The two concepts of responsibility and accountability are differentiated, and their applications to the fields of education/training and management discussed. Suggested methods by which nonperformance prevention can be incorporated into the education/training process emphasize the inclusion of real-world conditions in the training program. (EC)

The injection of technology into the postal system created the need for a comprehensive training program for installation and maintenance of computer-controlled machines. (DS)

Discusses the need for the development of training programs that will provide persons with marketable skills. Describes a 1979 study of the posttraining employment status of graduates of institutions for the culturally, socially, or economically disadvantaged. (JOW)

Reports on a vocational training program designed to provide an initial exposure for 200 economically disadvantaged youth to the basic principles of one of 16 vocational content areas. The programs were designed to provide a limited number of marketable skills and to facilitate the youths' career exploration and career planning efforts. (JOW)

Skills, today, are transferable to a variety of occupations. This article outlines the formulation and identification of skills which are common to a large number of jobs and basic to a series of specialized or job specific skills, and the development of individualized training modules for the identified skills. (Author/KP)

Industrialized nations have learned that vocational education is essential to developing a skilled work force. Newly industrialized countries competing in the global economy are finding that automation, multinational companies, and rapid growth are making investment in human resources through training a critical strategy. (SK)

The training of heavy-equipment operators poses special problems. Ideas concerning meeting the Canadian skilled operator shortage, short-term training, long-term training, client selection, and institutional training, costs, methods, and procedures are raised for consideration in future training programs. (AG)

Describes a post-secondary program in which learning is stressed instead of teaching, the role of the instructor is to assess, diagnose, prescribe and tutor, and programs are individualized in the fields of business, technology, and applied arts. (MU)

Focusing on problems that relate to vocational training, skills development, and the formation of work attitudes, the author traces the historical developments of training programs in Canada and the relationship of achievement to reward by using comparative data from West Germany. (BM)

Addresses a variety of plans on how to formulate and conduct program evaluation. Describes the Stufflebeam et al. generalized evaluation design, the Howard and Lee five-step evaluation model, and a step-by-step procedures model. Also identifies 10 principles for evaluating performance appraisal systems. (CT)

Vocational education offerings can be linked with employment opportunities by identifying specialties and sub-specialties of the primary occupation and then listing the occupation titles to determine the training program's organization and to name its component courses and units. Such linkages benefit the employer, the school, and the student. (CH)

There have been consistent deficiencies in Canadian occupational training policies for three decades. The recurrence of the same mistakes and criticisms means that not enough attention has been paid to recommendations of advisory groups on labor and training policies. (Author/JOW)

In place of sending thousands of teachers to developing countries, the Canadian International Development Agency (CIDA) now gives educational assistance by training Third World people to manage their own training and education systems after the Canadian advisors have left. CIDA projects in Bangladesh, Jamaica, and St. Lucia are described. (MF)