Since the post-war years the popularity of day release has grown to the extent that in 1977-78 approximately one-fifth of Britain's population of 16-18 year olds in employment were released by their employers to continue their education. Most of these youths are enrolled in non-advanced courses of general or vocational education up to the standard of General Compulsory Education or its equivalent, and they most frequently pursue commerical, technological, art, and agricultural courses. The day release mode is characterized by voluntarism and the separation of education and training. Since the beginnings of day release, government policy has been geared towards rationalizing the program into a national system. Despite this, there still exist inconsistencies in policy, especially with respect to principal examining and validating bodies. Among those directions towards which day release is progressing are the following: vocationalization, democratization, periodicity, egalitarianism, and deschooling. Review of the numerous studies evaluating day release indicates that while the system manifests serious deficiencies in its ability to cater to the socially and educationally disadvantaged, in student placement, and in linkage, it has generally been effective in meeting employers' needs for supporting and relevant training. (MN)