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A partnership between business and education is an agreement of cooperation between schools and businesses, trade unions, governments or local organisations. These partnerships are agreed between two or more parties to set goals and develop an action plan to achieve those goals. HRDC`s evaluation of programs for young schools, drawn from its june 1997 final report on the effectiveness of youth employment-related programs: lessons learned from past experience, sheds more light on the long-term impact of limited short-term outcomes. This study showed that the most effective programs for young people offer lasting contact with adults. The results indicate that the most effective strategies for keeping young people in school are those that build bridges to the world of work while young people are still in school. The most effective strategies have been put in place to combine a training component with strong links with the employer community, more formal training related to training and work experience in the workplace, as well as job-seeking assistance and wage transfer aids (HRDC June 1997).  There are some indications that co-operative education programs are achieving better employment outcomes in the post-dry period. 2000, while the number of internships offered by employers is quite limited. There are a number of concerns about the presence of businesses in the school.
There is concern that active industry participation will encourage governments to step down from their role as the primary funder of education (Torjman, 1998).  Other issues related to business participation in schools reveal disturbing implications of a corporate ideology and business ethic that are part of the learning experience of our young people (Hill and McGowan, 1996).  Teachers are concerned that partnerships with companies involved in military research and development are sending a clear message to students. The presence of military contractors in classrooms suggests that schools are not confronted with violence and oppression around the world (Hill and McGowan, 1996).  Some school boards have developed guidelines for economic education, which should serve as a code that partners can regulate themselves for the duration of the partnership, but according to the Conference Board of Canada, guidelines and codes of conduct differ considerably (Hill and McGowan, 1996).  A code of conduct serves as a screening process so that only socially responsible companies have access to schools and partnership activities are overseen by an external evaluation committee made up of parents, community members, teachers and business representatives.