In the new economy, knowledge (not labor, raw material, or capital) is the key resource to be converted to goods and services. Public schools will have to educate three tiers of knowledge workers (doers, problem solvers, and designers) using differentiated assessment, curricula, and instruction. Organizational action, not mantras, is needed. (MLH)

Describes the development of a multidisciplinary cornerstone business course focused on communication, teamwork, problem solving, professional demeanor, research, ethics, and diversity. Discusses lessons learned: change itself raises obstacles, appropriate faculty are crucial, and time frame and course content should not be overly ambitious. (SK)

Chrysler Corporation and North Lake High School cooperated to develop and deploy Advanced Manufacturing Technology for high school students identified as at risk or hard to serve. Chrysler provided curriculum that was delivered by training center instructors; teachers ensured student competence in academic areas. (JOW)

It is time to add another layer to the technical education curriculum, a management of technology capstone. Technical education needs to be closely attuned to changes in the workplace in which technical workers play an increasingly important role. (JOW)

Describes model adult programs that combine work with education and training: (1) New York's Education for Gainful Employment; (2) Minnesota's Employment Action Center, (3) Chicago's Community Kitchens, and (4) Opportunities Industrialization Center West. (JOW)

Discusses the success of the school-to-work program and looks how various states have implemented the program. Suggests that school-to-work is very important and should remain a top priority at federal and state levels. (JOW)

A survey of 867 students in British secondary schools that link with businesses indicated that well-developed links had positive effects on students' vocational knowledge and concerns, locus of control, self-efficacy, and work-based learning, especially for males. Type of linkage did not make a difference. (Contains 30 references.) (SK)

Summarizes features of the 1994 School-to-Work Opportunities Act, describes what states and localities are doing to include youth with disabilities in school-to-work initiatives, and offers recommendations to special educators, rehabilitation professionals, students with disabilities, and parents for increasing the participation of youth with…

State department data on Nevada 12th graders in schools with high versus low dropout rates showed differences in school-to-career (STC) experiences. Five significant variables were unpaid school-year or summer internshps, service learning, volunteering, and other workplace experience. High unemployment in the state may have diminished some of…

A literature review identified the impact of postsecondary completion on employment, the education and employment rates of people with disabilities, barriers to postsecondary education, and support and self-advocacy. Results were used to compile a research agenda for the National Center for the Study of Postsecondary Education Supports. (Contains…

Discusses vocational education by analyzing "Framework for Enhancing Business Involvement," a 1996 policy report from Alberta, Canada. Provide in-depth analysis of report by examining policy context in which framework developed, the policy process, and the implementation process. Briefly discusses broader implications of report for other…

Nurses in service fault beginning nurses' insufficient clinical and patient management skills. Nurse educators maintain that practicing nurses do not facilitate the transition of entry-level nurses. More collaboration between teachers and practitioners is needed. (Commentaries by Sally Glen, Patrick Crookes, and Pam Walter follow.) (SK)

Explores the emergence of enterprise education in Australia in the 1990s and the links between the rhetoric of enterprise culture and vocational education policy and between Key Competencies initiatives and enterprise education. Discusses new metaphors for teaching and learning and proposes a cultural studies focus in vocational education. (SK)

This position statement of the Division on Career Development and Transition of the Council for Exceptional Children supports and affirms educational approaches rooted in self-determination for development and delivery of inclusive educational services to students with disabilities during the career-development and transition process. (Author/DB)

Employers like the problem-solving approach of technology education because it develops team building, discipline, content and process, knowledge of the capitalist system, and multidisciplinary skills. (JOW)