The author suggests qualities that a professional must strive for in order to be an actual "professional." These qualities include actively seeking knowledge; being able to accept responsibility; renewing personal vitality; and managing effectively. (CT)

To accommodate technological advances that are changing the nature of occupations, the scope of teacher training and upgrading must be broadened to keep the profession current. (SK)

Vocational education's commitment to student organizations stems from the belief that the total development of individuals is essential to the preparation of competent workers. It has been shown that student organization activities are effective in teaching critical skills necessary for students to reach their full potential. (JOW)

The authors believe that teacher burnout is a developmental stage in a teacher's career which signals that the teacher is ready for a change. This can be accomplished by updating, training, widening knowledge, and setting professional goals. (CT)

The revitalization of industry needs a substantial investment in work force training. Reauthorization of the 1976 Vocational Education Amendments should focus on how vocational education can meet the needs of students and of the economy. (JOW)

Because children reach developmental stages at different times and have different learning styles, some students need an alternative approach to academic classes such as that offered by vocational education. (SK)

The economic growth of developing countries is closely related to the quality of their systems for educating and training human resources. Effective vocational education and manpower training programs are critical to increasing the rate of economic development and standard of living in the developing world. (Author)

The key to successful adult vocational education is an appropriate system of recruitment and delivery in an adult environment. Other considerations include program environment (both within the learning situation and within the parent institution) and professional development of adult education staff. (CT)

The author describes the five essential dimensions of professionalism and warns that each of the five must be present and interacting with the others in order for a field to qualify as a profession or for its practitioners to qualify as professionals. (CT)

Describes the steps that should be incorporated into planning for inservice efforts with teachers of handicapped students and presents several models for presenting inservice training for teachers and school support personnel. (LRA)

Focusing on area vocational-technical schools, this article describes several successful vocational programs across the U.S. and explains their role in community improvement, economic development, adult education, and community activities. (LRA)

To meet the needs of the target market and provide excellence in education, curriculum revision must be ongoing. (JOW)

Guidance for guidance counselors who want to take full advantage of the many resources and opportunities available for self-directed professional growth. Lists ideas, questions to be answered, and rewards to be won. (Editor)

The author suggests that the primary purpose of vocational education is to promote human development by exposing the learner to intrinsically meaningful activities. The criterion for evaluating vocational education from this perspective is the growth of students' personal qualities. (SK)

Discusses factors contributing to the declining U.S. productivity growth rate and compares U.S. production to Germany and Japan. Presents model programs that have recognized the need to develop in people the desire to work, study, improve, and become more productive citizens. (LRA)