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London ESF Youth Programme 2014-2020 phase 1 evaluation

This report presents the findings from an evaluation of the first phase of the London European Social Fund (ESF) Yo... Show more
This report presents the findings from an evaluation of the first phase of the London European Social Fund (ESF) Youth Programme 2014-2020 (the Programme), with delivery occurring between April 2016 and March 2019. This report was written in late 2018, while some projects were still underway. It presents a snapshot of the results achieved and lessons learnt to that point. The Programme was designed to support young Londoners, aged 15-24 who were either not in education, employment or training (NEET), or at risk of becoming NEET, into sustainable employment, education or training (EET). The Programme involves seven strands of activity, aimed at different cohorts of young people and working with employers and schools. Five of the programme strands are intended to work together, with providers referring young people between strands in order to access targeted support. Key findings include: (1) the programme has been successful so far in supporting most participants (53 per cent) into EET; (2) despite the collaborative design of the programme, providers made fewer referrals than anticipated; (3) despite some reservations, the payment by results approach was generally viewed as the best payment model for this type of programme, incentivising the intended outcomes for providers; (4) providers had different ways of working but in terms of good delivery practice, the most effective approach they have found is to use skilled advisors, have strong local partnerships and to work flexibly with the young person; and (5) participants typically enjoyed the programme and found it helpful in improving their confidence, skills, prospects of getting a job, knowledge of options available to them, and motivation to take next steps.
Edited excerpts from publication. Show less

Authors: Carmel, Jonathan; Floe, Christina; Laurier, Genevieve

Date: 2018

Geographic subjects: England; Great Britain; Europe

Resource type: Report, paper or authored book

Subjects: Youth; Skills and knowledge; Outcomes ... [+] Show more
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Avenues for articulation: coordinating secondary and postsecondary programs

This guidebook reveals critical elements of successful secondary-postsecondary occupational articulation efforts cu... Show more
This guidebook reveals critical elements of successful secondary-postsecondary occupational articulation efforts currently in place. It also reviews the kinds of problems encountered by these programs and provides some potential solutions. Finally, it examines some related kinds of arrangements that may help pave the way towards workable secondary-postsecondary curriculum coordination. Project staff investigated 18 programs already underway and the investigation revealed two major approaches to secondary-postsecondary occupational articulation training efforts: the time-shortened model and the advanced skills model. Time-shortened programs are the most common and take many forms. Advanced skills programs also eliminate duplication of training across the secondary-postsecondary levels, but their main purpose is to streamline occupational training for grades 11-14 in order to incorporate into the curriculum more advanced training than a traditional postsecondary occupational program would allow. The intention is to graduate students at a master technical level, mainly for industries and businesses adopting high technology.
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Authors: Long, James P.; Warmbrod, Catharine P.; Faddis, Constance R.; Lerner, Max J.

Corporate authors: National Center for Research in Vocational Education (U.S.) (NCRVE)

Date: 1986

Geographic subjects: North America; United States

Resource type: Guide

Series name: NCRVE research and development series

Subjects: Vocational education and training; Secondary education; Research ... [+] Show more
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What new teachers need to succeed

This article, reprinted from the May 1990 issue of the ‘Vocational education journal’, v. 65, no. 4, pp. 22-24, loo... Show more
This article, reprinted from the May 1990 issue of the ‘Vocational education journal’, v. 65, no. 4, pp. 22-24, looks at the difficulties faced by beginning vocational teachers in schools in the United States. The authors conclude that most of the beginning teacher’s problems come from three sources: the school system itself, the students, and each teacher’s internal struggle. The article briefly outlines these problem areas, and makes suggestions for ways in which vocational administrators can make the life of a beginning vocational teacher easier. Show less

Authors: Heath-Camp, Betty; Camp, William G.

Corporate authors: National Center for Research in Vocational Education (U.S.) (NCRVE)

Date: 1992

Geographic subjects: North America; United States

Resource type: Article

Series name: NCRVE reprint series

Subjects: Vocational education and training; Teaching and learning
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National exemplary career guidance programs: making the connection, 1996

As a response to the needs in schools for career development programs for a growing and diverse student population,... Show more
As a response to the needs in schools for career development programs for a growing and diverse student population, the National Centre for Research in Vocational Education (NCRVE) in 1996 conducted a search for exemplary programs. This document highlights the six exemplary career guidance and counselling programs identified. It is organisation in four chapters: background information about the search itself, the criteria used to determine the exemplary programs, a full description of each program including contact details, and practical suggestions from program coordinators for effective program design and implementation. References and abstracts from exemplars are appended. Show less

Authors: Cunanan, Esmeralda S.; Maddy-Bernstein, Carolyn

Corporate authors: National Center for Research in Vocational Education (U.S.) (NCRVE)

Date: 1997

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Series name: MDS

Subjects: Career development
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Students with limited English proficiency: selected resources for vocational preparation: volume 2

This listing was compiled by staff from the Technical Assistance for Special Populations Program (TASPP) to assist ... Show more
This listing was compiled by staff from the Technical Assistance for Special Populations Program (TASPP) to assist state and local administrators of vocational special needs programs, special needs educators, counsellors, researchers, policymakers and others in locating resources for developing or improving programs and services for LEP (limited English proficiency) youth and adults. Materials contained in this document include publications, newsletters, journals, agencies, associations, organisations, centres for educational information/services, clearinghouses, computer-based information networks and databases. Show less

