September 18, 2005
September 18, 2005
A report by David Neumark and Donna Rothstein, Forschungsinstitut zur Zukunft der Arbeit (the Institute for the Study of Labor). This paper tests whether school-to-work (STW) programs are particularly beneficial for those less likely to go to college in their absence – often termed the “forgotten half” in the STW literature. The analysis is based […]
Read moreJune 22, 2005
June 22, 2005
A report by Golden, S., O’Donnell, L., Benton, T. and Rudd, P. (National Foundation for Educational Research) In response to The Green Paper: 14-19: extending opportunities, raising standards (2002), the Increased Flexibility for 14-16 year olds Programme (IFP) was introduced in 2002 by the UK Department for Education and Skills (DfES) to ‘create enhanced vocational […]
Read moreJune 1, 2005
June 1, 2005
In Journal of Vocational Education and Training 57 (2) (2005) pp 219-236 The School-to-Work Opportunities Act in the USA was intended to help students learn employability skills and to prepare for careers or further education. Not many quantitative studies have been conducted to inform policymakers and teachers of the success of the programme. This article is […]
Read moreJune 22, 2004
June 22, 2004
A report by the Qualifications and Curriculum Authority (QCA) Prior to the September 2004 introduction of the statutory requirement that all Key Stage 4 (KS4) pupils in English schools should experience some work-related learning (WRL), the QCA undertook a baseline study to elicit attitudes of students and teachers towards WRL, prevailing structure and provision of […]
Read moreJune 22, 2004
June 22, 2004
An article by Peter J. Smith, Jennifer Dalton and Robyn Dolheguy, Journal of Education + Training, 46(5), pp.262-268 In this study, the experiences of students (aged 15-18) undertaking a work placement as part of their school-based Vocational Education and Training in Schools (VETiS) programmes are compared with students who didn’t undertake a work placement, and […]
Read moreJune 21, 2004
June 21, 2004
A report by Swail, Watson S. and Kampits, Eva, commissioned by the Educational Policy Institute. This report conducted by the Educational Policy Institute investigates the impact and experiences of work-based learning in high school on the attainment levels of college students enrolled in four year degrees in New England. The authors analysed the answers on […]
Read moreNovember 18, 2002
November 18, 2002
In Education and Training 44:6 (2002) pp.281-289 Situated learning, or learning through work experience, gives added value to typical classroom-based, work-related learning in three ways: it improves learning as propositional knowledge (learning about), procedural knowledge (learning how) and dispositional knowledge (learning values and attitudes). This research uses a longitudinal study of 58 pupils participating in […]
Read moreJune 22, 2002
June 22, 2002
A report by Keith MacAllum, Karla Yoder, Scott Kim, Robert Bozick, commissioned by the Academy for Educational Development/National Institute for Work and Learning The report gives the findings of a longitudinal study of the Lansing Area Manufacturing Partnership (LAMP) programme, tracing the career and Higher Educational progress of three cohorts of graduates. The school-to-career initiative […]
Read moreSeptember 22, 2000
September 22, 2000
A paper by Raffo, C. and Hall, D., University of Manchester (presented at the British Educational Research Association Conference, Cardiff University, 7-10 September 2000) This paper presents a sociological critique of the M-Power programme, part of the work-related curriculum aiming to re-engage ‘disaffected’ young people in education, and suggests that instead such programmes and their […]
Read moreJune 18, 1999
June 18, 1999
Australian Council for Educational Research, Longitudinal Surveys of Australian Youth This research focussed on participation in work experience and workplace learning programmes in Australia; the characteristics of pupils who participated in such programmes; and perceptions of the value of work experience programmes compared to part-time jobs, following renewed policy emphasis on work-based learning. It found […]
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