The author proposes that schools should do more to develop a sense of personal autonomy in their pupils. They should do more to identify and develop the full potential and varied abilities of pupils and should pay more attention to cooperative rather than competitive values. (CT)

Describes methods for integrating the business community into the A level (college preparatory) business studies curriculum through use of updated information such as organizational periodicals and data produced by firms, visits to firms, and case studies prepared by businesses. (KC)

Never has youth been better educated or more qualified to enter the job market, yet never has youth known such lack of employment. Ramifications of effects of unemployment on youth make unemployment a great values issue of today. Implications presented indicate Canada may be on the verge of social crisis. (Author/BEF)

Occupational success is associated with single status but the relationship is not statistically significant. The relationship between education and single status, however, is significant. Results suggest that single status results from educational success. (Author)

Outlines a coping skills-based approach to serving youth employment and training needs. Discusses critical components of career education programs (job mobility, technological change, and specific skill training); a coping skills model; how coping skills are learned; and the role of schools in developing coping skills. (CT)

Contains a report of the application of Markov chain analysis to develop a model with analytical and predictive use for planning education for work. A flow model and the Markov chain theory are applied to data from the University of Khartoum. Advantages and limitations of the model are also listed. (CT)

The specific characteristics of unemployment among the population under 25 in industrialized societies are described along with unemployment's relation to education and training programs. (JMF)

Professional Orientation Works is a program developed and implemented in 1993 at Vladimir State Technical University in Russia to provide a structured career path and improve technical education outcomes. Three components (prehigher, higher, and posthigher education) provide career exploration for high school students, development of professional…

The focus of education seems to be to produce people who will go to college and fulfil economic objectives. Those who do not fit this curriculum will be ignored. Educators tend to send only the less able students into vocational programs. (JOW)

Continuing education is exposed to global market forces in that it must relate to changing global workforce structures and demands and is itself a marketable commodity. This allows no simple comparisons between nations or occupations. Preliminary framework for comparative analysis of continuing education encompasses clientele, qualifications,…

Reports on parental concerns and misconceptions regarding the federal school-to-work initiative, such as the following: it is too soon for students to select career paths; the government is infringing on local autonomy; college is the best path; and it is an adaptation of a socialist model. (SK)

Offers practical advice about making school-business partnerships work. Businesses are adept at solving short-run problems, minimizing product variations, and making profits. Educators have a very different agenda. Schools can harness businesses' expertise to solve short-term financial planning problems, provide curricular advice for technical…

Many American schools are incorporating some form of English for the workplace into the curriculum. Workplace English extends traditional course work by introducing work-related reading and writing formats (memoranda to supervisors, letters to customers, and proposals for improving company effectiveness) and providing literacy skills needed in…

Shows in graphs that the amount of education that youths receive has been increasing rapidly in the United States (among both whites and nonwhites) and worldwide. This represents an increase in individuals' capacity to produce economically and enjoy a higher living standard. The total education amount has also increased because of the increase per…

Responding to articles in the February 1997 "Educational Leadership" on "Rethinking the Purpose of Education," this article deplores worsening social inequalities and upholds the importance of the third sector and service learning in societal transformation. A simple checklist (the PECTS system) shows how politics, the economy,…