June 18, 2007
June 18, 2007
A report by EdComs, commissioned by Business in the Community (BITC). These are the results of a 2007 employer engagement survey in which 400 school leaders took part. Data was equally split between secondary and primary schools with a good balance across the English regions. Findings include high levels of engagement with employers across the […]
Read moreAugust 22, 2006
August 22, 2006
An article by Carl Raffo, Journal of Education Policy, 21(1), pp.75-94 Raffo seeks to explain the growing polarization between an emerging post-industrial service base and high skill city economy, and the continuing educational and socio-economic underachievement of marginalised urban young people who struggle to access these changing labour markets. Raffo pulls together findings from four research […]
Read moreJune 22, 2006
June 22, 2006
A report by Golden, S., O’Donnell, L., Benton, T. and Rudd, P. (National Foundation for Educational Research) This report follows from the evaluation of the first cohort who participated in the Increased Flexibility for 14 to 16 Year Olds Programme (IFP), introduced in 2002 by the UK Department for Education and Skills (DfES) to ‘create […]
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
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 19, 2003
June 19, 2003
A report by the Scottish Council for Research in Education (SCRE) based at the University of Glasgow (John C. Hall), commissioned by the Scottish Executive Enterprise and Lifelong Learning Department (SEELLD) This literature review aims to answer several key questions about mentoring: what it is, which aspects of it are or are not successful, what […]
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 moreJune 22, 2001
June 22, 2001
An article by Rob Strathdee, Work, Employment and Society, 15(2) pp.311-326 In this article Strathdee focuses on the job seeking methods of a group of eleven poorly qualified male school leavers and their fathers, using semi-structured interviews to shed light on the value of social networks in school-to-work transitions in New Zealand. He takes as […]
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