Describes the process of curriculum development for vocational special needs students through two themes: transition and self-determination. Discusses factors affecting curriculum development: teacher attitude, collaboration, multicultural sensitivity, and hidden agendas. (SK)

Spanish labor force data show that distinctions between initial and continuing training are blurring. Training paths begin to diverge in school, and there is a clear relationship between access to training and family/educational background. Continuing training for the least advantaged needs attention. (SK)

Work-based learning is a way to increase students' engagement in learning and prepare them for employment. Inspired by the apprenticeship concept, the 1994 School-to-Work Opportunities Act supports other types of work-based learning, including visits to workplaces, work-like experiences, and employment. Article notes youth apprenticeship…

Argues that Grubb's vision of the new vocationalism seeks to reintegrate academic and vocational education at the expense of the latter. Suggests that a critique of academic education is needed in the debate. (SK)

Addresses Grubb's criticism of critical pedagogy in vocational education. Points out similarities between his vision of education through occupations and the standpoint of critical pedagogy. (SK)

Using a modified labor market analysis, examines the impact of growth of social work programs on educational standards, the human services labor market, and the salary structure of graduates. Suggests that a perceived surplus of social work education programs has been detrimental to the income potential of entry-level social workers, to the…

Reviews recent studies on new faculty and on graduate students aspiring to a faculty career, documenting deficiencies in graduate education and the need for better bridges between doctoral preparation and the actual work of faculty. (EV)

Explores whether graduate education adequately prepares doctoral students for the varied responsibilities of the professoriate they plan to enter, and what role other kinds of institutions (such as community and liberal arts colleges) and the Preparing Future Faculty program could play in the education of graduate students for the professoriate.…

In postindustrial society, masculinities at school must be understood in the context of family, history, locality, and global change. An ethnography of white working-class male school subculture shows how they resist globalization by asserting traditional masculinity, providing the illusion of stability. (Contains 40 references.) (SK)

Discusses new circumstances that are propelling a re-envisioning, re- examining, and re-assessing of the Ph.D. so that it retains its unique ability to contribute robustly to a changing society's extensive requirements for knowledge workers who possess deep analytical skills and capabilities. (EV)

The Inmate Placement Program of the Federal Bureau of Prisons focuses on job skills to aid their readjustment to the community after release. The program includes a mock job fair and has served 7,000 inmates. (Contains 10 references.) (JOW)

Examined the effects of prior work experience on cash compensation, career satisfaction, number of promotions, and individuals' propensity to stay with their first post-master's of business administration (MBA) position. Found that previous work experience is not significantly related to graduates' tenure in their first post-MBA position. (EV)

Surveyed the international business and technological community about the skills it requires of recent business school graduates. Findings provide insights for developing action plans to address international and technological needs. (EV)

Provides a rationale for teaching problem-solving skills and explains a simple process for problem solving. Provides suggestions for selecting materials and creating positive learning environments and presents activities that encourage students to solve problems. (Author/JOW)

Discusses models and strategies to integrate academics in secondary vocational training programs. Recommends that academic credit move toward being competency-based much like its vocational counterpart. (JOW)