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Showing 916 to 920 of 920 results
Peer reviewedThomas, Ken; Tolley, Harry – International Journal of Lifelong Education, 1995
A study of police recruits in England showed significant improvement in ethnic minority performance on personnel selection tests can be achieved through access training. Such training should aim to develop underlying skills and abilities and as a consequence improve test scores. (SK)
Descriptors: Equal Opportunities (Jobs), Foreign Countries, Occupational Tests, Personnel Selection
Peer reviewedUche, Greg N. – International Journal of Lifelong Education, 1995
Components of a treatment model are diagnosis of offenders' work history and training needs, in relation to labor market requirements; provision of appropriate job and entrepreneurial skills; and after care services. Focus is on vocational adjustment to ensure successful rehabilitation. (SK)
Descriptors: Correctional Education, Correctional Rehabilitation, Vocational Adjustment, Vocational Education
Peer reviewedWales, Lynn – International Journal of Lifelong Education, 1995
According to workplace instructors of English as a Second Language (ESL), such classes are essential if employees have little exposure to English off the job; ESL instruction enables learners to observe others' language-learning strategies and fulfills varied needs: standard English, language attack skills, and a forum for clarifying and…
Descriptors: Adult Basic Education, English (Second Language), Foreign Countries, Immigrants
Peer reviewedBabchuk, Wayne A.; Courtney, Sean – International Journal of Lifelong Education, 1995
Analysis of research on voluntary associations and social movements and a large-scale study of adult basic education suggest that personal influence is often an important component of an adult's decision to participate in formal education and may play a critical role in retention and instruction. (SK)
Descriptors: Adult Basic Education, Adult Education, Individual Power, Interpersonal Relationship
Peer reviewedPearce, Sandra D. – International Journal of Lifelong Education, 1995
Adult education program development often takes either a positivist/functional or subjective/empowerment approach. From the tacit process and concepts used by experienced programmers emerge questions to guide development: Which conceptual model underlies one's approach to needs assessment? What are needs? Whose needs are assessed? and How are…
Descriptors: Adult Education, Constructivism (Learning), Educational Practices, Needs Assessment


