ERIC Number: ED461021
Record Type: RIE
Publication Date: 1997
Reference Count: N/A
The School-to-Work Revolution. How Employers and Educators Are Joining Forces To Prepare Tomorrow's Skilled Workforce.
This book presents a realistic appraisal of the state of efforts to link work and schooling and what can be expected of them. Chapter 1 focuses on the need for a new alliance between educators and employers. It discusses school-to-work (STW) and its variations and origins. Chapter 2 describes some new building blocks on which U.S. high school education should be based, including an end to categorizations such as academic and vocational, college bound and noncollege bound; higher standards; more active and engaging instruction; career exploration; and connection of learning at school and at work. Chapter 3 considers the benefits of STW, especially to apprenticeships and businesses, problems and pitfalls. Chapter 4 analyzes role of higher education in STW--building bridges back to high schools and out to employers. Chapter 5 outlines regional or community-wide strategies that reach out to employers as a group and give them a unified voice in education and training. It also describes some less intensive options for employer involvement. Chapter 6 shows how STW can contribute to a broader reform of high schools. Chapter 7 presents common features of successful STW programs. Chapter 8 proposes a set of principles that should undergird good STW systems and high quality education and describes the roles of STW partners. (Contains 255 references, 436 notes, and an index.) (YLB)
Descriptors: Apprenticeships, College School Cooperation, Education Work Relationship, Educational Change, Partnerships in Education, Postsecondary Education, Program Effectiveness, Role of Education, School Business Relationship, Secondary Education, Vocational Education
Perseus Publishing, 11 Cambridge Center, Cambridge, MA 02142 ($14). Tel: 800-388-5656 (Toll Free); e-mail: firstname.lastname@example.org.
Publication Type: Books
Education Level: N/A
Authoring Institution: N/A