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ERIC Number: ED434245
Record Type: Non-Journal
Publication Date: 1999
Pages: 4
Abstractor: N/A
New Directions for Cooperative Education. ERIC Digest No. 209.
Kerka, Sandra
From its beginnings in 1906, cooperative education has evolved into a program offered at the secondary and postsecondary levels in two predominant models: (1) students complete multiple cycles of equal periods of academic coursework and paid employment; and (2) students' school day is split between school (usually in the morning) and work (usually in the afternoon). Despite informal and anecdotal evidence that cooperative education benefits students in numerous ways, documentation of cooperative education's benefits through empirical research has been difficult for several reasons. Although some institutions are fully dedicated to the cooperative education ideal, many others view cooperative education as an add-on and, therefore, as a target for cost cutting. Several researchers have pointed out that social, economic, and historic forces are making cooperative education more relevant than ever. It has been suggested that cooperative education be redesigned as a curriculum model linking work and academics by fostering self-directed learning, reflective practice, and transformative learning and integrating school and work experiences that are grounded in adult learning theories. Because cooperative education is inherently committed to improving the economy, people's working lives, and lifelong learning abilities, it can position itself to serve students' experiential learning needs into the 21st century. (Contains 15 references.) (MN)
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.