Reviews a collection of papers by U.S. and Australian scholars and government officials on the impact of new technologies on the structure of employment in capitalist countries, and how the educational system should respond to changing labor market needs. (SV)

Discusses a study on how 20 adults in an undergraduate U.S. labor history class transferred writing skills and knowledge they gained from the workplace to the classroom. Determined that it is important for researchers and administrators to recognize and acknowledge the significance of this interplay to serve the interests of students more…

The authors describe a collaborative employee training program between WeMoCo Occupational and Technical Center and General Motors' Delco Products Division. The program features an enablement process that allows coordinators from education and industry to clear obstacles that block student learning in such programs. (CH)

The author describes problems facing typical adult reentry students and discusses how vocational education programs need to maintain the flexibility to overcome these problems. The benefits of enrolling adult students are also covered. A questionnaire to determine program readiness for reentry students is provided. (CH)

Presents the Competitive Employment through Vocational Experiences (CETVE) model of transition from school to work for youth with mild disabilities. Discusses identification and screening of participants, placement in work experience, training, and follow-up. Also covers such issues as interagency cooperation, transportation, liability, and…

The author discusses the 8-4-4 system of education in Kenya, developed to provide all Kenyan youth with life skills training. Emphasis is placed on the primary school with the realization that many students will not pursue their schooling beyond that point. Some comments on next steps are included. (CH)

Surveys 12 recent textbooks from organizational and business communication perspectives to identify the link between what is taught in organizational communication classes and what is valued and effective in the workplace. (MM)

The author discusses issues of the information age that relate to education. Topics discussed include (1) illiteracy, (2) information organization and use, and (3) preservation of a common means of communication. (CH)

Reviews 1980s educational reform philosophies, characterizing this decade as driven more by debate than by change. The first wave's emphasis on the utilitarian value of education has endured in third-wave philosophy calling for business-oriented graduates to help reassert America's economic preeminence. A fourth wave envisions expanding…

Describes parents' perspective of the transitional period for children with special needs and provides suggestions for working cooperatively with parents. (JOW)

Identifying and accessing services that facilitate transition can be difficult for the disabled. There is a need for delivery systems to facilitate the provision of services. (JOW)

Discusses the status of fine arts in English higher education. Examines the relationship between fine arts and design education. States that fine arts education has professional relevance as a substantial number of graduates pursue careers which contribute to the wealth-producing sectors of the economy. (GEA)

Designing, implementing, and evaluating transition programs is an extremely complex task, but not an impossible one. Legislation has given society the challenge and programs have begun to emerge. (JOW)

Criticizes life skills curricula based on inherent ideological dimensions which transform the complexity of life processes into a set of skills. Perceives links between recent curriculum initiatives and wider administrative processes, which use the broad concept of skills to organize relations between education and the labor market. (DMM)

A successful transition program for individuals with disabilities uses a "train-place-train" concept, where vocational training is provided in school, followed by job placement, followed by on-the-job-training by a job coach who provides support until the employee can work independently. (JOW)