A cooperative education program involved student practica in Quebec pulp and paper mills. Using the concept of community of practice and a typology of work experience, data from 175 students indicated that schools and workplaces placed traditional roles regarding theory and practice. Organizational cultures remained separate and opportunities for…

Evaluation of 17 Gambian skills training centers found that an open market did not result in high-quality training. Delivery had strengths (sponsorships for female trainees, self-employment strategies, formal evaluation) and weaknesses (retention rate, trainer qualifications, inadequate resources, lack of employer representation on governing…

In the volatile and uncertain labor market, there is increased job mobility but less advancement and more tenuous links between training and advancement. Increased career discontinuity and short-term employment and less emphasis on trades also suggest that guidance and training should focus on flexible preparation for the market rather than…

Describes employment policies and programs, incentive plans, and job creation programs to aid disabled young job seekers in Japan, Italy, Sweden, Denmark, and the United States. (Author/JOW)

Reviews youth employment and training programs since 1962. Concludes that successful programs share the following characteristics: (1) a focus on chronic unemployment; (2) comprehensive remedial programs and human services; (3) early intervention; and (4) connections to mainstream institutions. (FMW)

Provides advice for people working in multinational corporations, especially Japanese owned, by describing cultural differences, Japanese work values, and ways to implement cross-cultural training. (SK)

Kirkpatrick's highly popular model of training evaluation criteria proposed four ascending, causally related, and positively intercorrelated levels: reactions, learning, behavior, and results. This article examines the validity of the three problematic assumptions of the model, the frequency of each level in published evaluation studies,…

Describes Employment Training, Britain's new program for unemployed adults. The author interviewed employers, managing agents, and the unemployed and found a distinct lack of enthusiasm about the programs. (JOW)

Britain's Labour Party suggests two areas for reform in youth education and training: (1) increase the numbers of 16- to 19-year-olds continuing full-time education and (2) improve post-16 training by fusing academic and technical education as well as developing alternative vocational training programs. (SK)

Four strategies employment specialists can use to promote the independent performance of disabled workers in supported employment settings are described: (1) evaluating employee independence on the job, (2) teaching employee adaptability, (3) facilitating assistance by coworkers, and (4) transferring control of employee independence to…

Transfer of training to job performance can be enhanced by appropriate follow-up activities. These may be a combination of trainee action plans, assignment of an interim project, coaching, or seminars and workshops. (SK)

To address the education and training needs of the current and emerging work force, states must take leadership in developing partnerships between adult educators, community-based organizations, and the private sector. Other strategies include special training funds, resources for high demand occupations, entrepreneurship training, and tax credits…

Describes traditional forms of apprenticeship in Africa and examines legislative and institutional attempts to improve the system. Makes recommendations for obtaining greater cost effectiveness by combining on-the-job training with theoretical instruction, upgrading trainers, and giving them fair remuneration. (SK)

A Finnish government initiative will considerably increase adult vocational training. The plan includes development of a certification system and financing of adult vocational training centers. (SK)

Three types of mentoring are compared. Mentoring is contrasted with on-the-job coaching. Two case studies are presented to provide a rationale for developing a planned mentoring program. Essential components of a planned mentoring program are discussed. (Author/CH)