The implementation of Experience-Based Career Education in Georgia's secondary schools highlights the need for initial assessment of existing curriculum structure (Georgia had an established K-14 career education program) and complimentary program development (Georgia enjoyed a strong school-community partnership). On this groundwork, EBCE has…

Career development needs of Illinois secondary school youth, and plans being made in the State to meet those needs, are described. Two Illinois agencies have been awarded planning grants for NIE's Experience-Based Career Education demonstration projects: the Illinois State Board of Education and Champaign Community Unit School District No. 4. (AJ)

The equal and sweeping collaboration between the public schools and the business-labor-industry communities within the Experience-Based Career Education (EBCE) demonstration project is explained in question-answer form. What the community consists of and is asked for, the requirements it must meet, and the resources provided it are discussed.…

Concerns of potential EBCE participants and hurdles for program advocates to overcome have been confronted by earlier educational reforms seeking to coordinate schools' and communities' educational resources. These issues are considered as they concern students and parents, the program's community participants, universities and educational…

Evaluating Experience-Based Career Education was complex; four different programs were created by developer laboratories within common parameters. Evaluation was primarily formative, but the article focuses on information useful to an audience undecided about EBCE implementation. Three areas of measured outcomes are presented: community support,…

A cross-cultural perspective on education's response to labor market demands is offered that emphasizes the role of postsecondary nonformal education. (LBH)

The traditional concept of work-study programs as a lower-class, menial task, rote-learning program is undemocratic and nonproductive in terms of developmental growth and should be restructured to provide interactional cognitive development and a broad range of career option experience to all students. (MB)

Defines youth and adult apprenticeships as key elements in school-to-work transition. Describes key characteristics of apprenticeship programs and the nature of exemplary programs, including a table of characteristics of 12 model programs. Discusses current changes in such programs to meet employer and student needs. Offers suggestions for…

The article describes the Career Ladder Program for mildly handicapped high school seniors, providing supervised work experience programs based on principles from Re-Ed (Reeducation of Emotionally Disturbed Youth). Principles include team building, affective education, and interventions directed at reducing discord in the ecosystem rather than…

The Executive High School Internship Program in Tampa, Florida, involves gifted and talented high school seniors working for a semester as nonpaid administrative assistants in public or private sector organizations. The program's history, recruitment policies, placement practices, and monitoring are reviewed. (DB)

This report presents case studies of 4 adults with autism who enrolled in a work-training program utilizing a behavioral social interaction approach, and were subsequently competitively employed for 6 to 30 months. Success was associated with such factors as appropriate communication and interpersonal skills, gradual fading of supervision, and…

This conference paper advocates that experiential learning provides learners with a deeper sense of knowing and self-confidence in taking risks to be change agents in their chosen fields. Five components of experiential learning are described: (1) there is an emphasis on learning-by-doing; (2) there is an emphasis on learning by listening; (3)…

To qualify for the grants provided through the School-to-Work Opportunities Act, states/localities must develop school-to-work systems containing three core elements: school-based learning, work-based learning, and connecting activities. Parent involvement in those activities is both valuable and necessary. Research has provided extensive evidence…

Authentic assessment differs from traditional paper-and-pencil assessment in that it is designed to reflect students'"real world" experience. Authentic assessments may assume a variety of forms (including demonstrations, oral interviews/presentations, simulations, self-assessments, and peer/instructor evaluations); however, their focus is always…

This document describes a practicum that developed and implemented a framework for increasing partnerships among business, industry, labor, and school districts. Implemented in a large, ethnically diverse district, the practicum sought to achieve the following objectives: (1) develop a comprehensive framework for forming partnerships; (2) increase…