School-to-Work Policy Insights from Recent International Developments.

Autor/inn/en	Stern, David; und weitere
Institution	National Center for Research in Vocational Education, Berkeley, CA.
Titel	School-to-Work Policy Insights from Recent International Developments.
Quelle	(1997) 14, (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Education; Corporate Support; Developed Nations; Education Work Relationship; Educational Certificates; Foreign Countries; Integrated Curriculum; Postsecondary Education; School Business Relationship; Standards; Student Certification; Vocational Education; Work Experience Programs + Suchen Sie Ihr Suchwort? Akademische Bildung; Developed countries; Industriestaat; Industrieland; Bildungsabschluss; Schulzeugnis; Ausland; Post-secondary education; Tertiäre Bildung; Standard; Ausbildung; Berufsbildung
Abstract	The emergence of a more learning-intensive economy has begun to change the relationship between education and work. As employers try to promote just-in-time learning and workers move more frequently from one job to another, continual learning at work becomes increasingly important. Four main elements characterize an education system that is likely to prepare students effectively for this new environment. First, most countries, including Japan, France, Germany, the United Kingdom, and the United States have found it necessary to develop curricula that integrate academic and vocational studies. Second, occupational and educational performance standards should be related to each other. The United States, Germany, Australia, England, Scotland, Denmark, and the Netherlands have all moved away from the development of standards and credentials for narrowly defined occupations. In more ambitious approaches, countries are trying to develop vocational credentials that can serve as a step to higher education. Third, initial education and training should include some work-based learning. Two basic strategies are classic apprenticeship and school-supervised work experience. Some countries have developed the school-based enterprise as an alternative. Employers and educators, including both academic and vocational educators, must share responsibility and power in new school-to-work systems. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01