The University of Lincolnshire and Humberside's engineering department uses computer-assisted learning in to optimize lecturers' and tutors' time, allowing students to learn at their own pace and enabling lecturers to direct teaching to the weakest areas. Cost savings resulted from a greater number of students taught more efficiently. (SK)

Mohawk College piloted eight teleconferences and eight telecourses using the Temporary Educational Systems typology and the Concerns-based Adoption Model. Teaching, technical, and financial concerns were identified, four telecourses were adopted, and a long-term plan was developed. (SK)

In Britain, the growth of mass higher education, the need for diverse educational opportunities, and the drive for vocational qualifications and relevance are spurring the need for change and innovation in further and higher education. An adult-centered approach and permeable boundaries between providers can help meet the demand for open access…

Case studies of five British retail companies with National Vocational Qualifications (NVQs) identified factors affecting implementation: (1) their motivation to offer NVQs; (2) their initial reactions; (3) extent of implementation; (4) resource requirements; and (5) benefits/disadvantages of competency-based qualifications. It is recommended that…

The Learning Together program places British college student volunteers in elementary-secondary classrooms to help students with their studies and raise their aspirations for higher and further education. The program is now a national initiative involving 180 colleges and universities. (SK)

In the United Kingdom, only 22% of all information technology (IT) workers and only 4% of all IT managers are women. Initiatives to attract females to IT careers include exposure to computer-based activities at an early age through the National Curriculum. (SK)

Identifies major features of the German dual system of vocational education and apprenticeship: dual learning venues, public responsibility for training, self-government, private commitment to training, and the vocational principle. Suggests reasons why the German system may solve the qualifications problem but is unlikely to be emulated…

Drawbacks of the German dual system include limits on competition, delay of adult status in the labor market, no guarantee of employment, and inflexible regulations. An underlying principle of corporatism and unique aspects of the German economy mean it may not be an appropriate model for the British training system. (SK)

A comparison of German vocational students receiving company-based and noncompany-based training found that noncompany-based trainees had relatively poor employment prospects. Possible causes were lack of real-world work experience, differences in occupational structure of training and trainees' entrance qualifications, and employer reluctance to…

Recommends a dual strategy of investment in high wages/high technology and demand-led on-the-job skill acquisition, which will result in learning by doing at a higher technical level and relatively high productivity and return on investment. Offers this strategy as a replacement for costly publicly funded vocational training. (SK)

A survey of over 2,000 small and midsized enterprises in the West Midlands, England, found employers had relatively high awareness of and interest in National Vocational Qualifications but low actual implementation. Causes included negative experiences, high cost, inflexibility, and mismatch with needs. (SK)

This literature review of mentoring to support teachers entering new institutions in further and higher education addresses peer relationships with mentors, learning styles and mentoring styles, and role and role models. (SK)

Outlines 10 teaching methods for each of 6 core learning outcomes in higher education: disseminate up-to-date information; develop capability to use ideas/information; develop ability to test ideas/evidence; develop ability to generate ideas/evidence; facilitate personal development; and develop capacity to plan and manage learning. Recommends…

This example of a two-way audio/video satellite-delivered course shows how using the case method fosters independent problem solving and critical thinking. Other good practices for distance education are timely feedback on assignments, connecting the class through a network, and addressing technical problems. (SK)

Responses from 566 college faculty (51.4%) indicated that teaching and research each contribute about 25% to job satisfaction and 16% to dissatisfaction. Results do not support Herzberg's theory that satisfaction and dissatisfaction are separate and distinct; findings reveal the influence of situation. (SK)