A number of premises undergird the emerging relationships between education and work. The first nine suppositions suggest more powerful ways to conceptualize the substantive elements of schooling, emphasizing curriculum, instruction, and counseling and guidance. The final three focus on the organizational management aspects of education and work linkages. Effective practices for several principles are documented and described in the literature: integration-focused initiatives; practices ensuring active partnership of parents and role models; practices embracing the principle of continuous, functional context learning; practices enhancing economic and work concepts related to the global marketplace and addressing issues of equity and diversity on the domestic scene; strategies aimed at improving school-to-work transitions; and practices helping students better understand learning-at-work expectations. Practices have been implemented that illustrate the organizational and management premises of teacher use of research-based knowledge, effective patterns of collaborative leadership, and comprehensive assessment strategies. Any major educational redesign effort should include minimally these three organizational and curricular arrangements: provisions for curricular integrations, experiential learning, and formal and direct linkage of high school settings with both post-school education and work environments. (Contains 10 references.) (YLB)