Analyzes some of the ways in which schools try to help pupils prepare for the individual choices and transitions they will have to make upon leaving school. (CT)

Results of a survey of the A level (college preparatory) syllabus for economic education in 175 schools in England and Wales are reported. The study examined whether economics courses at the A level prepare students for entry into industry and the professions. (KC)

The past few years have seen a 'deflation' in the value of the French baccalaureate degree, partially due to the development of mass education. More stringent selection/admission procedures are suggested. (MLW)

Discusses the implications for adult education from six influences: (1) increase in the median age of the population, (2) inflation, (3) consumerism, (4) status of women, (5) political conservatism, and (6) public disenchantment with the current state of education. (SK)

A study of Minnesota's population, age 16 and over, to determine their self-perceived need for job-related training, is presented, along with a description of the conceptual framework, key questions, procedure, sample data, and major uses of the study. Also discusses limitations of the social demand approach to planning education for work. (CT)

In dealing with the problem of illiteracy among women, the author feels that educational programs should form part of the large framework of integrated rural development and should combine education with work. Gives practical hints, and suggests how indigenous methods can be effective in the teaching-learning process. (CT)

This special section on education and training includes reports on government involvement in training in Burundi and the USSR, activities of the African Centre for the Development of Vocational Training, and the status of paid educational leave in Canada and Finland. (SK)

Points out that the employment of secretaries is expected to rise faster than the average for all occupations through the 1980s. This presents a challenge for business teachers: training students with necessary skills to fill these vacancies. (JOW)

The knowledge, skills, and abilities required to be an effective classroom teacher are specialized and specific to a particular setting and environment. Teacher education programs should be for the development of school teachers only. (CJ)

Many teacher education graduates are successfully pursuing careers in the human service fields. This trend suggests that their teacher education experience is preparing them for careers outside of schools. This annotated bibliography cites a variety of books, ERIC documents, and journal articles that relate to these changes. (CJ)

Approximately two-thirds of the population depends on one-third of the population for survival. The valiant 77 million constitute the full-time work force in the United States. The conflict between excellence and equality weakens the development of a maximally productive work force. (JN)

In light of changing roles of women in society and the economic world, emphasis is given to the need for schools to increase efforts to remedy gender-specific curricula, instructional practices, and techniques which thwart personal and professional growth. (JD)

Argues for the continuation of liberal education over career-oriented programs. Defines liberal education as one that develops abilities that transcend occupational concerns, and that enables individuals to cope with shifts in values, vocations, careers, and the environment. Argues that speech communication makes a significant contribution to…

It is pointed out that researchers must articulate clearly both the implications of their data for policy and the limitations of those data. Both researchers and policy-makers should remember that each student is more than a collection of variables. (Author/AF)

Changes and problems in the economy and workplace, including the certainty of future struggles for good jobs, new management mood toward unions, automation, and fringe benefits, are examined. It is suggested that education for this future must inculcate moral values along with academic skills and seek to restore faith in institutions. (JMD)