A study of 500 British employers operating Modern Apprenticeships found the following: (1) 58% were small businesses; (2) 63% recruited only 1 apprentice; (3) they were highly satisfied with participation; and (4) the current good economy may help entrench Modern Apprenticeships in the training infrastructure. (SK)

In the first wave of participation in Modern Apprenticeships in Britain, 89% were male, only 3% were ethnic minorities. Ethnic and gender exclusion has been central to apprenticeship structure in both Britain and the United States. However, the pattern in the United States has begun to change due to affirmative action. (SK)

A case study of Modern Apprenticeships in manufacturing companies partnered by two British further education colleges identified similarities and differences to traditional apprenticeships and changes in the role of colleges. (SK)

Economic data comparing apprenticeship to full-time vocational education and to the youth labor market suggests that, in advanced economies, apprenticeship is a source of more stable employment for young male adults. Its value for females is low in some countries. (SK)

Education and training histories of 1,104 British respondents ages 15-65 identified them as nonparticipants, delayed, transitional, or lifetime. Social determinants of adult participation were identified. Immediate postcompulsory education and training is predicted by more privileged family background. Later lifelong learning is more dependent on…

Part-time youth workers (n=128) participating in a youth leadership training program in Northern Ireland evaluated their training, which integrated traditional curriculum with competency-based methods. A synthesis of the two methods effectively met learning needs and also led to improvements in the youth program. (SK)

Seminarians (n=21) reported that the interpersonal skills needed to perform the job of a priest were not adequately covered in their training. When beginning their work, they do not have the skilled responses of a professional trained to work with people in crisis. (SK)

A survey of 97 apprentices and interviews with 16 apprentices and 8 supervisors in a technical and further education (TAFE) college in Australia found that apprentices felt less pressure to perform and more freedom to learn at their own pace. However, supervisors criticized the self-paced approach, competent/not-yet-competent assessment method,…

"Modern Apprenticeships" for young British school leavers have a flexible timespan and funding from local Training and Enterprise Councils (TECs). Study of six TECs found that funds for the program varied widely and were minimal compared to other government programs; employers do not have resources to accommodate apprentices; and the plan is too…

Evaluated was the use of the Primary Grade Retarded-Trainable Children's Referral and Behavior Rating Form with 36 retarded children attending a center offering evaluation and intensive short term training prior to educational or residential placement. (DB)

Described is the use of the Stimulus-Organism-Response model in the development of seven sequenced learning activities to teach the names and order of the days of the week to retarded children. (DB)

A personal growth group was used to enhance social and emotional growth in eight borderline trainable to educable mentally handicapped adolescents. (DB)