This publication reports findings of a 12-month study of progression opportunities in engineering education and training, a study which explored ways of bridging the gap between skills and knowledge acquired through basic training and prevocational education and those required for progression to higher levels of occupational training and vocational qualification. An introduction discusses methodology, background, and definitions. The following sections outline courses and schemes likely to be followed by a engineering student or trainee. Suggestions for bridging and for module content are made. The next section summarizes employer attitudes toward recruitment, schools, and schooling; college attitudes toward youth training schemes and the certificate of prevocational education; students' attitudes; and teachers' attitudes. Conclusions and recommendations are presented in five sections. The first focuses on the feasibility of the research model of bridging. The next section provides bridging outlines, which discuss the extent to which the different types of provisions could meet training requirements. The other three sections provide an overview of the conclusions, address cost implications, and make recommendations regarding module or course content, assessment and profiling, progression, and publicity. The instrument and additional data are appended. (YLB)