The two concepts of responsibility and accountability are differentiated, and their applications to the fields of education/training and management discussed. Suggested methods by which nonperformance prevention can be incorporated into the education/training process emphasize the inclusion of real-world conditions in the training program. (EC)

The author outlines the provisions being made to educate adults in China since the Cultural Revolution. (Author/CH)

Examines the effectiveness of selected assessment and screening procedures for identifying successful and unsuccessful participants in employment and training programs conducted by the Program for Assessment, Counseling, and Employment of the Young Men's Christian Association of Greater New York. (Author)

Describes how a company developed a unique training strategy for upgrading its workforce. The on-site training project focuses on new technology at the company, employee motivation, principles of electronics, and hands-on assembly techniques. It meets for 2 hours, twice a week, for 12 weeks. (JN)

Assessed Work Incentive Program (WIN) registrants using various aptitude tests and vocational interest surveys. Subjects (N=56) were females receiving Aid to Dependent Children. Results showed that learning ability, educational levels, and work-style preferences were useful in predicting success or failure in training or employment. (BH)

Describes two methods for evaluating the content validity of a police recruit training program (N=105) and for translating the training evaluation information into training needs for program revision. Results of the Content Validity Ratio approach and the Matching Technique showed that these methods were successful. (LLL)

Guidelines for instituting or revising an on-the-job-training program for handicapped students focus on three key considerations: program sequencing, program content, and employer involvement. (CL)

Discusses the differences between training adolescents and adults and stresses the importance of designing effective programs for adolescents. Describes programs used by 7-11, Burger King, and Six Flags Over Texas. (JOW)

It is about time we returned to idea of educating people and abandoned the practice of specialization. We should encourage students to widen their areas of knowledge. If they need job training after their education, that is fine: but it is an entirely separate issue. (Author/DS)

The author defines curriculum management as systematic decision making: planning what to teach, how to teach it, and what materials to use. He recommends an advisory committee selected from the potential employment area to assist. (AG)

The author presents some humorous ideas on the screening and development of programmers." (Author/AK)

Community groups in Knoxville, Tennessee, meet to share concerns for job oriented education of the disadvantaged, particularly through school and industry cooperation. (LY)