ERIC Number: ED365798
Record Type: RIE
Publication Date: 1994-Jan
Cooperative Education as a Strategy for School-to-Work Transition.
Centerfocus, n3 Jan 1994
Despite the proven record of cooperative education (CE) in high school vocational programs and professional college-level programs, several barriers must be overcome before CE can be spread in its current form or used as a model for enlarged school-to-work transition efforts. Among the barriers identified are the following: the diminished status of high school CE because of its links to vocational education, which is perceived as a dumping ground for low-achieving students; the high cost of CE because of the large amounts of time teacher/coordinators must spend marketing cooperative programs and screening, placing, and monitoring students; the gradual disappearance of preservice courses to train CE teacher/coordinators; and difficulties in gaining employer support for either CE or apprenticeship programs. Cooperative education has been demonstrated to produce measurable benefits in the following areas: social development, school persistence, and economic outcomes. The insights of several studies suggest features of successful CE programs: high quality placements, teacher/coordinators with appropriate occupational experience, close supervision at the worksite, strong links between job training and related instruction, frequent and specific informal and formal evaluations of students' progress, parent/guardian involvement, and strong administrative support. (Contains 23 references.) (MN)
Descriptors: Cooperative Education, Education Work Relationship, Educational Practices, Educational Strategies, High Schools, Instructional Development, Instructor Coordinators, Outcomes of Education, Partnerships in Education, Postsecondary Education, Program Costs, School Business Relationship, Student Characteristics, Teacher Education, Transitional Programs
NCRVE, 1995 University Avenue, Suite 375, Berkeley, CA 94704-1058.
Publication Type: Collected Works - Serials
Education Level: N/A
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Center for Research in Vocational Education, Berkeley, CA.
Grant or Contract Numbers: N/A