The UW-Stout Analysis: Schools, Youth and Work. Parker Project Number 2. Bulletin No. 4412.

Autor/in	und weitere
Sonst. Personen	Oinonen, Charlotte M. (Hrsg.)
Institution	Wisconsin Univ. - Stout, Menomonie. Center for Vocational, Technical and Adult Education.
Titel	The UW-Stout Analysis: Schools, Youth and Work. Parker Project Number 2. Bulletin No. 4412.
Quelle	(1984), (80 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Career Education; College Preparation; Comparative Analysis; Education Work Relationship; Educational Needs; Educational Objectives; Employee Attitudes; Employer Attitudes; Employment Potential; Employment Qualifications; Entry Workers; High School Graduates; High Schools; Job Performance; Job Placement; Job Skills; Job Training; Labor Needs; Outcomes of Education; Questionnaires; Relevance (Education); School Effectiveness; State Surveys; Vocational Education; Wisconsin + Suchen Sie Ihr Suchwort? Arbeitslehre; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Arbeitnehmerinteresse; Arbeitgeberinteresse; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Work performance; Arbeitsleistung; Employment service; Employment services; Arbeitsvermittlung; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Labour needs; Arbeitskräftebedarf; Lernleistung; Schulerfolg; Fragebogen; Relevance; Relevanz; Schuleffizienz; Ausbildung; Berufsbildung
Abstract	A study, which was part of a multiphased secondary education improvement program entitled the Parker Project, examined Wisconsin employer and employee perceptions of the effectiveness of job training and career education available in high schools in the state. Survey data indicated that employers are not entirely satisfied with the training provided by secondary schools in these areas. Based on employer assessments of future labor and skill needs, it appeared that unless work preparation curricula are changed, entry-level employees will be poorly prepared for jobs in the future. Despite the fact that vocational graduates were more likely to be satisfied in their jobs than were their counterparts from college-preparatory programs, it appeared that both programs are succeeding in their objectives. Although vocational graduates tended to have lower grades and less desire to go on to postsecondary training than did the students enrolled in college-preparatory programs, they had an edge in the job market, a fact probably attributable to their greater knowledge of job-seeking techniques and greater familiarity with actual tools and equipment used on the job. (Appendixes to this report include a summary of Parker Project data and copies of various survey instruments used in the study.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC