Participant observation and interviews were conducted with 19 participants in an employment training program for Canada Natives. Cultural environment was the most influential factor on the quality of learning. A learning environment that was holistic, learner centered, collaborative, and supportive enabled the most effective learning. (SK)

Describes traditional training programs in Germany and two alternatives: (1) practice companies, where apprentices work and learn in actual work settings, funded by industries; and (2) noncompany-based programs, where job training is delivered in technical institutes funded by federal and state governments. (SK)

The terms "overeducation" and "undereducation" can be misleading. The rise in overeducation might be taken as evidence that expansion of schooling has gone too far. However, there are positive and substantial returns to overeducation. (SK)

A survey of 770 Hong Kong firms showed that, in a developed economy with little government intervention, many companies employed older workers but were not hiring new ones. Firms were more likely to invest in training when workers were young. Delayed compensation was more acceptable to younger workers. (SK)

One method for ensuring quality in continuing training is self-assessment by trainers and trainees, which requires certain qualities in the subject and the environment. Self-assessment complements, and is complemented by, external evaluation. (SK)

To determine who benefits from investment in continuing-vocational training, it is necessary to differentiate between types and funding levels. Different types yield different outcomes. Various funders (government, employers, individuals) have different objectives for investment. A focus on measurable outcomes helps clarify benefits. (SK)

For a sample of young workers, "promotion" involved no change in position or duties; promotion was more likely for males than females and Whites than Blacks or Hispanics. Company training and prior promotions were important predictors. Promotion did not appear to have a direct impact on job satisfaction. (SK)

Holistic vocational training goes beyond formation of technical skills to encourage self-determination, social responsibility, and democratic participation. It includes recognition and analysis of technical systems, social behavior, creativity, and self-instructional skills. (SK)

The dominant approach to on-the-job training is the job instruction model (experienced colleague as instructor). The model involves task analysis and direct instruction. Task analysis is useful if restricted to elements that benefit from standardization. Direct instruction is effective only if embedded in continuous work improvement and is…

Evaluation of an on-the-job training model used by the Dutch post office showed it was not entirely successful. Improvement in the performance of mentors and the quality of self-study materials was needed. Mentors must be convinced of the benefit of the model for successful implementation. (SK)

The Life Skills for Independence class at Chemetketa Community College aims to move people from welfare to work and self-sufficiency. The college works with Oregon's Adult and Family Services agency to mainstream students in the Job Opportunities and Basic Skills program. (JOW)

Identifies key characteristics of indigenous sole-parent families relative to other such Australian families and analyzes the factors associated with their ongoing levels of economic disadvantage. Raises issues about the efficacy of job-skill-development programs. (Author/JOW)

Explores reasons for the mismatch between Australian government policy and funding for vocational education and training and occupations not in industries defended by national standards, which receive no funding. Suggests the need for redefinition of terms and training pathways as well as recognition of prior learning. (SK)

Examines the social, economic, political, and philosophical influences on the development of Key Skills in Britain, particularly the work of R. H. Tawney. Describes their evolution into the current set (communication, number application, information technology, working with others, improving one's own learning and performance, problem solving) and…

Explores two cases of professional communication among United States and South American personnel in one multinational organization in Quito, Ecuador. Suggests that a mere taboo approach to teaching cross-cultural communication will not work. Finds that collaborative writing proved to be a good form of intercultural training for both United States…