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ERIC Number: ED407513
Record Type: RIE
Publication Date: 1996-Mar
Pages: 7
Abstractor: N/A
Incorporating a Youth Development Perspective into School-to-Work Systems. Resource Bulletin.
National School-to-Work Opportunities Office, Washington, DC.
Both the school-to-work system and youth development theory emphasize preparing youth for adulthood. They share the following characteristics: prevention of problem behaviors, a belief that young people develop by learning actively and in context, a conviction that young people need opportunities to interact with and be respected by adults who regard them with high expectations and broad local partnerships. The youth development perspective offers an important resource for local and state school-to-work practitioners and policy makers, and school-to-work practitioners are recognizing and integrating into their systems the principles and strategies of youth development, such as the following: (1) opportunities for active and self-directed learning; (2) opportunities to take on new roles and responsibilities; (3) ongoing emotional support from adults and peers; (4) ongoing motivational support from adults; (5) ongoing access to strategic support and social networks; and (6) community partnerships. An example of effective school-to-work practice with a youth development perspective is the Fort Pierce Central High School program in Fort Pierce, Florida, which has developed a performance-based diploma program in response to a school dropout crisis and vocationally ill-prepared high school graduates. (A resource section contains 14 publications and lists or describes 6 organizations.) (KC)
National School-to-Work Office, 400 Virginia Avenue, S.W., Room 210, Washington, DC 20024; 800-251-7236; fax: 202-401-6211; World Wide Web:
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National School-to-Work Opportunities Office, Washington, DC.
Grant or Contract Numbers: N/A