Compared to other countries, the United States spends less for the transition from school to work of non-college-bound students. Costs of such training need to be viewed as an investment in productivity and competitiveness and in a better outlook for this forgotten group. (SK)

Career-technical education may be informal on-the-job training, organized workplace education, community college or technical institute programs, or apprenticeships, internships, and cooperative agreements. Another alternative is polytechnical education: providing technical and general studies for adults in existing school facilities after school…

Investigated human resource development needs of certified rehabilitation counselors (n=1,535). Counselors reported development needs in vocational services; medical/psychosocial aspects; case management/services; and social, cultural, and environmental issues. Significant differences in development needs were found across job levels, job…

The skills needed by future workers can be developed through Principles of Technology, a vehicle for reinforcing math, science, and communication skills. Understanding technology is important for all students. (SK)

A universal work force preparation strategy should recognize connections between (1) welfare recipients and working poor people; (2) middle-class workers and the skilled worker shortage; and (3) top, middle, and entry-level labor force. The strategy must address both the entry of welfare recipients into the labor force and the serious shortage of…

The humanistic aspects of work--especially human relations, negotiation, and adaptability skills--are crucial to job performance. Therefore, these skills must be integrated into workforce education. (SK)

Looks at the current federal job training and workforce development structure and suggests that they have many problems. Also describes reforms passed by several states, notably Texas. Suggests that partnership between public and private sectors is crucial to develop and maintain a system that meets everyone's needs. (JOW)

Graduate students who are human resource development practitioners (n=48) rated their organizations in terms of training/education, reward/recognition, vision/strategy, information flow, and individual/team development. Those who felt their organizations rewarded risk, recognized their work, and supported and encouraged training were more likely…

Describes the many benefits now available to laid-off and displaced textile and apparel-related workers through the North American Free Trade Agreement's Transitional Adjustment Allowance (NAFTA-TAA), which allows them to attend college for the first time. Examines the effectiveness of the TAA program and concludes that there is room for…

A literature review indicates that policymakers have forged an apparent consensus on skill training among business, labor and individuals, with the presumption of mutual benefit. However, reforms have shifted control over and benefits from training to private capital, lessening the value of skill development for individuals' bargaining power in…

Includes "Commentary" (Alan Tuckett); "Lifelong Learning" (Malcolm Wicks); "An Opposition View" (Tim Boswell); "Opening up the Learning Market" (Jacqui Henderson); "Ringing in the Changes" (Chris Hughes); and "More Reasons to Be Cheerful, More Causes for Concern" (Alastair Thomson). (SK)

The "Work First" environment demands the following tasks of literacy practitioners: designing programs for clients' specific needs; fostering collaborative relationships with agencies and employers; focusing on comprehensive outcomes; planning holistic curricula integrated with work, family, and community contexts; and providing continuous staff…

A survey of 261 Irish human resource development (HRD) professionals indicates that some HRD responsibilities have devolved to line managers, but less than in other countries. Most conduct systematic needs analysis (especially larger, private sector firms) and rely on informal evaluation mechanisms. (SK)

Shares experiences of a human resource development (HRD) book group. Offers practical startup tips, descriptions of different types of book groups, and lessons learned about such groups. Suggests that membership on an HRD book group is an opportunity for self-directed learning in a social context, and it fosters a mindset for lifelong learning.…

Despite the initiatives from governments and unions alike, the need for worker-centred labour education still exists. Labour educators should have to be more creative in planning and running educational programs to empower workers so that they can be liberated from all forms of exploitation, no matter how such exploitation is disguised or…