Uses metaphors to describes roles needed in civil society: the Knight embodies vocational virtues, the Queen is a person learning to act a citizen of a nation-state, and the Archangel seeks to fulfill the moral qualities of a human being. (SK)

Describes the role of human resource development (HRD) in the restructuring of the Mexican economy since 1982. Presents new challenges faced by the HRD system, including the influence of the World Bank, and recent changes linked to liberalization of the economy. (SK)

An evaluation of Hong Kong's Employee Retraining Board programs used interviews, case studies of training agencies, surveys of trainers and graduates, and employer focus groups. Recommendations were made regarding measurement of the size and characteristics of the displaced worker population, targeting of services, and alignment of incentives with…

Linkages between the labor market and educational institutions are often less than optimal because institutions have too few business/industry contacts, supply and demand are mismatched, or curriculum development takes too long. International comparisons may contribute to understanding of vocational education and training configurations and…

Of four models for school-to-work transition (direct, deregulated, regulated overlapping, and shifted), Germany's dual vocational training system is a regulated overlapping system that offers learners a smooth bridge from the role of pupil to that of qualified skilled worker. (SK)

Describes vocational education and training (VET) policy in the Netherlands, components of the VET system (prevocational education, senior secondary vocational education, apprenticeships, higher vocational education, adult continuing education), and features of work-based learning in school-to-work programs. (SK)

Discusses the government role in school-to-work (STW) in England and Wales, youth unemployment and the labor market, effects of deregulation, current research on STW, and the introduction of modern apprenticeship, in which formal training in further education colleges is combined with apprenticeship. (SK)

School-to-work (STW) transition in the United States remains at an incubation stage despite the impetus of the School to Work Opportunities Act. Promising reforms such as cooperative vocational education and High Schools that Work need continued support if a comprehensive STW system is to be realized. (SK)

Highlights cross-national differences in school-to-work systems in Germany, the Netherlands, England, Wales, and the United States. Suggests that the root of many transition problems is the disconnections and tensions between the vocational education and training system and the labor market. (SK)

Finnish and U.S. secondary vocational enrollment data were examined. In both countries, females tended to choose programs in service/caring areas, males in production/industry. Similar patterns were found in the labor force. Recommendations were made for eliminating barriers to gender equity. (SK)

Implementation of a career education program in Greek schools was hindered by the following: (1) an overambitious goal of developing personality for working life; (2) lack of technology; (3) content of teachers' guides; (4) attitudes that career education was a pseudosubject, add-on, or "play time"; and (5) inadequate teacher training. (SK)

The influence of the Scottish Vocational Qualifications initiative, the changing workplace, and accountability demands is spurring growth in adult vocational guidance in Scotland. Local guidance networks are forming, and the need for specialized counselor training is growing. (SK)

Outlines the efforts of the Scottish School of Further Education to use distance teaching methods in providing work-based learning for vocational education teachers through three programs: education studies, theories of instruction process, and educational methods and curriculum development. (SK)

The Colombo Plan Staff College for Technician Education, a regional school with 19 member countries, is currently focusing on development of women technicians by increasing their participation, adding women faculty, role modeling and networking, and changing attitudes toward the schooling of girls. (SK)

A Canadian study used expert panels, a national forum, and modified Delphi process to identify priority issues for vocational education: relevance, lifelong learning, restructuring, image parity with academic education, shared vision, new basics, partnerships, technology courses, leadership, and educational quality. Recommendations for improvement…