Describes a study that was intended to determine the skill areas and skills that are generalizable within and across secondary-level vocational program areas and programs. Discusses limitations and implications of this study and makes recommendations for future research. (NRJ)

This article features Crisis Skylight, a learning and activity centre, which opened in Spitalfields, East London, in 2002. Crisis Skylight was developed by Crisis, a national charity for single homeless people. It gives homeless people a chance to learn alongside other, non-homeless, members of their communities. Skylight's remit was…

Describes a study that found that marketing and distributive education teachers must provide special assistance for disadvantaged students to improve their math and English skills. If tutoring is not possible, basic review should be incorporated into the daily classroom routine. (JOW)

Offering first-rate entrepreneurial skill development will require new program designs, increased options, and less focus on traditional structures. Entrepreneurship education should be offered as a career option and should be taught only to those who are intellectually, emotionally, and functionally ready. (JOW)

Countrystart is a class in which students work with plants and animals, providing numerous opportunities to integrate basic skills teaching. The practical subject area becomes the vehicle to develop other skills needed by students. (JOW)

Discusses research related to assessment data for vocational-technical programs and categories skills as basic, transferable, and generalizable. Use of generalizable skills can identify functional learning abilities and problems of students in those programs. (JOW)

Looks at the issues regarding the integration of basic skills in vocational education. Discusses the team approach and collaborative efforts made to ensure this integration. (JOW)

Vocational education should not be viewed as a separate content area but as part of an educational delivery system, making it appropriate for every student learning applied competencies. (SK)

This handbook provides information about the Idaho Basic Skills Project as well as processes to help identify participants who will create a successful Basic Skills Team for the school. The handbook begins with a series of questions that are intended (1) to help administrators understand the project better and (2) to help them decide on the need…

The report describes the Out-of-School Youth Program, a vocationally oriented program serving 250 handicapped student dropouts in St. Paul, Minnesota, and presents a model program for handicapped out of school youth based on that existing program. The model program consists of components that focus on the following areas: basic skills,…

Designed to utilize basic skills and develop a vocational or vocational skills, eight adult basic education modules were developed which highlight authentic Blue Ridge Mountain crafts. Modules provide instruction in apple dolls, braided rugs, candles, caning, corn shuck dolls, pottery, quilting, and weaving (see Note). Selection of the crafts was…

Describes the Southern Regional Education Board-State Vocational Education consortium, which envisions a major change in the way vocational education is delivered. Students must be educated for jobs, not trained for them. (JOW)

There is agreement that students need stronger basic skills when they leave secondary programs; employeers seek entry-level workers with problem-solving and decision-making skills as well as math, science, and communication skills. Basic skills instruction must be an imperative component of vocational education programs. (JOW)

Describes a program at Pennsylvania's Dauphin County Technical School that has moved beyond providing vocational students with basic communication and mathematics skills and is incorporating vocationally-oriented competency-based instruction into all academic areas. (JOW)

Describes a pilot project in applied academics that involved hiring certified mathemathics and science instructors so that students could obtain academic rather than vocational credit for material that vocational instructors had previously taught. (JOW)