Analyzes Training and Enterprise Councils (TECs) within the historical context of national and local training initiatives in England and Wales. Concludes that decreasing public financing means that the quality and availability of training will depend on where one lives. In less affluent areas, TECs will be unable to affect the local economy,…

Comparison of Britain's Training and Enterprise Councils/Local Enterprise Companies with the United States' Private Industry Councils (PICs) shows common problems: inadequate financing, labor market fragmentation, staff turnover, and lack of national strategy. PICs have a clearer mission and greater success in developing partnerships with local…

Examination of Scottish students' progression through National Certificate Modules shows that by 19, women had started and completed fewer modules; men and women tended to select different subjects at different status levels; over time, women's participation declined more rapidly; women made less use of modules to progress to higher education; and…

Comparison of British and German vocational education leads to the conclusion that, although an employer-led approach may help maintain high skills, an education-driven strategy is necessary to move England and Wales from the current low skills state. Focus should be on developing underlying values that support a training culture. (SK)

Using cognitive test data to simulate employment selection tests, data from 1,427 Northern Ireland students showed better science curriculum offerings in Protestant schools and differences in science provision for boys and girls. Poor science instruction adversely affects the range of career choices, especially for Catholic girls. (SK)

Evaluation of placements of newly qualified and trainee teachers from Newcastle University over two years concluded that placements not strictly curriculum focused will not be perceived as relevant to teaching. Differences in satisfaction with placements reflect participants' self-image as teachers. (SK)

From a case study of the introduction of National Vocational Qualifications (NVQs) in the British petroleum industry emerged three key issues: (1) their credibility depends on how closely they reflect employment standards; (2) context is important; and (3) although NVQs should provide wider access to opportunities, the offshore industry's…

Action planning is a tool for developing individual learning management skills such as self-awareness, planning, information seeking, communication, interpersonal assertiveness, target setting, personal organization, and reviewing. They can be developed through briefing, practice, supported practice, exercises, and modeling. (SK)

The British Careers Service originated in a time of full employment. However, high unemployment has not diminished the role of careers officers. In fact, the Youth Training Scheme has extended and continued their role. (SK)

Examines Britain's General National Vocational Qualifications (GNVQs) from four perspectives: ideological tensions in government policy and cultural values; relationship between GNVQs and the new managerialism in postcompulsory education; GNVQs, the labor market, and upskilling; and the importance of addressing wider educational issues beyond…

A case study of work experience provided in a British project committed to gender equality shows that the nature of work experience--its alliance with labor market needs--makes it virtually impossible to meet equal opportunity objectives. Work experience tends to reinforce existing gender divisions in the labor market. (SK)

Four-year panel survey data were used to examine the effects of well-being on school-to-work transition of Canadian youth. Such labor market problems as unemployment and underemployment had small, significant negative effects on self-esteem, depression, and powerlessness for high school graduates but not college graduates. Effects of education…

Evidence from studies of Polish young people shows that graduates of professional and vocational secondary schools have not experienced as much unemployment because of the schools' flexibility and responsiveness to new labor market conditions. Among the reasons are schools' experience in informal deal making with employers under communism and…

Using a model of successful transition outcomes (independent living, social competence, economic self-sufficiency, and postschool education and employment) and data from 360 British young adults with special needs, patterns of transition are described. It is suggested that productive daytime activity and quality of life may be more relevant…