In England, vocational education and training (VET) does not exist as an institutionalized system as in Europe, where specialist institutions are tied to vocational qualifications, the labor market, and long-term objectives. Education has purposes other than to provide a skilled work force for the economy. However, the relationship between…

The learning organization has been promoted as providing a viable blueprint for an integrated approach to training and development. According to the literature on employer provision of lifelong learning opportunities in the United Kingdom (U.K.), relatively few U.K. work organizations have or are about to become learning organizations.…

This booklet, which is intended for general readers wishing to understand important trends in vocational education and training, provides insight into how self-paced learning programs are being implemented in Australia and how teachers and students evaluate their effectiveness. The following topics are discussed in the first booklet's first seven…

This report, which is based primarily on figures released by the Organisation for Economic Cooperation and Development (OECD), reviews the indicators available for international comparisons of vocational education and training (VET) to clarify the following issues: the kinds of comparability problems that exit, their extent and severity, their…

Australian young people take five major transition pathways when they reach the end of compulsory schooling: compulsory to postcompulsory school, school-to-university/higher-education, school-to-vocational education and training, apprenticeship/traineeship, and school-to-work. In 1997, 97.2 percent were retained to Year 10; in Year 11, 84.4…

The national and European-level studies of the factors that ensure the success of young people's vocational integration and that offer protection against unemployment were reviewed. The research established that, in most national statistical reports, information on the occupational progress of school-leavers and those emerging from initial…

This guide, which is intended as a resource for managers and practitioners working in colleges and local education authorities in England and Wales, presents practical advice regarding widening participation of adults with learning difficulties in continuing education. The guide begins with a brief introduction and overview of key research…

This bibliography provides a thorough and representative sample of the different types of available Prior Learning Assessment and Recognition (PLAR) publications and resources. These publications and resources are grouped under nine categories: (1) PLAR Policy (Canada, Europe, Africa, Australia, United States of America, New Zealand, Asia and the…

Australia's retailing sector is the largest single industry of employment, with more than 1.2 million workers. It is characterized by high levels of part-time and casual employment; a young work force, including many young people still in full-time education; and employment widely distributed geographically. Over the past 10 years, employment has…

This report examines the human resources development and training dimensions of the gradual, but inexorable, shift towards knowledge-, skill-, and service-based economies and societies, and the stupendous growth of the information and communications technology sectors. Its four chapters explore the following: (1) globalization, technological…

This study is part of a regional study in industrial South Wales on the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines analysis of secondary…

This document of skill standards for the food service cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 41 occupational skill standards describe what people should know and be able to do in an…

These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following…

A project in Europe is working to improve the quality of work, promote equal opportunities, combat exclusion and poverty; promote lasting economic growth and a European Union economic policy; and promote sustainable development and quality of life. In order to achieve these goals, three main objectives for vocational education and training (VET)…

This project aimed to develop a more comprehensive conceptual framework of school-to-work transitions in different national contexts and apply this framework to the empirical analysis of transition processes across European countries. It drew on these two data sources: European Community Labor Force Survey and integrated databases on national…