LEADER 04048nam 2200745Ia 450 001 9910808568503321 005 20240416191501.0 010 $a1-282-85528-X 010 $a9786612855283 010 $a0-7735-6743-7 024 7 $a10.1515/9780773567436 035 $a(CKB)1000000000712811 035 $a(EBL)3244669 035 $a(SSID)ssj0000282474 035 $a(PQKBManifestationID)11219478 035 $a(PQKBTitleCode)TC0000282474 035 $a(PQKBWorkID)10323094 035 $a(PQKB)10997749 035 $a(CaPaEBR)400699 035 $a(Au-PeEL)EBL3330790 035 $a(CaPaEBR)ebr10141460 035 $a(CaONFJC)MIL285528 035 $a(OCoLC)929120919 035 $a(VaAlCD)20.500.12592/pphrsm 035 $a(schport)gibson_crkn/2009-12-01/1/400699 035 $a(MiAaPQ)EBC3330790 035 $a(DE-B1597)654892 035 $a(DE-B1597)9780773567436 035 $a(MiAaPQ)EBC3244669 035 $a(EXLCZ)991000000000712811 100 $a19981028d1999 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aOn their own? $emaking the transition from school to work in the information age /$fStewart Crysdale, Alan J.C. King, and Nancy Mandell ; with David H. Ashton, Rune Axelsson and Erik Wallin 205 $a1st ed. 210 $aMontreal ;$aIthaca $cMcGill-Queen's University Press$dc1999 215 $a1 online resource (193 p.) 300 $aDescription based upon print version of record. 311 $a0-7735-1805-3 311 $a0-7735-1785-5 320 $aIncludes bibliographical references (p. [159]-171) and index. 327 $aIntro; Contents; Figures and Tables; Preface and Acknowledgments; 1 Introduction; 2 Along the Way: Emerging Experiences; 3 The Family's Heritage: Class, Gender, and Ethnicity; 4 Education and Transition: The Salience of Learning; 5 Cooperative Education: A Bridging Program; 6 Employers and Transition; 7 Value Consonance and Transition; 8 Testing the Model: Transition as a Cumulative Process; 9 Comparative Models of Transition: Canada, Britain, and Sweden; 10 Findings and Conclusions; Notes; Appendix: Additional Tables; Bibliography; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R 327 $aST; U; V; W; Y 330 $aUsing a sample of 324 young adults in four urban centres who left high school in the mid-1980s as well as interviews with representative parents, former teachers, and employers, the authors identify factors that ease transition from school to. These include level of education, social class, gender, ethnicity, aspirations of parents, help from role models, participation in co-op education, and most important of all, self-motivation. The authors describe a range of youth profiles -- uncommitted, non-careerists, conservatives, and innovators -- that will help youth, parents, and educators identify present development and how to improve performance. Emphasizing the importance of co-operative education, the authors suggest that closer relations between school and work, such as exist in the United Kingdom and Sweden, facilitate transition into the labour market. On Their Own will guide parents, youth, educators, trustees, employers, and ministries of education and training to prepare a new generation of productive, resilient workers and managers for success in the information age. 517 3 $aMaking the transition from school to work in the information age 606 $aSchool-to-work transition$zCanada 606 $aYouth$xEmployment$zCanada 606 $aLabor market$zCanada 615 0$aSchool-to-work transition 615 0$aYouth$xEmployment 615 0$aLabor market 676 $a331.3/4/0971 700 $aCrysdale$b Stewart$01709529 701 $aKing$b Alan J. C$01709530 701 $aMandell$b Nancy$01709531 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910808568503321 996 $aOn their own$94099342 997 $aUNINA