Discusses preparing students with disabilities for independent living and productive careers. Looks at the need for early intervention, academic preparation, work experience, and employer education. (JOW)

Presents an overview of the 1994 American Vocational Education convention and trade show in Dallas, Texas. Includes excerpts from key speakers, comments from attendees, and list of award winners and approved resolutions. Describes the trade show of more than 300 exhibitors. (JOW)

Looks at the programs being set up by the eight states that received the first grants under the School-to-Work Opportunities Act: Kentucky, Maine, Massachusetts, Michigan, New Jersey, New York, Oregon, and Wisconsin. (JOW)

The interest in preparing high school students for employment should move cooperative education to the forefront. Studies single out cooperative education as an effective means for students to acquire work skills and learn how to build from them. (JOW)

The benefits to vocational teachers of being involved in economic development include interaction with employers who can help them by serving as (1) advisory committee members, (2) job placement sources, and (3) co-op sites. Most important is the enhanced credibility that the relationship provides. (JOW)

Describes the emerging field of entrepreneurship education. Discusses several model programs in the field. (CH)

Discusses the changes in (1) education and human resources, (2) agriculture and natural resources, (3) government and taxation, (4) communication and transportation, and (5) jobs and economic development that will affect vocational education and the role of the American Vocational Association (AVA) in the near future. (CH)

Discusses three keys to successful programs in the school-to-work transition for disabled students: (1) commitment to a goal of competitive employment; (2) cooperation among those involved in the process; and (3) communication. (JOW)

Survey responses from 42 of 50 state directors of vocational-technical education revealed the following: most agreed that tech prep is one option within school-to-work; tech prep's identity needs to remain strong; cooperation is needed; and coordinators are worried about the potential loss of funding. (JOW)

Jobs for the Future provides technical assistance for several youth apprenticeship demonstration projects. Youth apprenticeship integrates on-the-job learning with classroom instruction, bridges high school and postsecondary schooling, and results in both academic credentials and competency certification. (Author/JOW)

Outlines major recommendations and actions to date of five reform proposals: "America's Choice" (National Center on Education and the Economy); "Connecting School and Employment" (Council of Chief State School Officers); America 2000; the National Education Goals; and Job Training 2000. (SK)

Looks at 16 innovative school-to-work programs that link high school with work-based learning and what educators and employers accomplished, the barriers they encountered, and advice they would give to those starting school-to-work programs. (JOW)

Provides an analysis of the School-to-Work Opportunities Act and its reform mandate for schools to change the way they prepare students for life after school. (JOW)

There is agreement that students need stronger basic skills when they leave secondary programs; employeers seek entry-level workers with problem-solving and decision-making skills as well as math, science, and communication skills. Basic skills instruction must be an imperative component of vocational education programs. (JOW)

Discusses a study of 500 people to determine how individuals who voluntarily changed occupations (questers) differed from nonchangers (traditionalists). Indicates that the concepts of career education must be integrated into vocational education to help adolescents and adults understand themselves and develop an attitude of flexibility and…