| 作成者 |
|
|
|
|
|
| 本文言語 |
|
| 出版者 |
|
|
|
| 発行日 |
|
| 収録物名 |
|
| 巻 |
|
| 開始ページ |
|
| 終了ページ |
|
| 出版タイプ |
|
| アクセス権 |
|
| JaLC DOI |
|
| 概要 |
The Japanese education system has generally achieved more effective results from the "school-to-work transition than have other OECD countries. However, in the area of integration between vocational a...nd general learning, Japanese high schools have been lacking. The United States has many problems in its transition system, but it has the advantage of integration over Japan - a fact symbolized by the "School-to-Work Opportunities Act" passed in 1994. Japan can learn from attempts to improve the transition in the United States. This paper examines, based on a number of research papers that we collected, the educational effect, introduction and trial cases of the reforms and improvements made relating to the "school-to-work transition" in the United States. We found that combining vocational and academic learning was a more ambitious aim than that of past vocational education and brought a range of educational effects in the United States. We found the key to be work-based learning. One of the factors for success is the degree of incentive enterprises and other organizations in which work-based learning is executed have to participate in such learning. Such social factors are very important. Social conditions in the United States are such that partnerships are more often built than they are Japan. Based on these conclusions, we suggested the following three policy steps to spread integrated learning in Japan. The first is the development of a program that is conscious of the educational effect and the function of assignments and makes such learning relevant to the age and abilities of the participants. The second is financial support to enterprises and other similar organizations and institutions. The third is the creation of a partnership between the agency (intermediary) organization and each layer (school, pupil or enterprise).続きを見る
|
Mendeley出力
KJ00000699797-00001