Student work experiences provide a great potential for broadening job competencies beyond the required technical knowledge and skills. Some of the parts of this "other half" of job competency involve attitudes and interpersonal relationships on the job. Community-centered methodologies for achieving total job competency are proposed. (BP)

Businesspersons who make the career switch to teaching bring subject expertise and are adept at adapting the curriculum to real-world experience. They face a steep learning curve regarding classroom practice and would benefit from being mentored by experienced teachers. (SK)

The Policies Commission for Business and Economic Education believes that (1) for America to continue its standard of living, its citizenry must understand, appreciate, and participate in the free enterprise system and (2) teacher education programs should include related business work experience for credit at the undergraduate and graduate…

A coop program that combines community college instructors, business students, and a responsive business community is described. Kelly Temporary Service acted as go-between for students and the business community. In this way, the students were exposed to a variety of jobs, made money, and earned college credit. (CT)

Twelve writers have contributed to this 30 page bulletin concerning contemporary problems of teacher education. (JS)

If distributive education graduates are to qualify for better jobs and wages than persons with no training, they must have skills that differentiate them from the average job applicant or employee. The author stresses careful placement for cooperative training, good cooperative training plans, and more attention to selling in the curriculum. (MF)

The author suggests alternative methods of teaching accounting in order to bring the community into the classroom: compiling lists of possible field trips, speakers, and other sources of information; a questionnaire for students; field trips; speakers in the classroom; individual interviews; analyzing records of small businesses; and using…

The author presents teacher preparation guidelines for successful implementation of simulated office occupations experience programs. After listing 20 needed skills, she suggests observation of simulations and the business world, work experience, methods courses, and workshops. (MF)

With reference to the cooperative education program at Northern Montana College, Havre, Montana, the author discusses how cooperative education can aid small rural colleges and universities. He lists advantages of cooperative education to students, employers, and the college, along with responsibilities of the participants. (MF)

Suggests prerequisites for and content of a secondary data processing program to include computer hardware and software for specific vocational training. Presents two sets of guidelines, with academic preparation and with work experience, for business teacher data processing certification based on an analysis of existing standards. (MF)