Institutions of further education and schools have traditionally been viewed as competitors. With the rising unemployment of the late 1970s, however, the further education system in the United Kingdom began reexamining its role in preparing young people for working life. The result was a process-based approach incorporating the elements of induction, negotiation, and common core curricula together with increased counseling and the application of formative and summative assessment techniques. These principles are currently being applied to the Certificate of Pre-Vocational Education, Technical and Vocational Education Initiative, and Youth Training Scheme programs. The establishment of the National Council for Vocational Qualifications has had an important influence on the further education system. At the interface between schools and colleges, both sectors are seeking a more coherent progression from school to college to working life. To this end, many schools are now providing records of achievement or profiles to give students, their potential employers, and other educational establishments a fuller picture of student experiences and achievements. Increased emphasis is also being placed on planning school and further education provision in light of educational, demographic, and economic factors. Information on further organization examining bodies is provided. (MN)