This document addresses how the employers and trainers involved in further education in Britain can foster common, everyday moral behavior such as honesty and reliability in the young people they prepare for employment. The first section states that a nation's moral health is as important as its economic and political health. Sections 2 and 3 consider what constitutes moral behavior. Moral behavior's differences from religious behavior and examples of moral behavior such as respect for persons and concern for their welfare, fairness and justice, truthfulness, and keeping promises and contracts are included. Section 4 analyzes moral competence. Section 5 spells out two approaches to moral education. Section 6 considers the characteristics of a morally educative community. Sections 7 and 8 suggest aims and content for a moral education curriculum. Section 9 suggests classroom strategies for moral education, including experiential learning strategies, the incorporation of real-life moral problems, and values clarification exercises. Section 10 addresses staff development regarding moral education. The document concludes with an eight-item reading list and appendices that contain a moral dilemma for discussion, a list of Kohlberg's stages of moral development, active learning methods for developing moral competence, notes on the evaluation and assessment of programs of moral education, and checklists and other advice on how to develop planned programs of personal, social, and moral development in vocational preparation programs. (CML)