1. 3.Develop work-based learning opportunities;
  2. 4. Create articulation between K-12 and post-secondary education;
  3. 5. Work in partnership with business, industry, labour, parents and the community; and
  4. 6. Provide professional development activities [for educators implementing the programs] (Paris and Mason, 1995).

In Canada, researchers, Alison Taylor (April 2007; February 2007; September 2006; 2005) and Patrice de Broucker (October 2005; March 2005) have many publications on what facilitates better school-to-work transitions and what makes for effective school-to-work systems. Taylor in Pathways for Youth to the Labour Market: An Overview of High School Initiatives (April 2007) reviews four provincial and one international example of school-to-work transitions programs and policies. She states that “…effective transitions systems are characterized by well-organized pathways that connect initial education with work and further study and widespread opportunities to combine workplace experience with education. They provide good information and guidance and tightly knit safety nets for those at risk” (p. iii). She cites a review of 14 OECD countries (OECD, 2000) which identified the following features of effective transition systems:

  1. 1. “A healthy economy;
  2. 2. Well-organized pathways that connect initial education to work and future study (e.g. clearly defined learning pathways);
  3. 3. Widespread opportunities to combine workplace experience with education, and bridges between vocational education, apprenticeship and tertiary education;
  4. 4. Tight knit safety nets for those at risk;
  5. 5. Good information and guidance; and
  6. 6. Effective institutions and processes.” (Taylor, April 2007, 1)

While the first point, a healthy economy, is perhaps beyond the control of government departments whose jurisdiction includes school-to-work transitions programming, the other features listed are important for all to take note. Taylor argues that there are many exemplary programs in Canada; none comes close to meeting the need in terms of numbers. De Broucker believes that for Canada to have a more effective school-to-work transition system it would require:

  1. 1. Strong political leadership, at federal and provincial levels, to define objectives and set up a framework for developing school-to-work pathways;
  2. 2. More integration into curriculum of appropriate vocational education that is recognized by the employer community as having value;
  3. 3. Improved [career] counselling;
  4. 4. Addressing the attitudes and expectation of parents and students; and
  5. 5. Engaging business and labour communities (de Broucker, 2005).

Along with these overarching strategies, the literature also spoke about the need to examine and tailor programs and policies to the diverse youth populations. For example,