedings. Jyväskylä: Univ. of Jyväskylä (1999) S. 89-95Verfügbarkeit
Beigaben	Literaturangaben 17; Grafiken 1
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Kompetenz; Übergang; Berufsausbildung; Grundfertigkeit; Internationaler Vergleich; Abbruch; Effizienz; Jugendlicher; Schulabgänger; Europa
Abstract	This paper examines the place of situated learning and effective measures to improve the transitions of school leavers to vocational education and training (VET). It is based on work-in-progress in an EU- funded survey and analysis programme involving research partners in England, Germany, Finland, Greece and Portugal. The focus is in the teaching and learning contents and methods applied within re- integration initiatives for young people who leave educational systems (mainly lower secondary education) without adequate preparation for VET. The main methodology uses secondary analyses of existing studies, supplemented by a meta-analysis with regard to situated learning and key competencies. The outcomes show examples of practice for European and national planning in this field, including suggestions for practitioners which can be realised immediately in their practical work within these initiatives. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2001_(CD)