Case studies of three new Japanese graduate business programs demonstrate limitations of traditional off-the-job training in changing social and global environment. New programs reflect the shift from industrial to service industries and increased need for technical specialization. (SK)

Analysis of responses from 429 nurses (of 1,284 surveyed) showed that educational experience, not age, was the better predictor of their preference for structure in educational settings. Practicing nurses with more postsecondary education preferred less structure. (SK)

A literature review of adult education and Anglo-German connections, 1880-1933, showed that interculturality played an essential role in identity formation at the interface of culture and politics. Adult education developed as an autonomous area of international communication between British and German citizens despite political realities. (SK)

Survey data from 352 of 493 bilingual refugee workers in Minnesota identified existing training programs, but found a need for programs to give them academic credentials and greater resources and support for training in the agencies employing them, such as tuition reimbursement and release time. (SK)

Similarities in content, methods, sequence, and social context between adult education and cognitive apprenticeship make the latter an appropriate approach for a computer-assisted learning program for adults. (SK)

A survey of 73 Danish adult participants in computer training and interviews with 32 showed that participants had positive computer attitudes but few expectations of the courses; courses only moderately realized developers' intentions; and participants used resulting learning only moderately at work or in further education. (SK)

This review of China's liberation struggle, 1920-40, examines political education in the Chinese Communist army, the educational process during land reform, and the participatory process of learning in social action exemplified by the history of this period. (SK)

Interviews with 12 workers and with management representatives in a manufacturing plant found that the total-quality-management process and workplace literacy program were implemented under the guise of worker development, but were actually driven by policy to reduce labor costs. Adult education was complicit in the strategy of using learning to…

Engineers need flexible delivery of up-to-date, relevant continuing education. At Deakin University (Australia), engineering distance-education strategies include the use of e-mail, videoconferencing, teletutorials, Internet-delivered courseware, and computer-assisted instruction. (SK)

Responses from 40 Slovenian companies and from school principals indicate the following: employers are not satisfied with graduates of vocational and professional training; most principals think schools are slow to respond to scientific/technical needs; and most employers are willing to participate in program planning in schools. (SK)

Workers' education can facilitate labor relations, raise workers' living standards, and contribute to national development. Nigerian worker education institutions, such as the University of Ibadan, Industrial Training Fund, Administrative Staff College, and National Institute for Labour Studies must work together to improve the country's economic…

An oral history of the workplace learning experiences of 17 women revealed that central to these experiences was exploration of self. Themes included recognizing and naming the self, confronting and breaking free of constraining workplace structures, and recovering an authentic self. (SK)

The discourses of globalization presents it as an irresistible and irreversible phenomenon. An alternative perspective views it as a set of policies and a conscious act of human agents, providing opportunities to challenge it and work against it. (SK)

A coding method for measuring reflective thinking in student journals was tested twice, demonstrating acceptable reliability among evaluators and supporting the precision of the guidelines for coding. Coding categories were as follows: habitual action, introspection, thoughtful action, content reflection, process reflection, content and process…

Uses Lytle and Wolfe's metaphors for literacy (literacy as skills, tasks, practices, or critical reflection) to identity the consequences attached to literacy in each category, focusing on adults in the developing world. Concludes that consequences depend on who is evaluating them and for what purposes. (SK)