Quality Work-Based Learning and Postschool Employment Success. Issue Brief.

Autor/inn/en	Luecking, Richard; Gramlich, Meredith
Institution	National Center on Secondary Education and Transition, Minneapolis, MN.
Titel	Quality Work-Based Learning and Postschool Employment Success. Issue Brief.
Quelle	(2003), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Career Awareness; Career Development; Career Education; Career Exploration; Career Planning; Disabilities; Education Work Relationship; Employee Responsibility; Employer Employee Relationship; Employment Experience; Program Design; Secondary Education; Student Employment; Supported Employment; Teaching Models; Transitional Programs; Work Environment; Work Experience; Work Experience Programs + Suchen Sie Ihr Suchwort? Karrierebewusstsein; Berufsentwicklung; Arbeitslehre; Berufserkundung; Karriereplanung; Handicap; Behinderung; Occupational experience; Job experience; Work experience; Berufserfahrung; Programme design; Programmaufbau; Programmplanung; Sekundarbereich; Studentenarbeit; Arbeitsförderungsmaßnahme; Lehrmodell; Arbeitsmilieu; Employment experience
Abstract	This brief highlights the benefits of work-based learning for students with disabilities, what constitutes quality work-based learning, and selected evidence-based models of work-based learning. Benefits to students include providing them with the opportunity to identify career interests, skills, and abilities, explore career goals, develop employability skills, and gain work experience. Characteristics of quality work-based programs are listed and include clear program goals; clear roles and responsibilities for work site supervisors, mentors, teachers, support personnel, and other partners; training plans that specify learning goals tailored to individual students with specific outcomes connected to student learning; convenient links among students, schools, and employers; on-the-job learning; range of work-based learning opportunities; mentor(s) at work site; clear expectations and feedback to assess progress toward goals; assessments to identify skills, interests, and support needs; reinforcement of work-based learning outside of work; and appropriate academic, social, and administrative support for students, employers, and all partners. Successful models of work-based learning programs are highlighted, including the "High School/High Tech" model and the "Bridges... from School to Work" program. The issue concludes with a list of basic responsibilities of students, teachers, and employers that contribute to the effectiveness of work-based learning experiences. (Contains 13 references.) (CR)
Anmerkungen	National Center on Secondary Education and Transition (NCSET), Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr., SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: ncset@umn.edu. For full text: http://www.ncset.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01