The continuing disparity between employer expectations and graduates' skills may be attributed to the language used in competency-based education. "Generic skills" may have several interpretations, and their transfer to the workplace is not automatic. Cultural differences between education and work also influence transfer. (SK)

The Cambridge Programme for Industry is a continuing professional education unit that has moved from short technical courses to holistic professional development. Case studies provide examples of (1) development and accreditation of professionalism through work-based learning (WBL); (2) framework for recognizing work-related lifelong learning; and…

Discusses the readiness of the United States for a structured school-to-work transition system. It examines evidence and issues pertaining to the youth labor market and the need to ensure that an economic imperative does not supersede democratic principles of schooling in visioning the beyond-school experiences of students. (GR)

Interviews with 150 working and 50 nonworking secondary and postsecondary students in Britain found that, although financial need was an initial motivation, working becomes habitual and normative. Most learn to adjust to work and study demands. Work enables the acquisition of transferable interpersonal skills, even in poorly rewarded jobs. (SK)

The use of assistive technology that increases the functional capabilities of persons with disabilities is specified in the Americans with Disabilities Act of 1990 and the Technology-Related Assistance for Individuals with Disabilities Act of 1988. Business educators should help students with disabilities learn to use these technologies to enhance…

Describes a growing competition for advancement within corporate ranks due to technical and cultural changes, an occurrence that has increased the number of young and midcareer professionals in graduate institutions. Discusses examples of cooperative and collaborative activities between corporations and universities in developing high-quality…

To address disabled students' troubling outcomes, the U.S. Department of Education's Office of Special Education and Rehabilitation Services identified school-to-work transition as a major priority. The Individuals with Disabilities Education Act mandates that transition services be part of secondary students' IEPs. Principals' and parents'…

Analyzes how students learn and develop through work experience. Presents a typology of work experience that identifies five models: traditional, experiential, generic, work process, and connective. Suggests that connectivity may provide the basis for a productive and useful relationship between formal and informal learning. (Contains 82…

Presents findings from the "2001 Graduating Student & Alumni Survey," conducted by the National Association of Colleges and Employers. Results reveal that most students: chose majors that will prepare them for a specific line of work; do not expect lofty salaries or unusual perks; have healthy concerns about conducting a successful job search; and…

Using a 1991 demographic data set, analyzes Spanish school leavers' market entrance and the education/work match at early stages of working life. Empirical evidence shows that human capital strongly influences duration of employment. Young workers are more likely to be underutilized than adult coworkers. (Contains 26 references.) (MLH)

Uses Canadian census data to examine effects of gender differences in educational attainment on the gender earnings gap for full-time, full-year Canadian workers. These educational attainment differences account for virtually none of the gender earnings gap in 1985 and 1990. Gender differences in field of study matter somewhat more. (Contains 17…

Uses the NLS Mature Women's Cohort to examine Labor Market effects of education and training at preretirement age. Younger, more educated women tend to train more than older women. On-the-job training is more strongly associated with wage growth than is formal education. (Contains 18 references.) (MLH)

Describes an apprenticeship program for high school juniors and seniors at the EHOVE Career Center in Milan, Ohio. Discusses the Federal Committee on Apprenticeships' suggested program components and the Office of Work-Based Learning's program development guidelines. School staff should consider area employment needs, define occupational targets,…

Many older working-class women have lived a lifelong education, formally and informally, in conditions that were not conducive to learning. Employers and training providers should ensure that education and training are not oversold and expectations that cannot be met are not raised. (SK)

This article reviews topics concerning the transition of students with learning disabilities into the work setting, including: definition of learning disabilities, relevant federal legislation, importance of transition planning, "best practices" in transition planning and programming, special problems in working with students who have learning…