The "Merdeka Belajar -- Kampus Merdeka" (MBKM) program emphasizes learning relevant to the needs of workplace so that students can compete with their abilities. However, the lack of information regarding MBKM is an important note. The research aims to analyze and review Scopus-indexed MBKM documents critically. The research focus is…

The purpose of this paper is to analyze the role of universities and other institutions in successful entrepreneurship. Insights are obtained following a literature review approach. Case studies from the United States (New York startup), Spain (Mondragon), and Germany provide strong evidence that universities are very instrumental in the creation,…

A literature review identified characteristics of transition programs that were described in 33 refereed journal articles between 1986-1999. Results confirm that students with more severe learning and behavioral difficulties receive inadequate transition services; programs emphasize employment competencies over living skills; and there are few…

Small businesses represent a resource of tremendous potential for school-to-work partnerships. Work in small businesses exposes students to many facets of running a businesses, and small businesses are creating most of the new jobs in the United States. On the other hand, small businesses have had limited involvement in school-to-work programs…

Attributes the lack of success among youth employment/education programs over the past 50 years in part to inadequate evaluation of concept development, program implementation, and individual outcomes. Discusses objectives, implementation, and results of various private and government-supported youth employment and school to work plans. (JCD)

School-to-work efforts in the middle school provide students with in-depth exposure to a variety of careers. School-to-work efforts at the middle school level also help students identify their interests, aptitudes, and abilities. Key components of middle school school-to-work include the opportunity for students to do the following: build…

A core component of the School-to-Work Opportunities Act, work-based learning refers to programs that provide students with exposure to or actual experiences in workplaces. Typical work-based learning programs include youth apprenticeship, internship, job shadowing, cooperative education, and mentoring. This document contains reprints of seven…

Many students in today's high schools choose courses and work experiences in an unplanned, aimless manner that often results in limited career options and undeveloped potential. Innovative educators across the nation have responded by restructuring schools around career pathways, which are integrated, multiyear sequences of career guidance,…

A growing body of evidence confirms what makes sense intuitively--quality matters for participation in after school programs. Nationwide, a chief concern among after school stakeholders is programming for middle schoolers--too "old" to be told what to do after school and too "young" to be left home alone. A national dialogue about the state of…

The School-to-Work Opportunities Act of 1994 is designed to provide all young people, including out-of-school and at-risk youth, with access to programs that integrate academic and occupational education. In many cases, however, these youth are reached only by dropout prevention efforts. Because dropouts, as well as young people who have obtained…

This document contains information about the implications of the 1994 School-to-Work Opportunities Act (STWOA) for gender equity in Ohio vocational education programs. Presented first are selected statistics and Congressional findings regarding the following: the disparity between the current enrollment patterns and educational/career plans of…

This report attempts to establish a link between research findings and practice in the transition of students with disabilities. A taxonomy is presented that provides a framework for designing educational programs that reflect a transition perspective for students with disabilities. Chapter 1, "Preparing Youths with Disabilities for Future…

Program planners considering developing mentoring programs must first consider mentoring's place in the development of career identification/choice and must establish performance standards for mentoring services in career development. Even in the most superficial or limited mentoring experiences, mentors and youths participate in a series of…

Both the school-to-work system and youth development theory emphasize preparing youth for adulthood. They share the following characteristics: prevention of problem behaviors, a belief that young people develop by learning actively and in context, a conviction that young people need opportunities to interact with and be respected by adults who…

The School-to-Work Opportunities Act broadens the meaning of curriculum by calling for integrated learning organized into coherent sequences around broadly conceived career majors. Work experience, as well as academic and occupational study, is an assumed element of the integrated school-to-work curriculum. A variety of strategies for curriculum…