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

Reports the results of the National Commission for Employment Policy's report on populations served by the Job Training Partnership Act (JTPA). Results indicate that Hispanic Americans are underrepresented in JTPA programs; Hispanic community-based organizations are currently being polled to identify reasons for this underrepresentation. (CH)

The authors suggest a computerized approach to evaluation of the progress of job training programs. The approach has great potential to meet the needs of managers of Job Training Partnership Act employment and training programs. (Author/CH)

Examines the role of the occupational socialization process of adults, beginning with the start of the individual's working life and ending with development and advancement of the individual's career. Conflicting views of management and labor concerning employee development are considered and the need for cooperation is stated. (CH)

Suggests using Kirkpatrick's four-point framework to design evaluation of training programs. The points are (1) trainee reaction to the course, (2) trainee learning, (3) trainee behavior on the job, and (4) organizational results. (CH)

The authors encourage the collaboration between educational institutions and the defense establishment for the purpose of vocational training. They present a conceptual framework for such relationships, discuss the resulting mutual benefits, and describe specific instances of successful collaboration. (Author)

The European Union is reshaping its education and training programs to focus on the need for the whole community to learn throughout life. However, resources continue to be targeted mostly on initial schooling and undergraduate education. (SK)

The authors discuss how training managers can deal with functional illiteracy among their worksite students. Recommendations include (1) understand the reading process, (2) use directed reading activity, (3) determine reading level of materials and trainees, and (4) investigate alternative materials. (CH)

The authors discuss problems of Great Britain's Youth Training Scheme (YTS), including high dropout rates, uneven program quality, and the program's image with employers. (CH)

The author suggests that trainers charged with converting to computer-based training begin with a pilot program. He covers potential problems and how to address them. (CH)

The author suggests that technical colleges expand their efforts to provide support, motivation, and retraining for dislocated workers. In addition to technical skills, he suggests that dislocated workers should study the social sciences to strengthen intellectual skills that will be useful in goal setting and decision making. (CH)

Extension has four roles in the economic development arena: (1) providing perspective, (2) increasing the knowledge base, (3) teaching management skills, and (4) shaping institutional structure. In different states, extension will find different appropriate roles in economic development education. (CH)

The author focuses on the nature of the organization as a learning environment, natural learning activities that take place within the organization, and the role of the supervisor in facilitating the learning of subordinates. Implications for training and development are presented. (CH)

Examines assumptions implied in research on equality and asks whether they impose unnecessary limitations on the range of on-the-job training strategies an organization uses. Suggests that it is time for a different approach that would enhance and complement current research. (CH)

The author discusses advantages and disadvantages of computer-based training. She covers the search for high quality courseware, computers' effects on cognitive processes, the difference between classroom and computer-based training, using simulations, control of the learning experience, and the value of repetition. (CH)