Reflects on recent efforts to reform secondary education by emphasizing academic courses and considers the benefits of vocational education and importance of a balanced curriculum. (SK)

How-to-do-it monologues and tasks based on actual job reading give students needed practice in relating reading to job activities. (SK)

Vocational student organizations offer opportunities for urban students to achieve their potential as they experience personal growth, a sense of direction, achievement, and the rewards of leadership. (Author)

Describes vocational education in the Soviet Union. Goals are accomplished by such methods as a standard national curriculum, including sophisticated polytechnical programs, by a system of school-supported youth programs that promote patriotism and group loyalty, and by a media campaign emphasizing the importance of the worker. (Author/JOW)

Most new businesses fail from a lack of management skills; many never start because self-employment is not offered to young people as a career option. Vocational education must help remedy both situations. (JOW)

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)

For a successful, member-centered student organization, the adviser must enrich a student's opportunities for growth through leadership and decision-making experiences, help students help each other, and involve students in the curriculum. (Author)

Describes a field-tested program for making students aware of and adept in skills that have brought success to business owners in their local community. Entrepreneurship education must be regarded as a complement to existing vocational and business education programs. (JOW)

Summarizes research on how time is used in vocational-technical classes and how teachers can increase time on task. Found that secondary students spend less than three percent and postsecondary students less than one percent of class time on basic skills. (SK)

An employer discusses some of the reasons for his support of vocational student organizations, which in his view help develop motivated, well-educated, productive workers. (SK)

Describes ways in which the General Advisory Council for Vocational Education in Petersburg, Virginia helped the system's comprehensive vocational education program cope with reduced funding. (SK)

Describes a Wisconsin model for evaluating secondary vocational education programs. The model steps include a self-evaluation, a team site visit, and an implementation phase. (CT)

The Secretary of Education responds to concerns that vocational education is being ignored in the educational reforms generated by "A Nation at Risk" and other reports. (SK)

Recounts the formation of new policies for vocational education that have been legislated in Arizona. (SK)

If vocational educators recognize the fact that handicap and change act together in releasing many of the anxieties they are now experiencing as a result of handicapped students entering their classrooms, then they can take steps to create an atmosphere of understanding and acceptance. (LRA)