Since education supplies the human resources needed by industry, the two must work together to effect a smooth transition from school to work. (JOW)

Although a unionized workplace can pose obstacles to implementing a school-to-career program, the union can be a powerful force uniting workers in support of the program and can contribute to students' work experiences. (JOW)

Although vocational educators have given their students a taste of service learning for years, one piece has been missing. In addition to preparation and action, service learning requires reflection--the previously missing component. (JOW)

The Boeing Company chairman indicates that there is no quick fix for schools and no one sector of society can solve the problems connected with them. Partnerships among schools, businesses, parents, students, and governments are needed to bring everyone together toward the same goal. (JOW)

Acting Assistant Secretary of Employment and Training Administration Raymond Uhalde discusses school-to-work, apprenticeships, national skill standards, and the new welfare law. (JOW)

Data on youth apprenticeship from 23 Georgia school districts identified progress to date in enrollment and school- and work-based components. More career guidance and exploration, integrated and occupationally valid curricula, and employer involvement were recommended. (SK)

Cooperative education is an effective way to bridge the gap between school and work, benefitting not only students but cooperating employers and educational institutions. A survey of 124 community colleges found strong support for cooperative education programs. (JOW)

Describes several lessons learned from the design and implementation of a performance-measurement system required by the School-to-Work Opportunities Act of 1994. For example, very complex systems of performance measurement can compromise the quality and quantity of data obtained. Makes several recommendations to improve the quality of such…

Describes a training-evaluation method that assesses whether participants remember what they were supposed to have learned and know how to apply it on the job. (Author)

Investigated the acquisition of ideas about work on the part of 118 children in their sixth and seventh years of school. Children differentiated between adult work and children's work by identifying adult work as paid work and children's work as unpaid. (RJC)

Transfer of training happens when learned behavior moves from the training environment to the job--the impact of instruction on the trainees' subsequent job performance. (JOW)

Reviews a theory of decision making that has implications for the decisional counseling of youth facing the transition from school to work. Suggests that the conflict theory model may be useful in counseling adolescents in occupational and educational decision making. (JOW)

The author discusses the original philosophy of Marxism with emphasis on how it relates to education of adults. Sections of various relevant works of the period are analyzed. (CH)

Discusses how to act and what to expect in the first job. Points out that first jobs are important because they provide an opportunity to develop the technical, organizational, and interpersonal skills that can be used in the second job. (JOW)

Examines the college quality/overeducation relationship. If workers attending lower quality colleges receive less human capital per year of schooling, they may require more schooling than the typical person to be qualified for their job. Using the Panel Study of Income Dynamics, a negative relationship is found between college quality and the…