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ERIC Number: ED381667
Record Type: Non-Journal
Publication Date: 1995
Pages: 43
Abstractor: N/A
Reference Count: N/A
Employers' Role in School-to-Work Opportunities. Education Reform and School-to-Work Transition Series.
McNeil, Patricia W.; Kulick, Christine D.
Five employers who were currently participating in school-to-work opportunity programs in the finance, health, hospitality, machining, and printing/graphic arts industries were interviewed to determine why and how employers participate in school-to-work transition programs. The employers were selected to represent a cross-section of industries, business sizes, and geographic areas. Special attention was paid to employers' roles in program governance, design, curriculum development, and activities and delivery of services. The following topics were also examined: benefits of school-to-work transitions to employers and students, employer recruitment strategies, and employers' understanding of employment-related education programs. No universal model of employer participation was found. Employers consistently stated that their primary reason for participating in programs was to obtain higher-skilled entry-level workers. The employers supported the public policies providing the following: less red tape, paperwork, and government involvement in programs; creation of intermediary organizations to interface with schools, students, and employers; and financial incentives (including tax incentives, student wage subsidies, and reimbursement for staff assigned to train students in work-based learning components) to encourage employer participation. (Appended are the employer questionnaire and descriptions of school-to-work transition programs in the five industries studied.) (MN)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Academy for Educational Development, Washington, DC. National Inst. for Work and Learning.