LESS THAN A TENTH OF THE TANZANIAN LABOR FORCE IS IN PAID EMPLOYMENT, AND MOST ABLE-BODIED ADULTS ARE STILL ENGAGED IN LOW-YIELDING AGRICULTURE AND HERDING. MODERN PRODUCTIVE EMPLOYMENT IS SCARCE EVEN FOR THOSE WITH AN EIGHT-YEAR PRIMARY EDUCATION. THE INVESTMENT IN FORMAL EDUCATION HAS OUTRUN INVESTMENT IN EDUCATION AIMED AT INCREASING…

This document contains four symposium papers on work force development. "Effects of Two Different Learning Paths on School-to-Work Transition" (Esther Van Der Schoot) discusses a Dutch study documenting that the following items make a difference in the school-to-work transition: learning path, curriculum characteristics, individual…

Most developing countries have been debt ridden since the mid-1970s. This continuing debt burden has resulted in increasing prices and inflation, growing unemployment, and daily life difficulties. This problem has been acute for the Sudan. Sudan received help from the International Monetary Fund (IMF) in 1978 and negotiated new credit terms. By…

The many statistical projections of what the work force of the year 2000 will be like point to one conclusion: there will not be an adequately prepared work force to meet the labor market needs unless there is a coordinated and concerted effort by the private, public, and government sectors to train and develop the needed skilled workers. The…

Taiwan has recently changed from an agricultural to an industry-intensive society. Vocational education should assume the responsibility of educating students to meet the manpower needs of industry, and vocational education programs have rapidly expanded. The government lists technical and vocational education as one of the top priorities in the…

This report describes an experimental project to provide alternative employment and vocational training programs to talented disadvantaged young persons. The target audience for the project was disadvantaged youths with exceptional learning abilities, i.e., youths who were unemployed or underemployed and who needed basic and remedial education to…

Discusses the relationship of technical advancement in the Soviet Union to the skill structure of the working class. Concludes that further improvement in training of skilled workers will help solve social and economic problems involved in rational use of the labor force. (Author/DB)

Discusses problems encountered in France in developing a labor force skilled in areas needed by industry and in coordinating the supply and demand of these skills. Conclusions are that vocational training research must be promoted on a systematic basis and that socioeconomic factors and worker attitudes must be considered in addition to technical…

This lesson, which is based on a field trip to Lowell, Massachusetts, focuses on Lowell's preeminence as a textile weaving center beginning late in the 18th century. The lesson offers advice for managing the tour group, provides historical background on Lowell, the textile industry, and the United States and the world in general at the time, and…

The Donetsk Vocational-Technical School No. 1 began in 1963 training specialist workers in the mining industry with a secondary education. The school has facilities for general education along with vocational training thereby encouraging a combination of education and labor development and future party workers. (Author/SM)

Discusses labor history's new attention to the interaction between work, work organizations, and the worker's impact on American life. After 1830, changes in production styles to mass production paralleled the rise in unions and a working-class culture embodying the values of respectability, self-help, and social mobility. (AM)

Describes a petroleum production program created in Bradford, Pennsylvania, by oil company executives and local educators to answer the need of the regional oil industry for trained manpower. Discusses the need for the program, the search for qualified teachers, funding, and how one student feels about the program. (CT)

Eight nominal group sessions in Georgia elicited views of educators, parents, unions, policymakers, and employers, organized in seven themes: content and structure of vocational curriculum, school management, school restructuring and policy, program components, student outcomes, teaching strategies and teacher education, and collaboration. (SK)

It is imperative that the value of secondary and postsecondary vocational education be recognized to attract and retain students and build a world-class workforce. There must be a change in the attitude that regards four years of college as the only valuable education. (SK)

Reports from the United States Department of Labor have stated that school to work transitioning have become integral in developing education programs. The article describes good programs' characteristics and notes key issues surrounding the education of a workforce needed to keep U.S. business and industry competitive. (SM)