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)

Expert panels and focus groups in Taiwan examined human resource development competencies that had been identified by the American Society for Training and Development. Although most competencies required of Taiwanese professionals were similar to those in the United States, Taiwanese culture placed more emphasis on career development theory,…

Secondary school-industry programs in Australia include the Australian Student Traineeship Foundation and TRAC, a national cooperative vocational program. These programs feature local involvement in curricula, experiential education, criterion-based assessment, and establishment of new paths into higher education. (SK)

Problems with vocational education and training in developing countries include insufficient resources and lack of workplace experience. The German dual vocational training system is being promoted as a potential solution. (SK)

Hong Kong's College of Higher Vocational Studies uses various methods to promote its Higher Diploma courses: annual teachers' meetings, school visits and liaisons, technical institute field trips, marketing by individual college divisions, newspaper columns, and informational materials such as leaflets and videos. (SK)

Interviews with five linkage participants from the United States, seven Finnish researchers, and four administrators identified perceptions of cultural collaboration competencies, differences in academic working styles, and the contribution of linkage to international collaboration. Recommendations were made for institutional linkage coordinators,…

A framework for decision making in implementing development projects has three dimensions: (1) personal and project expectations; (2) multiple responsibilities (to whom is the team leader responsible); and (3) carrying out implementation tasks (unconditional positive regard for clients; "do no harm"). (SK)

Among 852 Finnish high school students (20% academic, 80% vocational), those whose math study orientation style was confidence had higher math achievement. Those whose style was coping or anxiety tended toward lower achievement. Electrical engineering and business students were most confident, academic and handicrafts students least. (SK)

The Polytechnic Education System, part of Indonesia's higher education system, focuses on five areas of human resource development: apprenticeship, cooperative training for third parties, on/off campus direct training for companies, inhouse training for companies, and training of trainers. (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)