Describes the South Carolina Technical Education System which was created in 1961 to meet a wide variety of educational needs, from a special schools program of job training or upgrading courses for industry to degree programs in technical education centers. Examples of problems and solutions are included. (MF)

The purpose of a learning center is to offer a variety of resources and teaching technologies, such as video, audio, computer-assisted instruction, and interactive video, and to tailor their use to a person's preferred learning style. (Author/JOW)

Discusses factors affecting higher education that will allow continuing education to assume a more central role: (1) aging of the student body, (2) changes in the work force, and (3) advocacy of economic development. Details the new role and provides guidelines for assessing program readiness to fulfill it. (CH)

Suggests that colleges look to retired military personnel as sources of science, mathematics, technology, and occupational teachers. Looks at cooperative ventures between the Department of Defense and Department of Education. (DMM)

Contrary to reports, high technology is not likely to add large numbers of jobs for highly educated and trained persons. A policy of recurrent education must be established so that individuals can move from the workplace to retraining programs and back. (MLW)

This document contains the oral and written statements of witnesses who testified at a hearing on the Reemployment and Retraining Act of 1994 and the WARN [Worker Adjustment and Retraining Notification] Amendments Act. Witnesses included Senator Howard Metzenbaum of Ohio, several union and public employment program officials from several states,…

Three functional roles, as reflected in Teacher Behavior Improvement, Retraining and Staff Development, tied together through cooperative relationships with colleges and universities, represent the broad scope of activities of Detroit's Teacher Education Department. (Authors)

Describes a heavy construction equipment operation and maintenance program conducted in the Appalachia region of eastern Kentucky. (GB)

We cannot limit our focus merely to providing unemployed teenagers and young adults with the skills to get jobs. We also have to face the challenge of reeducating the 40-year-old worker whose job has permanently disappeared. (RM)

Alternatives proposed include early and phased retirement, career change incentives, retraining programs and/or leave, outplacement, and an earnings supplement at severance. (MSE)

Options for faculty utilization in a steady state are examined, with consideration for their economy or ability to increase turnover or flexibility: early retirement, part retirement, retraining, exchange with other institutions or industry, and fixed-term appointments or lecturer positions. (MSE)

Describes where new job opportunities will be in the next 20 years. To stay employed, workers must accept new technologies and be willing to be retrained in new skills. Future patterns in unemployment and the changing relationships of government, labor unions, and private industry are discussed. (AM)

Mid-career change programs have the potential to open faculty positions during these times of decline. Most current programs are intended to shift faculty to a different specialty or discipline, but data indicate that academics would be receptive to opportunities to move out of academe. Specific options are identified. (Author/LB)

Proposes a three-level taxonomy of reasons for vocational retraining: compliance, identification, and internalization. Internalization level motivators correlated with internal locus of control and vocational maturity. Subjects who retrained because of high compliance motivation were less satisfied with the program and more inclined to drop out.…