This is an interview with Prince Afriyie. He is an Assistant Professor, General Faculty, in the Department of Statistics at the University of Virginia. This interview took place via email on May 30-July 1, 2020. He speaks about his education in Ghana, education in the United States, teaching statistics and data science, and racial injustice in the…

Work-based learning provides students an opportunity as aspiring employees to explore careers and to turn theory and simulation into practice by gaining on-the-job experience. The hands-on experience gained from work-based learning opportunities, especially when considered in combination with the attainment and application of employment soft…

This paper argues that contemporary workplaces give rise to many different forms of knowledge creation and use, and, as a consequence to different forms of learning and pedagogical approaches. Some of these are utilised to the benefit of the organisation and employees (though not, necessarily, in a reciprocal manner), but others are buried within…

This article argues that partnerships for vocational education and training (VET) reflect contradictions within capitalism and labour power, and therefore should be analysed within the broader context of industrial and workplace relations. Therefore, in contrast to a consensual model, we posit an understanding of social partnerships as sites of…

This paper is a critique of the initial teacher education (ITE) of further and adult education teachers in the UK. It argues that the employer-led, national standards model in the UK is not the basis for ITE and professional development because it takes no account of learning in the workplace, disregards the multi-specialist and professional…

Service-learning pedagogy that supports community involvement values and promotes leadership development offers more effectiveness and efficiency for management educators interested in incorporating real-world learning into their courses than traditional internships and cooperative education (P. C. Godfrey & E. T. Grasso, 2000). In this article,…

Addresses problems with the definition of terms and validity of results of research on supported employment. Draws conclusions regarding the state of supported employment research. Comments on the value of retaining flexibility in the concept of supported employment in meeting the needs of consumers. (Author/NB)

Provides general information about apprenticeships, including a definition of the term, reasons for becoming an apprentice, how to select a trade, how to qualify for a program, and resources for further information. (NRJ)

Discusses the need for youth apprenticeship programs and suggests that the benefits to companies are high. Indicates that work-based learning programs may be the most effective way to ensure professional training for today's youth. (JOW)

Examines work experience in the Youth Opportunities Programme and summarizes guidelines that should be useful to those running work experience programs and those involved with any industrial training that involves work experience. (JOW)

Describes a rationale for awarding credit for experiential learning based on the student's ability to process experience and transfer cognitive and affective perceptions. Lists five general competencies that a student must demonstrate in order to be awarded credit under this rationale. (W.C. Publications, P.O. Box 1578, Montclair, NJ 07042) (NRJ)

Although a unionized workplace can pose obstacles to implementing a school-to-career program, the union can be a powerful force uniting workers in support of the program and can contribute to students' work experiences. (JOW)

Describes a corner restaurant and store in Worcester, Massachusetts, where high school students staff and help supervise. (JOW)

The areas of business, education, trade unions, and government must cooperate to develop effective solutions to economic problems. A collaborative system should relate education, training, and work strategies that incorporate productive employment in the education process. (SK)

The author, director of the Rehabilitation Research and Training Center in Eugene, Oregon, compares the Work Preparation Center for mentally retarded adolescents in Australia with United States programs. Differences in organizational and political factors are noted. (CL)