Analyzes Training and Enterprise Councils (TECs) within the historical context of national and local training initiatives in England and Wales. Concludes that decreasing public financing means that the quality and availability of training will depend on where one lives. In less affluent areas, TECs will be unable to affect the local economy,…

The pessimistic conclusions of studies of vocational education/training conducted within a framework of reproduction theory contrast with the policy literature's faith in the promise of a high trust/high skill society. The transformation of society and social relations is unlikely to occur in a capitalist system. (SK)

Trainees in a transition program for incarcerated adults (198 females, 492 males) on work release or prerelease status were found to be predominately field dependent. Training methods based on a field-dependent learning style were recommended to improve the transition to employment. (JOW)

Evaluation of a workplace literacy program at a mining and processing plant involved interviews with 15 participants. Most used learning guides and valued computer-based learning but disliked videos. Observing and listening helped them move from knowing about to knowing how. (SK)

The Manhattan Transition Center provides supported employment for youth with mild to severe disabilities. Local enclave worksites staffed by teacher/paraprofessional teams place participants in jobs. Under the zero-reject policy, employers and service providers are responsible for participants' personal and work-related growth. (SK)

Case studies of vocational training/adult basic education programs for unemployed British women demonstrate that an explicit vocational focus in developing numeracy and literacy skills gives learners a tangible, practical objective. A noncompetitive atmosphere and feminist perspective also bring better results than many short-term training courses…

The history of the Youth Training Programme (YTP) in Northern Ireland indicates that employers take a very short-term view of training; that YTP is unpopular with youth, parents, and educators and is viewed as a substitute for work; and that YTP fails to provide high-quality training in skills needed in the economy. (JOW)

Three options for competency-based assessment in Australia's national standards system are grades, merit, and end-of-course assessment. Grades are well established; merit has flexibility and provides progressive feedback. All three have advantages and disadvantages. (SK)

Intending to organize a somewhat traditional teacher training program, a high school in Bellmore, New York, partnered with Adelphi University's School of Education and created an innovative program that provides student teachers with a paid, on-the-job internship beyond the 10-week student teaching period. (MLH)

States that revitalizing inner cities requires training and jobs. Illustrates how some companies are meeting the challenge of training inner-city long-term unemployed persons. (SK)

The subjective judgments of 188 government policymakers, counselors, supervisors, co-workers, and others toward employment training for persons with very severe disabilities were investigated. Respondents' reactions to videotape samples of employment training indicated more positive evaluations of students with less severe disabilities but…

Three job training models for young people are (1) emphasis in full-time schooling to age 18, as in Japan; (2) Germany's dual system of apprenticeship and continuing education; and (3) a mixed model as in the United Kingdom, where a small percentage remain in school to age 18 and a proportion enroll in work-based training programs. (SK)

Describes the Japanese system of employment counseling. Focuses on the current situation at the Public Employment Security Office, the problems employment counseling has faced, and future directions in view of the rapid changes occurring in industry and society. Includes an overview of the employment exchange system and a discussion of a…

Challenges of a changing Europe for education and training are new technology and organizational patterns, youth unemployment, professional mobility, and migration. Developments in Italy that exemplify change include literacy for immigrants, work-related education for women, "Green Universities," and transferable skills. (SK)

Industry-based skill assessment and certification should (1) be independent of training providers; (2) use variety of instruments; (3) recognize multiple levels of mastery; (4) promote broad training and continuous learning; (5) be geared to high-performance work organizations; (6) be voluntary; and (7) be flexible to keep pace with technology.…