The training of heavy-equipment operators poses special problems. Ideas concerning meeting the Canadian skilled operator shortage, short-term training, long-term training, client selection, and institutional training, costs, methods, and procedures are raised for consideration in future training programs. (AG)

Describes a post-secondary program in which learning is stressed instead of teaching, the role of the instructor is to assess, diagnose, prescribe and tutor, and programs are individualized in the fields of business, technology, and applied arts. (MU)

Coal mining in Nova Scotia is the subject of a workshop series. The author presents techniques useful in designing a systems-engineered implementation plan for this industry. Identifies occupational areas, specific skill requirements, and manpower needs; and discusses integration of in-class and on-the-job training. (CT)

Focusing on problems that relate to vocational training, skills development, and the formation of work attitudes, the author traces the historical developments of training programs in Canada and the relationship of achievement to reward by using comparative data from West Germany. (BM)

Addresses a variety of plans on how to formulate and conduct program evaluation. Describes the Stufflebeam et al. generalized evaluation design, the Howard and Lee five-step evaluation model, and a step-by-step procedures model. Also identifies 10 principles for evaluating performance appraisal systems. (CT)

Vocational education offerings can be linked with employment opportunities by identifying specialties and sub-specialties of the primary occupation and then listing the occupation titles to determine the training program's organization and to name its component courses and units. Such linkages benefit the employer, the school, and the student. (CH)

There have been consistent deficiencies in Canadian occupational training policies for three decades. The recurrence of the same mistakes and criticisms means that not enough attention has been paid to recommendations of advisory groups on labor and training policies. (Author/JOW)

In place of sending thousands of teachers to developing countries, the Canadian International Development Agency (CIDA) now gives educational assistance by training Third World people to manage their own training and education systems after the Canadian advisors have left. CIDA projects in Bangladesh, Jamaica, and St. Lucia are described. (MF)

Describes one approach to individualized job preparation instruction, a performance-based training system designed to meet the needs of both trainee and employer. The system includes a performance profile of job elements, skills, and levels of competency which serves as a lifetime record of curricula and performance on each activity for a trainee.…

The author documents the design and development of an employment-related training program for local government administrators in Saskatchewan. (CH)

Describes the Saudi system of prevocational centers, designed to retrieve young male dropouts, prepare them for reentering general education, orient them to job skills, and prepare them for more extensive training at vocational training centers. The curriculum, emphasizing clerical and industrial skills, is also discussed. (SK)

To develop a more diversified economic base in Saudi Arabia, the Ministry of Labor and Social Affairs implemented the Development Plan for the Vocational Training and Manpower Division, which intends to train a large number of Saudis in employable trades. Methods include building modern training facilities, developing competency based learning…