School-to-Work Transition: From theory to practice
MetadataShow full item record
The changing nature of work is placing increased pressures on young people to manage their own career paths in flexible and creative ways. School-to-work transition programs are typically designed to assist with this process by providing adolescents with skills and knowledge to prepare them to enter the world of work. However, the school-to-work movement has been criticised for its lack of a theoretical basis to guide these efforts to increase the vocational opportunities of adolescents. After critically reviewing the recent theoretical literature concerning the school-to-work process, this article examines four influential career theories (social cognitive career theory, person-environment fit theory, developmental theory and social learning theory). It then highlights the potential of each to inform the school-to-work process, and then examines practical intervention strategies that are consistent with the theories presented and likely to assist in effective school-to-work transition.
Australian Journal of Career Development
This article may not exactly replicate the final version published in the ACER journal. It is not a copy of the record. Final and authorised version first published in the Australian Journal of Career Development in 9 (3) published by the Australian Council for Educational Research. Copyright 2000 Australian Council for Educational Research.