The COVID-19 pandemic has caused one of the worst economic crises since the Great Depression. Although countries responded quickly to support displaced workers with assistance packages and funding for education and training, additional measures might be needed. Each country's economic recovery will most likely depend on how well its workforce is…

In association with Waukesha County Technical College (WCTC), Wisconsin Bell developed a specialized program called "Ready Tech" in which qualified Bell employees can earn WCTC's electronics technology associate degree. (JOW)

Manufacturing isn't what it used to be, and the United States must ensure its position in the world trade market by educating factory workers in new automated systems. A computer manufacturing engineer outlines the training requirements of a modern workforce and details robotic training devices suitable for classroom use. (JN)

Twenty-two local development projects for unemployed adults in England and Wales are described. Each was conducted during the first three years' operation of the REPLAN program funded by the Department of Education and Science, the Welsh Office, and the Manpower Services Commission. REPLAN aims to improve the quality, variety, and relevance of…

Includes "Laid-Off Workers Turn to Milwaukee's HIRE" (Mateen); "New Beginnings after Andrew" (Tate); "In Wisconsin, Uniroyal Workers Face New Reality" (Mortwedt); and "Washington Timber Workers Retrain for Technical Jobs" (Manspeaker, Krug). (JOW)

Discusses who should provide training for displaced workers who need new skills. Areas examined include: (1) the need for retraining; (2) current corporate efforts; (3) agreements in the automotive industry; (4) job quality; (5) the federal government's role; and (6) federal legislation related to the problem. (JN)

A study was conducted to gain insight into how to persuade those in fields where job opportunities are declining to take advantage of existing retraining programs in order to avoid future displacement. Research was conducted through a series of focus groups in Chicago, Louisville, and Davenport. Participants in these sessions included men and…

The 1987-88 dissemination program for REPLAN (the British program to promote educational opportunities for unemployed adults) is described; examples of good practice are identified; and suggestions for future dissemination activities are offered. The advice is intended for those who develop staff and curriculum for unemployed adults, and it…

This article proposes a cost- and information-effective technology transfer model designed to overcome problems in technical education and training common to both sectors. The authors discuss three primary forces that are creating a danger in the specialized, applied science educational system, primarily because of a shortage of instructional…

Recognition of the importance of the workplace derives from the pervasive influence of work on adult development, the substantial scale of education and training carried out at work, changes in the nature of work and occupations, and new forms and content in worker education. (SK)

A survey of more than 300 Nova Scotia youth revealed that they expect strong demands for periodic retraining that may affect the stability of their careers. They believe that governments and employers should accept responsibility for some of the retraining costs. (Author/JOW)

A study was conducted to develop an understanding of retraining from the perspective of those who have experienced it--to know more about how and why they decided to undertake the process of acquiring new or additional work skills, how they learned about the alternatives available to them, and what feelings accompanied this experience. Research…

This report stresses that postsecondary continuing education should be linked to the training and retraining of the work force, taking into account the demographic, technological, and economic trends affecting education and the workplace. (SK)

To remain productive, workers require retraining and further education. Educational institutions must change from preparation to continuation and from youth orientation to age-less education. (SK)