A sample of 1,000 Polish adults identified their chief life goals; most believed education played only a moderate part in achieving them. Only a tiny percentage of those wanting to improve skills actually participated in education. Collapse of the old economy and poor preparation exclude a significant portion from participating. (SK)

Recent survey data show that 23% of students with disabilities drop out; highest attrition was among students with emotional disturbances or learning disabilities. Failure and dislike of school were primary reasons. Similarities between dropouts with disabilities and those in the general population suggest the same prevention strategies could be…

Best practices for at-risk students include inclusive schools, collaborative teaching, case management, staff development, incentives, support services, parental involvement, and interagency collaboration. (SK)

Support services to prevent dropping out of at-risk students include family wraparound services, individual counseling and psychiatry, intensive in-patient treatment, and residential placements. An essential ingredient, interagency collaboration requires common understanding of purposes and goals, communication, and group process skills. (SK)

The federal tech prep program sends mixed signals about serving special populations. The following principles could strengthen access and equity: individualization, instruction in problem solving, diversity, and recognized credentials for tech prep completers. (SK)

A collaborative effort of Minnesota school districts and a university in transforming public education was based on dimensions of organizational transformation: systems thinking, organizational learning, leadership, and organizational culture. An overarching vision is required to give purpose and direction to organizational transformation. (SK)

Prince William County Group Home for Boys is a comprehensive, community-based residential treatment facility for adjudicated adolescents. Components include a carefully selected staff; development of self-esteem through team building, leadership, and community service; and attention to postschool transition. (SK)

Interviews with 34 Appalachian residents indicated that those with high school education or less had unfavorable work attitudes; those with college or vocational training considered work rewarding and fulfilling. All were concerned about children's careers and about guiding children into appropriate vocations. (SK)

Employers' lack of involvement in apprenticeship may stem from such beliefs as lack of faith in training or its payback, adequate supply of qualified adults, opposition by unions, or sufficient number of skilled workers. Initiatives to encourage participation include tax credits, student assessment, coalitions, curriculum design, and involvement…

"Structured flexibility" is a way for educators to create a mutually conducive learning environment for adult self-directedness. Issues to be addressed include a change in instruction for adult educators, teacher empowerment, and a shift from thinking of adult education as adding content or skills to developed persons to adult education as human…

Gives examples of using SWOT to analyze potential internal Strengths and Weaknesses and external Opportunities and Threats. Shows how to use the SWOT process in educational program development. (SK)

A 100% response from state departments of education and 37 responses from state vocational special needs supervisors showed that 23 required regular educators and 21 required vocational educators to complete coursework on exceptional students. Supervisors did not consider certification requirements adequate for teaching special populations. (SK)

Describes distance technologies being used now, such as video networks, audiographic systems, the Internet and other computer networks, and interactive television. Suggests future needs: an increase in the level of interaction and more online support services. (SK)

Reviews types of learning styles and criteria for choosing an appropriate assessment instrument. Describes four generations of distance learning and suggests ways to enhance distance education instructional design for different learning styles. (SK)

As communities develop in cyberspace, distance education facilitators should recognize that, although community cannot be mandated, there are ways to foster a sense of community in distance learning environments: focus on human interaction, learning partnership, regular and consistent feedback, and course-based listservs. (SK)