The key to success for many programs depends on effective partnership and collaboration. Indeed, in work-based learning (WBL) partnerships are not only encouraged -- they're mandatory. WBL by definition involves a partnership between business and education, with these two entities comprising the "work" and "learning." However,…

We know the importance of learning experiences that happen beyond the confines of a traditional classroom. But how might federal policy support such experiences to prepare young people for life after high school? That's where work-based learning comes in -- a strategy designed to help students connect what they learn in the classroom with what is…

This brief addresses the importance of a unifying vision for education and workforce that draws upon and regularly uses postsecondary CTE data to measure progress and guide state policy and practice. It is the first in Advance CTE's Advancing Postsecondary CTE Data Quality Initiative (PDI) series highlighting five states participating in a…

A well-built manufacturing industry is essential to a nation's economic affluence and improved economic conditions. The problem addressed in this study involves inadequate training preparedness programs which lead to several unfilled jobs in the manufacturing industry. By providing appropriate educational programs and industry-specific training,…

This Special Report outlines state-level policy components that help ensure work-based learning opportunities for high school students are well-coordinated, broadly accessible, aligned to state or regional workforce demands, and of high quality.

In January 1970, the Department of Labor restructured its Neighborhood Youth Corps (NYC) out-of-school program and made age limits for entering the program more restrictive. Education, skill training, and work experience were emphasized. The restructured NYC-2 program was carried out in urban or growth areas, but the original NYC-1 program was…

This document consists of three separately-published collections of essays by the chancellor of the Alabama College System, presenting his perspectives on aspects of the two-year college system in that state. The document begins with the system's mission statement, and an explanation of the principles underlying the mission. The essays that follow…

The preliminary work on three main projects is reported on, covering the period between March and June, 1973. The projects are: (1) development of an institutional behavioral management regimen for incarcerated male youths between the ages of 15 and 18 at the Alabama Industrial School at Mount Meigs, Alabama; (2) development of a community-based…

This proceedings document provides the texts of 13 presentations given at a 2-day conference in 1991 which focused on policies, materials, programs, and activities being implemented in Alabama to foster the successful transition of youth with disabilities to adult life. Two papers address the national scene: "Transition: Old Wine in New…

The purpose of the Sylacauga, Alabama, exemplary program, reported for the period from July 1, 1970 to June 30, 1973, was to demonstrate practices found effective for working with socioeconomically disadvantaged and other dropout-prone students. Program objectives were to provide: (1) student counseling services to help appraise interests,…

The Conecuh County, Alabama, Experienced Based Career Education (EBCE) project, based on the Northwest Regional Educational Laboratory (NWREL) model, was evaluated for the period of October 1, 1976 to September 30, 1977. Assessment instruments gathered data in the areas of basic skills, career development skills, and life skills from twenty-three…

This guide is intended to serve as a source of information pertaining to educational provisions for handicapped and disadvantaged students enrolled in vocational education programs in Alabama. The following topics are discussed: legislation (the Rehabilitation Act of 1973, the Education of the Handicapped Act, the Carl Perkins Act, and Alabama…