Qualifications frameworks are tools for describing qualifications of an education or training system by classifying them into levels. Each level provides a clear description of what the holder of a qualification knows, understands and is able to do. They are important tools for making qualifications transparent and comprehensible, within and…

Qualifications frameworks are tools for describing qualifications of an education or training system by classifying them into levels. Each level provides a clear description of what the holder of a qualification knows, understands and is able to do. They are important tools for making qualifications transparent and comprehensible, within and…

In the debate on vocational training in Europe the sectoral approach has been referred to for some time now, as the authorities expect that this will ensure, above all, a greater involvement of the social partners. But it remains unclear exactly what is understood by the term "sector". It is used in discussions as a standard, pragmatic…

The experience of the Board of Cooperative Educational Services of suburban Buffalo, New York, belies the beliief that traditional practices of labeling students are necessary to obtain funding of special educational programs. (DB)

The purpose of these guidelines is to provide archivists, librarians, local government officials, and staff of repositories responsible for preserving historical records in New York State with basic instructions on arrangement and description practices. The guidelines: provide information on describing archival and manuscript materials at a…

Prepared at the request of the Advisory Systems Committee of the Ontario Universities' Library Cooperative System, this report presents the results of study of the feasibility of a bilingual regional system for maps, or alternatively, the possibility of adapting the Guelph system to CARTESS. The report is presented in three sections: (1) a…

Papers included are the following: design for organizing and administering special education by Paul R. Ackerman and William C. Geer; indications of patterns and trends in special education, by Marvin E. Beekman; the organization of special education services, by John W. Kidd; and organization and administration of special education, by Harrie M.…