Reforming Education for Work: A Cognitive Science Perspective

S. A. Raizen

This paper focuses on the following: (1) people learn the "basics" more effectively in context than in isolation; (2) application of knowledge and skills requires an understanding of conditions and procedures for their use; (3) separating "learning to know" and "learning to do" is dysfunctional; and (4) people need to learn how to manage/evaluate their own performance. Discussed are reform suggestions such as upgrading apprenticeship opportunities, freeing students from compulsory full-time attendance by age sixteen, forging strong links between schools and industry, and organizing training opportunities to be compatible with everyday life.

MDS-024 / February 1990


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