Interviews, observations, and checklists were used to measure business skills cognition of 208 informal-sector microenterprise owners in Kenya (91 had some primary, 109 some secondary, and 4 some postsecondary education). The association between educational level and business skills cognition was significant and positive. (Contains 27 references.)…

Analyzes 50 recent Australian vocational education and training research studies using an organizational theory framework to assess the degree of organizational and socioeconomic complexity. Finds that most explore the familiar (organizational) domain and only three investigate problems involving both organizational and socioeconomic domains.…

Data from a South Wales study (n=1,104) and British adult learner survey (n=5,885) found little clear evidence supporting the economic imperative for lifelong learning. Policies have not resulted in increased training opportunities. Many employers are not supporting work-based learning; participation is largely predictable from individuals' social…

Evaluations of the New Zealand labor government's vocational education and training programs suggest they have created social capital. However, this social capital is narrow in scope, highly regulated, and tied to networks of professional training providers and employers. (Contains 52 references.) (SK)

Interviews and case studies involved 80 British universities, National Training Organizations, small business services, learning and skills councils, employers, and student completers of higher-level National Vocational Qualifications (NVQs). The most successful NVQs are linked to professional qualification paths and have generic application. Some…

The Educational Development and Assessment System in a Dutch university's vocational education program involves student-directed, self-regulated evaluation methods and integrates assessment with instruction. Evaluation focuses on competencies and portfolio assessments. (Contains 29 references.) (SK)

Data from Dubai Polytechnic and United Arab Emirates government sources indicate that postsecondary private-sector vocational education plays a significant role in the government policy of increasing the proportion of native workers in the labor force. However, private colleges and universities have been hindered by political and economic…

Analysis of the discourses of British further education staff development officers, preservice teachers, and teachers and students involved in General National Vocational Qualifications revealed differing constructions of learners. Communities of practice in each instance were shaped by different conditions and the policy context of postcompulsory…

Responses from 22 automotive/electronics small businesses in Wales were compared with a 1996 survey. Results show that government initiatives such as Modern Apprenticeships had limited impact on small businesses. Barriers to training such as time, cost, and motivation also appeared, suggesting that mere availability of training programs does not…

Compares two complementary models for promoting transfer in vocational education, one at the micro-level of teaching practice (sequential skill practice model) and one at the macro-level of the context for application of skills (Motivation, Awareness, Skill, Support). (SK)

Cumulative research evidence on field dependence-field independence suggests that matching teacher and learner cognitive styles has limits, but can be used to identify varied teaching methods. Both learners and teachers should develop a flexible approach to cognitive style attitudes and behavior. (Contains 41 references.) (SK)

Return on investment was estimated from earnings data on Greek graduates of tertiary technological education and secondary education, using elaborate and Mincerian estimation models. Return rates were similar in both methods. Differences were greater for females. Both societal and individual investment in tertiary technological education was…

Reviews policy changes in the field of teacher training and qualifications in England since 1983 for elementary/secondary teachers, higher education faculty, and further education teachers. Concludes that the government's piecemeal approach to teacher training and development has created some serious anomalies, particularly in the situation of…

Addresses the skills debate in hospitality in four key areas: the nature of work and skills in hospitality, considering skills in terms of personal attributes, job requirements, and work settings; deskilling within the hospitality workplace; the technical/generic skills debate; and the education/training process in hospitality. Concludes that…

Data from 192 employers and 10 high schools participating in the National Academy Foundation's (NAF) career academies program reveal the benefits of employer participation and incentives and disincentives to their involvement. Findings demonstrate factors that bolster sustained employer involvement, including industry-specific support and NAF's…