Discusses the role of technical education and training in supporting economic growth in Kenya, including entrepreneurship education, teacher training, and stimulation of small enterprises through training and consultancy. The importance of creating an entrepreneurial culture through education is stressed. (SK)

Case studies of the linking of four small business centers in technical institutes in Kenya by electronic bulletin boards identified barriers and problems to the implementation of electronic mail: interpersonal and organizational conflicts, technical difficulties, financial and regulatory constraints, and skill and motivation deficits.…

Interviews with 71 apprentices in Kenya compared formal and informal sector approaches. The informal group (n=24) gained more entrepreneurial knowledge and skills, influenced by small site size and length of training. The National Youth Service training environment (n=24) was least conducive to preparation for self-employment. (SK)

Interviews with 52 craft workers and 52 apprentices in Kenya found that apprentices had more formal education and 76.9% of craft workers acquired technical skills informally. Both groups felt self-employment skills were not well taught in the informal sector, despite the need for business planning, bookkeeping, marketing, and other skills. (SK)

Interviews with 106 entrepreneurs trained in the Small Business Development Program in Kenya and 94 with no formal training identified differences in type of ownership, sources of capital, complexity of business, and awareness of higher-level business problems. Untrained entrepreneurs appeared to be more controlled by the external environment. (SK)

Minorities and women are underrepresented in community college leadership as well as executive and administrative positions in corporations. Because these groups comprise 50% of the work force, it is essential that diversity in education and business leadership be cultivated. (SK)

Observations of and interviews with a class of adult learners using an organizational behavior simulation explored how they applied difficult concepts within an ill-structured environment. Group competition inhibited communication and application of knowledge; in an atmosphere of trust, learners empower themselves, enabling articulation of…

Secondary teachers (n=58, 40% response) identified student behaviors for the five affective areas of the Secretary's Commission on Achieving Necessary Skills (SCANS) report (responsibility, self-esteem, sociability, self-management, integrity/honesty). The list of behaviors could provide a foundation for secondary schools implementing…

Junior high students who were at risk of dropping out of school (n=45) were taught using the Cognitive-Based Instructional System (CBIS). Positive cognitive skills change occurred in 38%; there were discrepancies between dropout prediction test results and teacher perceptions of students at risk; CBIS implementation would require a significant…

A survey of 79 industrial teacher educators received 57 responses indicating the following: most programs combine multiple areas of industrial education; 68% were not in colleges of education; and most were optimistic that demand for industrial education will increase in the future. (JOW)

Examines the compatibility between training and development/human resource development and teacher preparation programs. Presents a rationale supporting compatibility based on a common mission. (JOW)

Looks at the backgrounds of Booker T. Washington and W.E.B. DuBois and their contributions to vocational education. (JOW)

Presents the position statement of the Association for the Education of Teachers in Science (AETS) on knowledge standards for science teacher educators. Defines who should be considered as science teacher educators and lists a set of six guidelines related to knowledge standards. (DDR)

Describes a study on the extent to which different children hold animistic notions and the meaning of those notions. Explores the idea of preservice science teachers as researchers. (DDR)

Details a study of secondary science teachers (N=8) and their questioning strategies. Identifies and describes commonly used teacher responses to student questions in the secondary science classroom. Contains 39 references. (DDR)