Describes traditional training programs in Germany and two alternatives: (1) practice companies, where apprentices work and learn in actual work settings, funded by industries; and (2) noncompany-based programs, where job training is delivered in technical institutes funded by federal and state governments. (SK)

Discusses insurance, labor legislation, unions, and child-labor legislation as they relate to school-business partnerships. Offers ways to alleviate concerns and get employers involved. (Author/JOW)

Despite 2 decades of overall enrollment increases at all education levels, Spain's primary-school dropout rate is relatively high and permanent. A study using 1985 living/working conditions data shows that family socioeconomic-status variables significantly determine probability of dropping out; youth labor market conditions are also influential.…

Describes an innovative clinical teaching experiment that blends traditional teaching models into a paradigm that reflects a synergistic partnership between nursing education and service. Includes a discussion of cost benefit issues based on the experiment described. (JOW)

Emphasis courses are a sequence of courses focused on specific types of clinical nursing; they include a seminar and practicum. Nursing students develop in-depth clinical knowledge and skills, and practicum employers can observe and evaluate students as potential employees. (SK)

Educators should recognize that different attitudes toward work are permissible. Self-fulfillment is only contingently tied to work. Schools should not present work as essential to self-identity happiness, or self-fulfillment. Work is an important value that assumes different priorities in people's lives. Education for work should reflect this…

Evaluation of teaching and learning in Scottish nursing schools showed how different curricular arrangements support or constrain educational experience, especially in relation to preparation for clinical placement, role of tutors and mentors in placements, and assessment of practice-based learning. (SK)

Describes a course in the first-year college composition sequence (with substantial research and argumentation components) that is organized around a career focus on social services practice. Describes how the students learn about connections between writing, thinking, problem solving, composition class, and their chosen profession. (SR)

School-to-work (STW) activities were described by 1257 K-12 teachers and 22 administrators in the Oswego County (New York) school system. More school-based than work-based activities were used. Few teachers felt knowledgeable about STW; lack of training and time were barriers. Administrators consistently underestimated the extent of STW…

A national survey of 70 state project directors and directors of Parent Training and Information Centers investigated participation of parents of students with disabilities in State Systems Change Transition activities. The most frequently reported activities in which parents participated included serving as members on transition planning boards…

Argues that schools must equip students to be good citizens in a democratic society, not prepare students for work. States that schools should prepare students for family, community, and society roles, not narrowly for specific jobs. (SK)

Describes the technology education program at Platteville High School (Wisconsin) and its performance-based technology approach. The program includes integrated classes and work-based learning. (JOW)

Describes phases of project-based learning (PBL): diagnosis, data feedback, and organization of learning projects. Compares PBL to other action-based learning methods. Provides four examples of PBL, underpinned by learning network theory. (SK)

A high school aimed to improve services to all students through implementation of an integrated academic and occupational curricula. Administrators and teachers held shared visions of all students as learners with unique needs and secondary education as preparation for work and postsecondary education. (Contains 34 references.) (Author/JOW)

Interviews with 21 school-to-work directors identified barriers to successful transition of minority youth into the work force, including poverty, resistence to change, lack of understanding regarding different cultures, lack of integrated/relevant curriculum, and lack of communication between businesses and schools. Initiatives that assist…