Massachusetts Institute of Technology's Industrial Liaison Program provides efficient and timely access to the research and staff resources of the Institute for the benefit of its members. The industrial liaison officer, professors, directory of current research, publications, symposia, seminars, and foreign programs are described. (MLW)

Focusing on the changing relationship between training and employment, this article discusses (1) limitations of traditional vocational training policies, (2) the relationship between training and employment today, (3) changes in skills and the effects of structural factors on the employment situation, and (4) a modern vocational training policy.…

In Western Europe, approaches to teacher education for programs for youth in transition from compulsory education to employment are being reexamined, and model staff development programs will be proposed based on regional needs and practices. Greater sensitivity and awareness to this educational stage are predicted. (MSE)

Some considerations that educators must take into account when planning educational programs for older persons who are about to retire or who have retired are described. A number of programs currently offered in some European countries (including the Universities of the Third Age) are presented. (Author/MLW)

Describes the context, problems, a potential solution, and needed research for planning education for work in the U.S. Focuses on educational programs funded under vocational education legislation in the U.S., although the factors discussed apply to planning education for work under many delivery systems in the U.S. (CT)

Reviews major research in educational and developmental psychology of adults and concludes that lifelong learning is essential for living in a postindustrial society. (Author/ST)

Most nursing assistant programs place emphasis primarily on the cognitive and psychomotor aspects of the student's education. The school must focus on career exploration to meet fully its responsibility for helping students prepare for work. (JOW)

Investigated the relationship between work values and job knowledge to determine the need for client understanding in these areas. Data indicated that work values and job knowledge are independent variables and should be addressed separately in the career counseling process. (RC)

Youths must be equipped with a set of general employability skills and attitudes that will provide them with maximum flexibility and adaptability throughout their adult working lives. The entire system of education holds great potential for making significant positive contributions to this effort. (Author)

Describes a hospital-sponsored program to train bicultural leaders to ease the school-to-work transition for new graduate nurses. Specific information on planning, implementation, sponsorship requirements, and evaluation is presented. (Author/SK)

Argues that the use of a third classroom goal structure--cooperation--supplemented by appropriate competition and individualization can contribute substantially to the preparation of graduates who are both technically skillful and interpersonally competent. (JOW)

The employer's role in determing whether the handicapped individual successfully makes the transition from school to work is examined. Teachers need to be trained in the importance of employee/employer relationships and need to begin to help employers to accept a teacher role with new handicapped workers. (PHR)

Mathematical formulas are proposed for estimating the market compatibility of academic programs, taking into account employment opportunities in the area and graduate production rate of competing area schools. Implications for program marketing are discussed. (MSE)

Reviews the history of federal legislation applicable to vocational education; analyzes the work-related problems of adults and youth; and suggests federal policy actions classified according to problem area. (DR)

Examines changing definitions of "vocational education,""career education," and "lifelong learning." Presents potential problems that may interfere with support of vocational education by the business community and postsecondary faculty. Argues for the value of college education in terms of subsequent job satisfaction and income. (DR)