Assuring Wisconsin's Economic Future: Improving Occupational Options for Youth. Report of the Joint WBVTAE/WDPI Task Force on Implementing Occupational Options in Wisconsin.

Institution	Wisconsin Univ., Madison. Vocational Studies Center.
Titel	Assuring Wisconsin's Economic Future: Improving Occupational Options for Youth. Report of the Joint WBVTAE/WDPI Task Force on Implementing Occupational Options in Wisconsin.
Quelle	(1991), (35 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Academic Education; Apprenticeships; Articulation (Education); Educational Needs; Educational Philosophy; Educational Policy; Integrated Curriculum; Models; Policy Formation; Secondary Education; Statewide Planning; Technical Education; Technical Institutes; Technical Occupations; Two Year Colleges; Vocational Education; Wisconsin + Suchen Sie Ihr Suchwort? Akademische Bildung; Apprenticeship; Lehre; Articulation; Artikulation (Ling); Artikulation; Aussprache; Educational need; Bildungsbedarf; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Analogiemodell; Politische Betätigung; Sekundarbereich; Planwirtschaft; Technikunterricht; Technische Fakultät; Technical occupation; Technischer Beruf; Ausbildung; Berufsbildung
Abstract	The Joint Task Force on Implementing Occupational Options in Wisconsin undertook a 6-month study to identify issues related to occupational preparation, including the state's proposed tech prep and apprenticeship programs, successful policies and practices of tech prep and apprenticeship models to be modified to meet the state's needs, and existing practices that hinder implementing occupational options for students. At six major meetings the group heard presentations from state and local groups concerned about schooling and preparing the future work force, and it coordinated efforts with several other commissions studying education and business concerns. The task force strongly endorsed tech prep programs as a way to prepare students for the future work force. Prior to formulating recommendations, the task force made three key assumptions: that enhanced collaboration among educational systems is desirable; that traditional distinctions between college-bound and noncollege-bound students create barriers to building integrated academic-vocational programs in high schools; and that strong, continuing leadership is required for the innovations recommended in this report. The task force made 10 recommendations of which the following are highlights: (1) all students should have the right to enroll in a tech prep program; (2) the Education for Employment Standard should be strengthened so that all students will have the foundation for tech prep; (3) a 10th-grade performance-based gateway test should be given; (4) business and labor should be encouraged to participate; (5) all high schools and technical colleges should develop articulation; and (6) school funding should be improved. (Appendixes include examples of programs and a glossary. There are 29 references.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC