Indigenous School-to-Work Programs:
Lessons From Cincinnati's Co-op Education
(MDS-702)

• TOP OF DOCUMENT
• ACKNOWLEDGMENTS
• EXECUTIVE SUMMARY
• INTRODUCTION: WORK-BASED LEARNING AND COOPERATIVE EDUCATION
  • Why Cincinnati? A Brief History
  • The Methodology of This Study
• THE STRUCTURE OF CO-OP EDUCATION IN CINCINNATI
  • Alternating vs. Parallel Programs
  • Decentralized and Centralized Co-ops
  • How Employers Organize Co-op
  • Initiating Co-ops
    • The Role of Education Providers
    • The Role of Employers
    • The Role of Students
  • Credit and Pay
  • The Selection of Students
    • Program Requirements for Co-op
    • How Employers Select Students
  • Employer Preferences: The Skills Employers Want
  • Creating Strong Links Between Colleges and Employers
    • The Role of Co-op Coordinators
    • Links to Faculty and Coursework
    • The Role of a Co-op Orientation or Professional Development Seminar
  • The Nature of the "High-Quality Equilibrium"
  • Evaluation of Co-op and the Availability of Data
  • Potential State and Federal Roles
• THE BENEFITS OF COOPERATIVE EDUCATION
  • Student Benefits
    • Gaining Experience about the Workplace
    • Career Placement and Guidance
    • Earning Money
  • Employer Benefits
    • Recruitment and "Growing Your Own" Employees
    • Cost-Effective Labor
  • Benefits to Educational Institutions
    • Providing Better Education
    • Strengthening Relationships with Employers
    • Keeping Curriculum Up-to-Date
  • The Nature of the Sub-Baccalaureate Labor Market and the Advantages of Co-op
• CONCLUSIONS: THE IMPLICATIONS OF CINCINNATI FOR SCHOOL-TO-WORK
• REFERENCES
• NOTES
• APPENDIX

Entire text of MDS-702 as one large file (K) for printing or reading online from start to finish!