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Originally published in 1987, this book presents a novel approach
to the study of competition between immigrant groups and native
minorities (teenagers, women, and black men) in low-wage labor
markets.
Originally published in 1987, this book presents a novel approach
to the study of competition between immigrant groups and native
minorities (teenagers, women, and black men) in low-wage labor
markets.
This book describes and analyzes the current state of work-based learning. It begins with a review of the history of work-based learning and its place in policy-making around school reform, which establishes the theoretical and empirical basis for the rest of the book. Based on over five years of research on work-based learning in high school and community college programs across the country, it explores the potential for using work-based learning as part of a broad education reform strategy. There are no existing books that address the topic of work-based learning as directly and broadly, connecting theory to practice. The authors emphasize the importance of situated learning in understanding work-based learning and in creating engaging and educational experiences for youth.
This book describes and analyzes the current state of work-based learning. It begins with a review of the history of work-based learning and its place in policy-making around school reform, which establishes the theoretical and empirical basis for the rest of the book. Based on over five years of research on work-based learning in high school and community college programs across the country, it explores the potential for using work-based learning as part of a broad education reform strategy. There are no existing books that address the topic of work-based learning as directly and broadly, connecting theory to practice. The authors emphasize the importance of situated learning in understanding work-based learning and in creating engaging and educational experiences for youth.
In the United States, 1,200 community colleges enroll over ten
million students each year-nearly half of the nation's
undergraduates. Yet fewer than 40 percent of entrants complete an
undergraduate degree within six years. This fact has put pressure
on community colleges to improve academic outcomes for their
students. Redesigning America's Community Colleges is a concise,
evidence-based guide for educational leaders whose institutions
typically receive short shrift in academic and policy discussions.
It makes a compelling case that two-year colleges can substantially
increase their rates of student success, if they are willing to
rethink the ways in which they organize programs of study, support
services, and instruction. Community colleges were originally
designed to expand college enrollments at low cost, not to maximize
completion of high-quality programs of study. The result was a
cafeteria-style model in which students pick courses from a
bewildering array of choices, with little guidance. The authors
urge administrators and faculty to reject this traditional model in
favor of "guided pathways"-clearer, more educationally coherent
programs of study that simplify students' choices without limiting
their options and that enable them to complete credentials and
advance to further education and the labor market more quickly and
at less cost. Distilling a wealth of data amassed from the
Community College Research Center (Teachers College, Columbia
University), Redesigning America's Community Colleges offers a
fundamental redesign of the way two-year colleges operate,
stressing the integration of services and instruction into more
clearly structured programs of study that support every student's
goals.
With job prospects clouded for even the well-educated, those who
leave school with no training beyond high school now face great
challenges in making the transition from school to work. Emerging
research and experience in other countries have led many to believe
that the workplace can play a much larger educational role than it
now does. The School-to-Work Opportunity Act of 1994, for example,
requires programs funded under the act to include educationally
guided work placements as part of the educational strategy.
Although there is a growing consensus that employers have much to
contribute, significant barriers stand in the way of increasing
work-based education. This volume, the result of a Brookings
conference on employer participation in education, focuses on such
questions as: How can an adequate number of employers be recruited?
How can the quality of placements be guaranteed? How can
discrimination and inequities in providing access to good
placements be avoided? What must educators do to work effectively
with employers to develop high quality on-the-job educational
experiences? And what policies can encourage participation and
monitor and improve the education that takes place on the job? The
book includes the perspectives of employers, educators, and
policymakers and draws lessons from experience with employer
involvement in Europe. It concludes with suggestions for future
research and policy designed to increase the quality and quantity
of work-based education. Chapters were written by editor Thomas
Bailey, as well as Paul Osterman, Massachusetts Institute of
Technology; David Stern, Organization for Economic Cooperation and
Development; and Margaret Vickers, TechnicalEducation Research
Centers. Comments are included by George Chambliss, Xavier Del
Buono, Harry Featherstone, Jack Jennings, Governor John R.
McKernan, Jr., Stuart Rosenfeld, Anthony Sarmiento, Bernd Sohngen,
Marc S. Tucker, Cheryl Fields Tyler, Peter van den Dool, Joan
Wills, and Robert Yurasits. Brookings Dialogues on Public Policy
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