View in EDS

Secondary Schools and the Transition To Work in Latin America and the Caribbean. Sustainable Development Department Technical Papers Series.

Saved in:
Bibliographic Details
Title: Secondary Schools and the Transition To Work in Latin America and the Caribbean. Sustainable Development Department Technical Papers Series.
Language: English
Authors: Castro, Claudio de Moura, Carnoy, Martin, Wolff, Laurence, Inter-American Development Bank, Washington, DC.
Availability: Publications, Education Unit, Inter-American Development Bank, 1300 New York Avenue, NW, Washington, DC 20577. Fax: 202-623-1558; e-mail: sds/edu@iadb.org; Web site: http://www.iadb/org/sds/edu. For full text: http://www.iadb.org/sds/doc/EDU%2D112E.pdf.
Peer Reviewed: N
Page Count: 27
Publication Date: 2000
Intended Audience: Policymakers
Document Type: Information Analyses
Descriptors: Academic Education, Articulation (Education), Change Strategies, Comparative Analysis, Comparative Education, Cultural Context, Delivery Systems, Developed Nations, Developing Nations, Education Work Relationship, Educational Change, Educational Improvement, Educational Objectives, Educational Planning, Educational Policy, Educational Practices, Educational Quality, Educational Trends, Elementary Education, Enrollment, Enrollment Trends, Foreign Countries, Integrated Curriculum, Literature Reviews, Models, Policy Formation, Postsecondary Education, Role of Education, School Business Relationship, Secondary Education, Secondary Schools, Strategic Planning, Synthesis, Technical Education, Trend Analysis, Vocational Education
Geographic Terms: United States
Abstract: U.S. and European models of delivering secondary education were examined to identify ways of improving Latin American and Caribbean secondary schools and easing Latin American and Caribbean students' transition from school to work. The following delivery options were considered: (1) separate job training from formal secondary education; (2) move technical education to the postsecondary level; (3) create tracks within formal secondary education; (4) develop a single national curriculum with electives; (5) build academics into vocational subjects; (6) blend office technology into academics; and (7) maintain a few elite secondary technical schools that are closely linked with industry. The following were among the conclusions that emerged from the analysis: (1) the traditional structure of secondary education is obsolete; (2) because of the diverse situations and cultural traditions existing in the countries of Latin American and the Caribbean, there is no single model of secondary education that can be recommended for all countries in the region; (3) many new alternatives include a progressive separation of vocational preparation from academic streams; (4) regardless of their level and regardless of whether they have ties with academic studies, the most successful technical schools are closely tied to industry; and (5) in all cases, more emphasis must be placed on solving problems rather than on memorizing facts and theories. (Contains 17 references) (MN)
Entry Date: 2003
Accession Number: ED474307
Database: ERIC
Description
Abstract:U.S. and European models of delivering secondary education were examined to identify ways of improving Latin American and Caribbean secondary schools and easing Latin American and Caribbean students' transition from school to work. The following delivery options were considered: (1) separate job training from formal secondary education; (2) move technical education to the postsecondary level; (3) create tracks within formal secondary education; (4) develop a single national curriculum with electives; (5) build academics into vocational subjects; (6) blend office technology into academics; and (7) maintain a few elite secondary technical schools that are closely linked with industry. The following were among the conclusions that emerged from the analysis: (1) the traditional structure of secondary education is obsolete; (2) because of the diverse situations and cultural traditions existing in the countries of Latin American and the Caribbean, there is no single model of secondary education that can be recommended for all countries in the region; (3) many new alternatives include a progressive separation of vocational preparation from academic streams; (4) regardless of their level and regardless of whether they have ties with academic studies, the most successful technical schools are closely tied to industry; and (5) in all cases, more emphasis must be placed on solving problems rather than on memorizing facts and theories. (Contains 17 references) (MN)