U.S. and Foreign Strategies for Preparing Noncollege Youth for Employment. Statement before the Subcommittee on Education and Health, Joint Economic Committee. Testimony.

Autor/in	Frazier, Franklin
Institution	General Accounting Office, Washington, DC. Div. of Human Resources.
Titel	U.S. and Foreign Strategies for Preparing Noncollege Youth for Employment. Statement before the Subcommittee on Education and Health, Joint Economic Committee. Testimony.
Quelle	(1990), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Recht; Basic Skills; Education Work Relationship; Educational Change; Educational Improvement; Educational Needs; Elementary Secondary Education; Foreign Countries; Futures (of Society); Job Skills; Noncollege Bound Students; Public Policy; School Business Relationship; Skill Development; Technological Advancement; Germany; Japan; Sweden; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Educational need; Bildungsbedarf; Ausland; Future; Society; Zukunft; Produktive Fertigkeit; Öffentliche Ordnung; Kompetenzentwicklung; Qualifikationsentwicklung; Technological development; Technologische Entwicklung; Deutschland; Schweden; USA
Abstract	According to testimony delivered by Franklin Frazier, Director of Education and Employment Issues at the U.S. General Accounting Office, at a Joint Economic Committee hearing of the U.S. Congress, the United States falls short in preparing noncollege youth for employment. The foreign countries reviewed in a study (England, Germany, Japan, and Sweden) have national policies aimed at developing a well-qualified noncollege-educated work force. Specific practices vary, but the following are shared by some or all of the four countries: (1) foreign school officials expect all students to do well, particularly in the early years; (2) in Japan and Sweden, comparable resources are allocated to all schools; (3) schools and employers in these countries systematically guide youth in their transition from school to work; (4) Germany and England develop competency-based national training standards and certify skill competency; and (5) large proportions of jobless out-of-school youth receive assistance. Making the following policy changes could improve education of youth for employment in the United States: (1) strengthen the commitment to have all children attain the academic skills necessary to perform effectively in postsecondary education or the workplace; (2) develop closer school-employer linkages, particularly to expand apprenticeship-type programs and to help youth obtain suitable entry-level employment; and (3) encourage development of skill training standards and competency certification. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC