The emergence of a more learning-intensive economy has begun to change the relationship between education and work. As employers try to promote just-in-time learning and workers move more frequently from one job to another, continual learning at work becomes increasingly important. Four main elements characterize an education system that is likely to prepare students effectively for this new environment. First, most countries, including Japan, France, Germany, the United Kingdom, and the United States have found it necessary to develop curricula that integrate academic and vocational studies. Second, occupational and educational performance standards should be related to each other. The United States, Germany, Australia, England, Scotland, Denmark, and the Netherlands have all moved away from the development of standards and credentials for narrowly defined occupations. In more ambitious approaches, countries are trying to develop vocational credentials that can serve as a step to higher education. Third, initial education and training should include some work-based learning. Two basic strategies are classic apprenticeship and school-supervised work experience. Some countries have developed the school-based enterprise as an alternative. Employers and educators, including both academic and vocational educators, must share responsibility and power in new school-to-work systems. (YLB)