Over the past 25 years, the total number of students in college has increased by about 50 percent. But the number of students graduating with degrees in science, technology, engineering, and mathematics (STEM) subjects has remained more or less constant. In 2009 the United States graduated 89,140 students in the visual and performing arts, more…

The transition from school to work is a central developmental task with long-term implications for the financial and social status of individuals. We argue that dynamic adjustments of aspirations play a decisive role for a successful outcome of the school to work transition, particularly in the context of the German vocational training system.…

Although the German dual system is frequently touted as a model, it has disadvantages. Much of the cost fall on trainees, it takes a long time to achieve adult status and pay, and young workers are given few responsibilities. It is not recommended for adaptation in Britain. (SK)

Discusses Germany's apprenticeship program, examines the emerging concept of cognitive apprenticeship, and proposes an integration of the cognitive and traditional apprenticeship methods. (SR)

Reports on an elementary school in Tokyo, Japan; an apprenticeship program in Germany; and a magnet school in Evanston, Illinois. Suggests some lessons U.S educators might learn from these nations in the areas of national curriculum, length of school year, tracking, and school-to-work transition. (MLF)

Looks at the problem of obtaining an adequate supply of trained workers in North America and examines the dual vocational system used in Germany. Offers recommendations with an emphasis on cooperative education. (JOW)

The German apprenticeship system results in a high proportion of skilled personnel and, therefore, is a major factor in Germany's productivity achievement and competitiveness. It also provides a smooth transition from school to work, low unemployment, and integration of school leavers into the apprenticeship system. (JOW)

Describes traditional training programs in Germany and two alternatives: (1) practice companies, where apprentices work and learn in actual work settings, funded by industries; and (2) noncompany-based programs, where job training is delivered in technical institutes funded by federal and state governments. (SK)

Three job training models for young people are (1) emphasis in full-time schooling to age 18, as in Japan; (2) Germany's dual system of apprenticeship and continuing education; and (3) a mixed model as in the United Kingdom, where a small percentage remain in school to age 18 and a proportion enroll in work-based training programs. (SK)

The introduction of the German-style dual apprenticeship system into the United States will mean part-time vocational schools teaching academics and vocational skills combined with on-the-job training at local companies. (Author)

Excerpts from "Rethinking America" compare student outcomes in the United States, Japan, and Germany, especially for the neglected majority. An interview with author Hedrick Smith addresses the paradigm shift in the corporate world and its implications for vocational education. (SK)

Concerns about adaptation of the German apprenticeship model for the United States include (1) potential to intensify college-bound/noncollege-bound tracking; (2) importance of local-level commitment in the United States; and (3) national standards and accountability measures. The German system could be transformed at the local level rather than…

Discusses the education crisis and the debate on the merits of business involvement in secondary education. Compares the U.S. system to that in Germany and Japan. (JOW)

Reviews data on massive youth unemployment in the United States and looks at youth training in Germany and Japan. Proposes a national program that would create large numbers of youth trainee positions in the public and private sectors, and would include vocational training and counseling at the high school level. (ML)

Two alternative paradigms can be identified in the concepts and programs of training and employment policy in Europe. One approach focuses on developing a secure status for young people beginning their working life. An alternative approach concentrates more on strengthening individual responsibility to empower individuals to find their own way in…