Authors: Kallembach, Sheri; Matias, Zipura Burac; Coyle-Williams, Maureen; Benesh, Julie ... [+] Show more

Corporate authors: National Center for Research in Vocational Education (U.S.) (NCRVE) ... [+] Show more

Date: 1992

Geographic subjects: North America; United States

Resource type: Guide

Series name: MDS

Subjects: Language; Vocational education and training; Youth ... [+] Show more
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Effects of academic career magnet education on high schools and their graduates

This document reports on a body of research that evaluated career magnet high schools in which students are recruit... Show more
This document reports on a body of research that evaluated career magnet high schools in which students are recruited with the offer of college preparation along with an introduction to a particular career. Researchers evaluated school records data to identify effective and problematic strategies, surveyed graduates from both career magnet and comprehensive schools, and analysed life history data gathered from interviews with graduates. The aim was to evaluate program outcomes in comparison with those of comprehensive high schools and address two questions: does the career magnet model contribute towards a more skilled labour force; and does the career magnet model better prepare graduates for college education? The conclusion discusses the successes and failures of career magnet schools. The findings suggest that the career magnet model holds promise but effective implementation is not automatic.
The appendices provide additional information about the methodology and the use of the experimental results to estimate the impact of career magnets on students. In the electronic version of the document there is a link to related readings for this publication. Show less

Authors: Crain, Robert L.; Allen, Anna; Thaler, Robert; Sullivan, Debora ... [+] Show more

Corporate authors: National Center for Research in Vocational Education (U.S.) (NCRVE)

Date: 1999

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Series name: MDS

Subjects: Disadvantaged; Outcomes; Performance ... [+] Show more
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Needed federal policy in education for century III

In this paper, the author addresses current issues in education resulting from the change in US federal government ... Show more
In this paper, the author addresses current issues in education resulting from the change in US federal government administration and how these changes will affect the remaining years of the 20th century. Show less

Authors: Cohen, Wilbur J.

Corporate authors: National Center for Research in Vocational Education (U.S.) (NCRVE)

Date: 1977

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Series name: Occasional paper

Subjects: Vocational education and training; Governance; Finance ... [+] Show more
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Facilitating school-to-work transition: teacher involvement and contributions

This study focused on teachers within the context of school-to-work transition. Successful school-to-work transitio... Show more
This study focused on teachers within the context of school-to-work transition. Successful school-to-work transition can demand a different set of teacher responsibilities than has been the case in traditional education. The assumption is that teachers engaged in school-to-work transition activities would have a wide range of new and different responsibilities. Two questions were used to guide this research: what teacher activities contribute to school-to-work success? and what characteristics must teachers have to conduct successful school-to-work programmes? Show less

Authors: Schmidt, B. June; Finch, Curtis R.; Moore, Margaret

Corporate authors: National Center for Research in Vocational Education (U.S.) (NCRVE)

Date: 1997

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Series name: MDS

Subjects: Workforce development; Employment; Governance ... [+] Show more
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Developing employment-related office technology skills

Teaching general purpose business software such as word processors, spreadsheets, databases and telecommunications ... Show more
Teaching general purpose business software such as word processors, spreadsheets, databases and telecommunications is becoming increasingly important as most workers will need to use some or all of these applications in their jobs. The ability of individuals to transfer this knowledge from learning to business contexts and continuously update their skills as software changes, is also essential. This research project focused on a sector of technology-related jobs and examined how exemplary educational programs are preparing their students for the workplace. The purpose was to develop program guidelines for other secondary and postsecondary schools to follow when designing programs to teach technology skills effectively for employment in business workplaces. The first chapter provides an introduction to the conceptual aspects of the project: the need to teach applications software skills; assumptions about what students need to know to use software effectively; current assumptions about teaching technology skills; and, specific research questions raised in the study. The following chapters include a review of the literature about teaching end-user computing skills and the research methodology. The author then presents the research findings and discusses further research implications. The final section outlines guidelines for effective teaching of technology skills based on the practices in the exemplary schools investigated in this study. Show less

Authors: Lambrecht, Judith J.

Corporate authors: National Center for Research in Vocational Education (U.S.) (NCRVE)

Date: 1999

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Series name: MDS

Subjects: Technology; Industry; Skills and knowledge ... [+] Show more
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Linking school-based and work-based learning: the implications of LaGuardia’s co-op seminars for school-to-work programs

One of the challenges in vocational education is how to effectively connect school-based and work-based learning. T... Show more
One of the challenges in vocational education is how to effectively connect school-based and work-based learning. This paper describes the cooperative education programme at LaGuardia Community College in New York City and the series of seminars that integrate school-based and work-based learning. The first section describes the co-op programme. In the second section the co-op seminars structure and purpose is described. In the third section descriptions of a number of co-op seminars are used to illustrate the variety of pedagogical strategies that different instructors use. Finally, the implications of the co-op seminars are examined, and an assessment is made as to how it might be used in other school-to-work programmes. Show less

Authors: Grubb, W. Norton; Badway, Norena

Corporate authors: National Center for Research in Vocational Education (U.S.) (NCRVE)

Date: 1998

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Series name: MDS

Subjects: Skills and knowledge; Employment; Policy ... [+] Show more

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