This document was produced by DBM Consultants, who provided the research on Susanne Wood's report "Fully On-the-Job Training: Experiences and Steps Ahead." It contains the appendix: Stage 3--CATI Questionnaire for Fully On-the-Job trainees/apprentices and is provided as an added resource for further information. [Full Report available at ED493985.]

Specific examples of how a school store can provide students with an opportunity to learn what happens in large retail establishments, and why and how, are presented. Merchandise receiving and display are used as the examples. (AG)

The article describes the Chippewa Office Services as a means for a student to achieve office experience while on a full academic schedule. (AG)

Describes a vocational school on Chesapeake Bay where students get what amounts to on-the-job training on an amazing array of ships. (Editor/MU)

Big Bend Community College (Washington) plays an important role as part of a unique international 2-year work-study program. It provides English instruction, cultural activities, and facilities for Japanese farm trainees who have sought theoretical and practical agricultural training in the United States. (JO)

Canadian Armed Forces have scrapped the 90 percent lecture method for a 75 percent practical system called POET--performance oriented electronic training--for basic electronics. (EB)

Describes a rationale for awarding credit for experiential learning based on the student's ability to process experience and transfer cognitive and affective perceptions. Lists five general competencies that a student must demonstrate in order to be awarded credit under this rationale. (W.C. Publications, P.O. Box 1578, Montclair, NJ 07042) (NRJ)

The Aid to Families with Dependent Children (AFDC) program, previous efforts to increase the employment of recipients, and the rationale for providing Supported Work to those on AFDC are discussed. The evaluation design, characteristics of those in the sample, and the initial results are also included. (CT)

Describes how students' economic experiences as workers and consumers can be used as a foundation to build a secondary economic education program. Emphasis is placed on the study and active observation of the local economy. (RM)

The article explores how schools can enhance the career and employment prospects of the handicapped by using the "real work" experiences of the school to foster the work task learning maturation process. (Author)

A work experience program for secondary special education students is described and its advantages and disadvantages are considered, based on responses of program students, regular academic students, and teachers. (CL)

Information gathered from interviews of 55 CETA-funded workers suggests that much of their work experience may potentially qualify for credit at the college or technical school level. Because CETA-funded jobs represent a wide range of occupations, this study poses similar implications for the entire labor force. (CT)