Description

In response to concerns that our educational system B from public schools through colleges, universities, and apprenticeship programs - cannot adequately prepare students for work in the new economy, Integrating School and Workplace Learning in Canada proposes alternation - a hybrid form of learning that, by combining experiential and cognitive learning skills, allows individuals to develop the relevant skills and intellectual capabilities to address and solve complex problems encountered in the workplace. Alternation involves not only a curricular balance between the theoretical and the practical but also two distinct venues for learning B the classroom and the workplace. The authors discuss cognitive and social learning, its implementation in a variety of settings, its role in smoothing the school/work transition process, and its potential to contribute to the knowledge and skills needed by the workforce. They bring a wide range of disciplinary perspectives to bear in their analyses of the principles and practices of alternation, providing historical, theoretical, and practical insights. Their analysis contributes to and extends the current debate and discussion surrounding necessary changes in our education and training practices.

Contributors include Lesley Andres (University of British Columbia), Paul Anisef (York University), Paul Axelrod (York University), Laurier Caron (Université de Montréal), Nancy Émond (Université de Laval), Paul Gallagher (Gallagher and Associates), Garnet Grosjean (University of British Columbia), Marcelle Hardy (Université de Québec à Montréal), Walter Heinz (Bremen University), Ann Kitching (Gallagher and Associates), Zeng Lin (Illinois State University), Carmen Parent (Université de Québec a Montréal), Christian Payeur (Université de Laval), Tom Puk (Lakehead University), Hans G. Schuetze, Andrew Sharpe (Centre for the Study of Living Standards), Harry Smaller (York University), and Robert Sweet.