Swiss Vocational Education and Training (VET) is based on national legislation which was introduced in the 1930s and renewed in the 1960s (as well as in the 1970s and in 2002). At first, the goal of the national VET legislation was to further Vocational Education and Training in order to support small and medium enterprises; however, later, it…

This document records testimony from a hearing before the Subcommittee on Higher Education and Workforce Development of the Committee on Education and the Workforce exposing the dangers of the influence of foreign adversaries on college campuses. Opening statements were provided by: (1) Honorable Burgess Owens, Chairman, Subcommittee on Higher…

This report prepared at the request of the Seychelles Ministry of Education presents a new model of schooling in Seychelles and makes a case for strengthening the Seychelles Institute of Distance and Open Learning. The new model proposes to leverage the best features of open schooling, e-learning, hybrid learning, and community tutoring to improve…

As part of its support to the European Union (EU) skills agenda and strategy, Cedefop started in 2016 to provide direct support to its Member States to strengthen their skills intelligence policies and systems. A first round of "Skills governance country reviews" has been concluded in four countries: Greece, Slovakia, Bulgaria and…

This paper illustrates the historical process of the prevalence of upper secondary education in Japan focusing on the public and private relationships. After reviewing high school policy at the central administration, actual high school supply at local government levels is examined and the harmonious relationship between public and private sectors…

Northeast India comprises of a cluster of eight states--Arunachal Pradesh, Assam, Meghalaya, Manipur, Mizoram, Nagaland, Sikkim and Tripura. The region is usually stereotyped as underdeveloped. Geographically, the region is surrounded by international border with part of Nepal, Bhutan, China, Myanmar and Bangladesh. Prevalence of insurgency and…

American educators are very concerned by mandates prescribed in the No Child Left Behind (NCLB) Act and state-level reforms such as new curriculum standards and requirements. The concern is understandable because noncompliance leads to unbearable consequences. Failure to make AYP--adequate yearly progress--can result in a series of punitive…

This report reviews adult education policies within the European Free Trade Association (EFTA). It asserts that human resources and their impact on the economy depend on the kind of education and training the labor force receives. The main features of governance and finance, participation patterns, and present concerns are discussed. An appendix…

The inadequacy of current information exchange between higher education and the labor market in the Czech Republic is discussed, focusing on how the structure of higher education affects this situation. Proposed higher education legislation that reflects new expectations about the match between higher education and labor requirements is also…

Canada's first constitution gave the provinces and territories the responsibility for education. Training for employment was interpreted as a shared responsibility between the federal and provincial governments. In 1960, with the passage of the Technical and Vocational Training Act, the federal government assumed a major role in occupational…

Education has a place of high priority on India's development agenda. The technical/vocational education (TVE) system is multisectoral with each ministry responsible for labor force development in that sector. The TVE programs in the formal education system are either state delivered or financed. The higher secondary vocational education program…

In the Netherlands, 15 to 17.5 percent of the working age population participated in further education and training for adults in 1985-88. Enterprises, state ministries, and private institutions supply adult education; enterprises, ministries, and sectoral institutions finance it. The Ministry of Education and Sciences provides basic education,…

In New Zealand, secondary schools, polytechnics, and universities are the main educational institutions undertaking further education and training of the labor force. In recent years, the two major strands--trades and technical education and general academic studies at the university--have gradually been supplemented by a range of transitional…

Danish adult vocational training activities take the form of specifically targeted initial and continued training for employed and unemployed adults. Planning, development, and adaptation of vocational training programs (AMU programs) are characterized by tripartite cooperation among public authorities and organizations of employers and employees.…

Friesland College (FC) in the province of Friesland, the Netherlands, provides students with an array of vocational education, including full-time senior secondary vocational education in 3- or 4-year programs; 2-year programs of full-time short courses; and an apprenticeship system, in which students learn a trade at a company while attending the…