Argues that community-based organizations can improve the quality and relevance of school-to-work programs, integrating secondary schools into broader community economic development initiatives. Case studies of four school and community-based organization partnerships illustrate the process in action for school-to-work programs. (SLD)

Outlines an activity which explores the quality of rural aid to developing countries. Students use group discussion and various resources to evaluate the advantages and problems brought about by different types of rural development projects. (LS)

A look at various methods of evaluating vocational education and training in Europe shows traditional practices (correlated with results and objectives) using new interactive approaches. Because of the great variety of situations, levels of awareness, diversity of tools, and multiplicity of participants, the improvement of evaluation practices…

Presents a simulation in which students assume the role of committee members of an aid-giving organization which has limited funds to distribute to a number of requests from Tigray, Ethiopia. Students use background papers and program proposals to make decisions, and are encouraged to identify criteria used for supporting a project. (LS)

The Technology Program of the Atlanta Partnership of Business and Education, Inc. is designed to enhance the economic development of Atlanta through the collaborative efforts of private business, public schools, and higher education. In an effort to incorporate these communities into a single organization, the technology program has established a…

The School-to-Work Opportunities Act of 1994 established a national framework to guide the development of statewide school-to-work (STW) opportunities systems in each state. Governors apply to the National School-to-Work Office for 5-year federal implementation grants. Early research on implementation of STW in rural areas suggests that…

A study obtained early information on the effects of the School-to-Work Opportunities Act of 1994 on states' efforts to develop and implement effective systems of school-to-work transition. Systems in eight states were studied: California, Iowa, Maine, Michigan, Oregon, Pennsylvania, West Virginia, and Wisconsin. State leaders understood the need…

Analysis of recent developments in vocational education and training in the countries of Central and Eastern Europe brings out certain common problems. On the economic level, Hungary, Poland, Estonia, and Lithuania are undergoing a profound crisis. Consequences for training have included the closing of many company schools or workshops, absence of…

This document describes the proposed 2003 activities of the European Training Foundation (ETF) to support vocational education and training reform in non-European Union (EU) countries in the context of the EU's external relations program. The activities listed cover these four main groups of countries across three continents: the Mediterranean…

This document provides a general overview, in broad terms, of the activities of the European Training Foundation (ETF) planned for 2001 and beyond. Section 1 presents ETF activities under four main headings: obligatory activities; support to the European Commission; information provision and analysis; and development activities. It also provides a…

The Area Consortium on Training initiated the Training for Technology Project to fill industry needs for skilled personnel and job needs for economically disadvantaged persons. Major accomplishments included establishment of a training team for economic development and for development of training programs; contacting of more than 100 employers;…

Among the papers presented at this conference are the following: "Keynote Address," (Parish); "Small Business in the Year 2000," (Lichtenstein); "Making America Work Again," (Rennie); "U.S./Canadian Free Trade Negotiations," (Swed); "Ethical Considerations for Entrepreneurs and the Need for Preparing Entrepreneurs for Disappointment," (Lipper);…

One of the committees of the Organisation for Economic Cooperation and Development (OECD) examined the vocational education and training policies of its member countries. The committee identified a number of significant policy directions that are emerging in OECD countries. Among these are an enhanced political commitment to providing vocational…

A serious constraint to the development of a modern and diversified industrial base in Saudi Arabia is the critical shortage of skilled manpower. To remedy this deficit, vocational and technical education programs in the country are being revised and expanded. Five secondary-level Vocational Industrial Schools have been established by the Ministry…

In most countries of the Asia-Pacific region, technical and vocational education and training (TVET) are considered essential to economic development. As a result of growing awareness of the need to adapt TVET to meet the rapidly changing national, regional, and global economic requirements, TVET is in a period of transition and reorientation…