To investigate and analyze the role played by the industrial sections of the educational, intervening, and employment training systems in meeting manpower needs and to determine output and costs of these systems, interviews were held with employment officials, educators, and recruitment and training officers to obtain information concerning their activities. In addition, structured interviews were held with 243 workers to determine training history. Findings revealed that the intervening system acts as a link between the graduates and dropouts of the educational and employment systems. There is a trend toward transferring the training activities of the intervening system to the employment system. Utilization of school curriculum in performing current jobs revealed substantial duplication of learning, and the general theory component was more useful in acquiring new skills, while specific skills were least utilized in employment. These findings suggest that the educational system of Tunisia should put less emphasis on specific training and more emphasis on producing readily trainable, rather than specifically trained, persons. To reduce educational expenses, the problem of dropouts and repeaters must be studied, and the educational system should be relieved of specific training functions in order to eliminate duplicate training. A related document is available as VT 011 965. (SB)