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This Handbook is designed to help cooperative education and internship professionals and employers design, carry out, and disseminate quality research and evaluation studies of work-based education. It offers examples of current, leading-edge studies about work-based education, but with a practical twist: The chapter authors frame their studies within a specific key research design issue, including finding a starting point and a theoretical framework; fitting research into one's busy practitioner workload; deciding on particular data-gathering methods and an overall methodological appro

Education, Cooperative --- Internship programs --- Internships --- Programs, Internship --- Employees --- Practicums --- Cooperative education --- Day release (Great Britain) --- Study-work plan --- Work-based learning --- Work experience --- Work-study plan --- Apprentices --- Vocational education --- College students --- Fieldwork (Educational method) --- School-to-work transition --- Research. --- Training of --- Employment

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Law --- Gamification. --- Education, Cooperative. --- Study and teaching. --- Cooperative education --- Day release (Great Britain) --- Study-work plan --- Work-based learning --- Work experience --- Work-study plan --- Apprentices --- Vocational education --- College students --- Fieldwork (Educational method) --- School-to-work transition --- Human engineering --- Motivation (Psychology) --- Legal education --- Employment --- Methodology

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Forme spécifique d'acquisition de compétence, l'alternance est souvent parée de nombreuses vertus, point de vue dont on peut comprendre les raisons en s'appuyant sur les travaux de la psychologie cognitive. Après avoir mis en exergue l'intérêt du principe de l'alternance, cet ouvrage s'intéresse plus particulièrement à l'alternance sous contrat de travail qui s'incarne dans divers dispositifs : les contrats d'apprentissage, de qualification, d'adaptation et d'orientation.Si l'alternance est un principe pédagogique attrayant et légitime, on constate toutefois un certain décalage entre l'idéal et la réalité de l'alternance : dans une large mesure, l'alternance ne permet pas l'accès à des emplois stables aux jeunes les plus défavorisés. Ceci amène inévitablement à la question : l'entreprise peut-elle satisfaire aux exigences de l'alternance et transmettre les compétences transférables permettant une insertion durable dans l'emploi ?Pour répondre à cette question, Alexandre Léné propose une analyse détaillée des contraintes auxquelles doivent faire face les entreprises dans la production de savoirs. Il examine en particulier les effets de la concurrence pour la main-d'œuvre qualifiée sur le marché du travail.Par ailleurs, il montre que l'alternance est un modèle en pleine mutation. Les transformations des organisations productives se traduisent par de nouvelles exigences en matière de compétences et modifient les conditions de fonctionnement des systèmes de formation en alternance. Cet ouvrage fait le point sur les évolutions actuelles des dispositifs français et allemands de formation. Il présente un certain nombre d'expériences innovantes qui dessinent les contours d'une «nouvelle» alternance.Cet ouvrage s'adresse à tous ceux qu'intéressent les problèmes de formation, d'emploi et d'insertion.

Education, Cooperative --- Youth --- Enseignement en alternance --- Jeunesse --- Employment --- Travail --- BE / Belgium - België - Belgique --- 332.633 --- 332.86 --- 658.334 --- Beroepsomscholing. --- Beroepsvorming en -keuze. Kredieturen. --- Beroepsvorming en -oriëntatie. Menselijke investeringen. Menselijk kapitaal. --- Cooperative education --- Day release (Great Britain) --- Study-work plan --- Work-based learning --- Work experience --- Work-study plan --- Apprentices --- Vocational education --- College students --- Fieldwork (Educational method) --- School-to-work transition --- Beroepsomscholing --- Beroepsvorming en -keuze. Kredieturen --- Beroepsvorming en -oriëntatie. Menselijke investeringen. Menselijk kapitaal

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Work-Integrated Learning in the 21st century: Global perspectives on the future, explores new questions about the state of work for new university and college graduates in the context of Work-Integrated Learning (WIL). As these 'Millennials' graduate, they are entering a precarious labour market that is filled with ambiguity and uncertainty, creating a great deal of anxiety for those trying to develop skills for highly competitive jobs or jobs that do not yet exist. In their pursuit of skill acquisition, many are participating in WIL programs (e.g., cooperative education, internships) which allow them to gain practical experience while pursuing their education. With a focus on WIL, this book examines issues involved in developing work ready graduates. Topics include mental health and well-being - an urgent matter on many campuses; remote working - an aspect of the information and social media age that is becoming more prevalent as the precarity of work increases; issues of diversity and discrimination; ethics and professionalism; global citizenship and competency; and the role that higher education institutions need to play to prepare students for the challenges of economic shifts. These topics are timely and relevant to the situations faced by new graduates and those who prepare them for the world beyond school. The chapters provide a close examination of the issues from a global perspective, particularly as experiential education and work-integrated learning programs are becoming more prevalent in higher education and viewed as essential for preparing millennials for the 21st century competitive labour market.

Education, Cooperative. --- Generation Y. --- Education, Cooperative --- Generation Y --- E-books --- Echo boomers --- Echo generation --- Generation M --- Generation Why? --- Millennial generation --- Millennials (Generation Y) --- Net generation --- Newmils --- Thatcher's children (Generation Y) --- Generations --- Population --- Cooperative education --- Day release (Great Britain) --- Study-work plan --- Work-based learning --- Work experience --- Work-study plan --- Apprentices --- Vocational education --- College students --- Fieldwork (Educational method) --- School-to-work transition --- Employment --- College graduates --- Experiential learning. --- Education --- Educational strategies & policy. --- Employment. --- Organizations & Institutions. --- Experience-based learning --- Learning, Experiential --- Experience --- Learning --- Active learning

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Adult education. Lifelong learning --- Personnel management --- Italy --- Education, Cooperative --- Industry and education --- Occupational training --- Vocational education --- Formation professionnelle --- Enseignement professionnel --- Business and education --- -Occupational training --- -Education, Cooperative --- -Vocational education --- -Education, Vocational --- Vocational training --- Work experience --- Education --- Technical education --- Cooperative education --- Day release (Great Britain) --- Study-work plan --- Work-based learning --- Work-study plan --- Apprentices --- College students --- Fieldwork (Educational method) --- School-to-work transition --- Job training --- Manpower development and training --- Manpower training programs --- Training --- Education and training services industry --- Practice firms --- Corporations and education --- Education and business --- Education and corporations --- Education and industry --- Worksite schools --- Employment --- -Industry and education --- Industrial relations --- Business and education - Italy --- Occupational training - Italy --- Education, Cooperative - Italy --- Vocational education - Italy