Related Readings from NCRVE

for New Visions: Education and Training for an Innovative Workforce

by L. McFarland, Editor / MDS-1073

Legislative Principles for Career-Related Education and Training: What Research Supports

Expiration of the Carl D. Perkins Vocational and Applied Technology Education Act and of the Adult Education Act in 1995 makes it necessary to consider federal priorities in work-related education and training. This statement, prepared by NCRVE and based on NCRVE research and collaboration with schools, colleges, and other agencies since 1988, proposes a consistent set of principles that can serve as a framework for new federal legislation. This report is intended to be useful to a wide audience, including education policymakers and practitioners, elected officials, and members of State and Federal organizations.
MDS-900

New Directions for Policy on Education for Work

This article presents a broad framework for education policy. Three points are established: (1) that policy can no longer focus on vocational education as traditionally conceived; (2) that work-centered education requires a double integration approach: both classroom integration of vocational and academic education and integration of school-based and work-based learning; and (3) that the most effective reforms are schoolwide such as career academies and majors. Hoachlander stresses the need for a vision of education for work that can appeal to any student, regardless of ability and postsecondary aspirations. He classifies the types of knowledge education should integrate as generic such as problem-solving and teamwork, industry relevant such as economics and history, and occupationally specific such as equipment and production skills. This article is a valuable synthesis of current thinking on work-related education.
By E. G. Hoachlander / MDS-1042

School-to-Work Policy Insights from Recent International Developments

Traditional vocational and academic education does not provide the best preparation for the emerging knowledge-based economy. This report, prepared for the U.S. Congress by NCRVE director David Stern, describes how many industrialized countries are restructuring education to prepare students better for both higher education and careers. Recent efforts converge on four principles: (1) integration of vocational and academic education, (2) standards that relate occupational and educational performance, (3) work-based learning for all students, (4) shared governance between educators and employers. Stern analyzes reforms based on these principles in Germany, Japan, Australia, Denmark, and other countries. The reforms taking shape in some American schools and communities--combining academic and vocational curriculum with work-based learning and high standards for all students--appear likely to provide the best preparation for young people entering an economy where learning and work are increasingly intertwined. The fact that most industrialized countries are undertaking similar changes suggests the reasons for the changes are strong and pervasive. This paper's international perspective on school-to-work will interest policymakers and practitioners alike.
By D. Stern, T. Bailey, D. Merritt / MDS-950

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