Tacit knowledge and judgment associated with vocational education requires high levels of expertise on the part of assessors. A new model of competency-based education emphasizes the exchange of tacit knowledge and exercise of tacit judgment on learning, shedding new light on old debates about competency-based education and training. (SK)

Based on research in South Wales, a sociological theory of participation in education and training is developed, identifying types of orientations: functional avoidance, instrumental credentialism, and vocational transformation. The inclusion of sociological insights in human-capital development policy is recommended. (SK)

Investors in People (IIP) is a British national standard for quality in training and development. Evaluation of companies achieving IIP recognition identified business benefits that resulted from the process. (SK)

A sociolinguistic analysis was conducted of a job-training program for female welfare recipients that simulated construction work sites. The instructor encouraged trainee responsibility for learning. Negotiation and purposeful talk helped develop competence. (SK)

Performance assessment in vocational education should be realistic and multidimensional, involve products and/or process, range from simple to complex, be open ended, and involve human judgment. Key issues include validity, reliability, costs, and consequences. (SK)

A theory-practice model for work-based learning is premised on the idea that learning can be acquired through practice. It incorporates three strategies that can be sequenced: action learning, action science, and communities of practice. (SK)

Queensland (Australia) Open Learning Network delivered training to telephone industry workers using audiographic conferencing. Ways to overcome the lack of face-to-face interaction were devised, and the presenter used oral cues more extensively. (SK)

Diagnostic model includes six questions to guide training and development: Who needs training? Why? When and where? What is to be learned? What is the cost? and How will it be evaluated? Presents the Index for Training Success, which measures the following for each question: importance to instructor, level of detail available, weight of…

Case studies of competency-based training demonstrate the narrowness of a conception of vocational competence that does not include tacit skills and experienced judgment. New approaches to understanding the multilocational, interrelated processes of knowing and doing are needed in order to devise a new definition of competence. (Contains 37…

Research findings indicate that neither workers nor workplaces are prepared for flexible delivery of training. A proposed model identifies strategies for learner development (self-directed learning, self-monitoring, engagement with a wide range of modes) and workplace development (clear training policies, trainer skills to support self-direction…

Post-Fordist notions of people as the most important organizational resource are congruent with teacher professionalism. However, government vocational education policies are dominated by technical rationalism, which treats teachers as technicians to be controlled. (SK)

Although participation in post-school adult education and training has increased for all workers, data from the 1991 National Household Education Survey confirm that workers with more formal education are more likely to participate in employment-related training. (Author/JOW)

The course evaluation process used by an Australian provider of vocational education and training was evaluated using guidelines suggested by the literature and feedback obtained from multiple stakeholders. The modified model has six phases: initiation, compliance, data collection, integrating, reporting, and dissemination. (SK)

Analysis of Scottish small and medium-sized enterprises reveals that small business culture is a significant barrier to skill development. Other barriers include awareness, finance, and access to training. A welter of recent policy initiatives has added to a state of confusion about the role of training. (SK)

The goal of workplace learning should be development of robust vocational knowledge. A model to achieve this includes guided learning strategies such as modeling, coaching, and questioning used by expert co-workers and opportunities for participation in workplace activities that provide learning experiences. (SK)