ERIC Number: ED375278
Record Type: RIE
Publication Date: 1993
Enterprise Learning in Action. Education and Economic Renewal for the Twenty-First Century. The Educational Management Series.
Shuttleworth, Dale E.
This book shows how young and unemployed people can be taught the enterprise skills to survive in an uncertain world. Chapter 1 addresses education and employment security. Chapter 2 explores current theory and practice to prepare for employment. Chapter 3 surveys public education programs designed to bridge the gap between school and employment. Chapter 4 reviews some exemplary programs for early school-leavers. Chapter 5 explores ways public education has tried to cope with the service economy in a social context. Chapter 6 examines a more developmental concrete approach to the needs of disadvantaged learner. Chapter 7 explores the nature of economic development at the local level and as a strategy to create employment opportunities and promote economic well-being. Chapter 8 considers how specific communities have discovered new vehicles for local economic development that combine the strengths of the governmental, commercial, and voluntary sectors. Chapter 9 focuses on the education foundation, which helps public schools address the social and economic needs of the community. Chapter 10 explores obstacles in the traditional school culture of the industrial age that resist change in the new economic age. Chapter 11 identifies sources of support for educational innovation in a context of social and economic renewal. Chapter 12 projects what community education and economic development could look like in the 1990s and beyond. Contains 244 references and an index. (YLB)
Descriptors: Change Strategies, Community Action, Community Development, Disadvantaged, Dropout Programs, Economic Development, Educational Innovation, Job Development, Job Skills, Job Training, Labor Force Development, Secondary Education, Vocational Education
Routledge, 29 West 35th Street, New York, NY 10001.
Publication Type: Books
Education Level: N/A
Authoring Institution: N/A