The School-to-Career Transition in Germany and the United States

Dados Bibliográficos

ID8091338
AutoresStephen F Hamilton (Cornell University), Klaus Hurrelmann (0000-0001-5616-7983, Bielefeld University)
Ano1994
Volume96
Fascículo2
Páginas329-344
Data de publicação1994-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoTeachers College Record The Voice of Scholarship in Education (JOURNAL)
Identificadores do periódicoISSN: 0161-4681 • E-ISSN: 1467-9620
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/016146819409600211
OpenAlexW11411992
IdiomaEN
Citações recebidas10

This article compares the structure of the educational systems in the United States of America and the Federal Republic of Germany, with emphasis on organizational and cumricular features of both school-based and work-based preparation for employment. The German and American educational systems have developed fundamentally different models for the transition from the educational system into the labor market. These differences, which are characterized as differences in the systems’ transparency and permeability, affect young people's motivations for school achievement, their conceptions of work, and their future orientations. The article concludes with recommendations for improvements in both systems that could be achieved by borrowing from each other

Affect (linguistics · German · Pedagogy · Political science · Public relations · Publication · Publishing · School system · School-to-work transition · Sociology · Transition (genetics · Transparency (behavior · Vocational education · Work (physics · Engineering · Law · Sociology and Education Studies · Vocational Education and Training