The Transition from School to Work--the European Experience: Implications for Research and Development. Occasional Paper No. 49.

Autor/in	Reubens, Beatrice G.
Institution	Ohio State Univ., Columbus. National Center for Research in Vocational Education.
Titel	The Transition from School to Work--the European Experience: Implications for Research and Development. Occasional Paper No. 49.
Quelle	(1979), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Apprenticeships; Communication Skills; Comparative Education; Educational Development; Educational Planning; Foreign Countries; Foreign Policy; Instructional Systems; Interpersonal Competence; On the Job Training; Opinions; Skilled Workers; Speeches; State of the Art Reviews; Unemployment; Vocational Education; France; Germany; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Apprenticeship; Lehre; Kommunikationsstil; Vergleichende Erziehungswissenschaft; Bildungsentwicklung; Bildungsplanung; Ausland; Außenpolitik; Unterrichtsorganisation; Interpersonale Kompetenz; Training-on-the-Job; Lehrmeinung; Facharbeiter; Entwicklungsstand; Arbeitslosigkeit; Ausbildung; Berufsbildung; Frankreich; Deutschland
Abstract	Examining the transition from school to work in Europe, this speech focuses on a comparison of initial occupational preparation for young people in France, Germany, and Great Britain. The desired competencies in new entrants to the labor market are listed in four categories: basic cognitive skills; personal qualities and work attitudes; interpersonal skills; analytical abilities and the ability to plan, organize, or make decisions; and specific occupational skills. A detailed description of national systems of skill training in France is provided. The following five issues regarding initial occupational preparation in Europe are presented: (1) What occupations should be designated for training purposes and how can one be separated from another? (2) How long should the training last? (3) In what setting should occupational skills be acquired? (4) Where in the educational and work cycle should this training occur? (5) Who should receive formal skill training? A question and answer section is included in which the author answers questions relating to topics such as apprenticeships, the vocational education system in France, women in vocational education, handicapped people in vocational education, teacher training programs in other countries, manpower and educational planning, and how vocational education in other countries will effect change in the United States' vocational education policy. (LRA)
Anmerkungen	National Center Publications, The Ohio State University, 1960 Kenny Road, Columbus, OH 43210 ($1.90)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC