"College for all" arises from deep in our individualistic cultural bias, and the motto works as a public narrative because high school vocational alternatives are widely regarded as second best by the general public, if not by the elites. However, there is more to "college for all" than cultural bias, political positioning, and middle-class angst.…

All workplaces are sites in which people learn. To state such a fact still seems fairly revolutionary given that many employers and policymakers tend to restrict the meaning of job-related learning to formal episodes of "training" that can be counted and costed. This view is rooted in a wider perception prevalent in society in general…

In developing a vocational education training program, provision must be made for articulating the occupational program and its courses and units with employment opportunities in the occupation. The first step in gathering and organizing data needed in developing an occupational training program is an organizational analysis. The organizational…

Interest in recent years has centered on the purposes, forms, effects, and magnitude of private sector training of employees. Demand for detailed and accurate information on these subjects has arisen within idustry itself, within government agencies, education and research institutions, and organized labor. This monograph is an attempt to supply a…

Four background papers prepared for an assembly on industry/education cooperation and a summary of discussions and recommendations which came out of the assembly are contained in this report. After Henry Halsted's introduction to the report and to the theme of the relationship of industry and education, Herbert E. Striner's paper, "The Joint…

The author is a former United States Secretary of Labor who developed the Workforce 2000 project. He discusses the need for implementing this project's recommendations and reviews these recommendations. In addition, he expresses his frustration at the slow pace of change within the federal government. (CH)

Youth apprenticeship inherently involves a contextualized environment that fosters better learning. The new apprenticeship models combine academic with on-the-job vocational education. (SK)

Offers hints and strategies for educators charged with organizing internships for students: know the program's selling points, discuss objectives and needs with employers, build relationships, and provide ongoing monitoring and assessment. (JOW)

Describes employment policies and programs, incentive plans, and job creation programs to aid disabled young job seekers in Japan, Italy, Sweden, Denmark, and the United States. (Author/JOW)

Britain's Labour Party suggests two areas for reform in youth education and training: (1) increase the numbers of 16- to 19-year-olds continuing full-time education and (2) improve post-16 training by fusing academic and technical education as well as developing alternative vocational training programs. (SK)

In the middle of the 20th century, job training was largely unnecessary, since workers were desperately needed to labor in manufacturing and construction jobs. Skills were learned on the job, and even a high school diploma was not needed for most occupations. Workers received wages that allowed them to raise a family comfortably and then to retire…

The City and Guild of London Institute was set up about one hundred years ago in England to create links among schools, industry, and apprenticeship programs in order to provide examinations to qualify persons entering various trades. Today, the Institute provides services for vocational education according to this procedure: (1) agrees with…

Mondale discusses the current state and future trends of youth employment, focusing on the recommendations of the Task Force on Youth Employment. Included in the discussion are minority unemployment rates, private industry cooperation, and the increasing importance of education in two areas--basic skills and career preparation. (SK)

The German apprenticeship system results in a high proportion of skilled personnel and, therefore, is a major factor in Germany's productivity achievement and competitiveness. It also provides a smooth transition from school to work, low unemployment, and integration of school leavers into the apprenticeship system. (JOW)

Describes traditional training programs in Germany and two alternatives: (1) practice companies, where apprentices work and learn in actual work settings, funded by industries; and (2) noncompany-based programs, where job training is delivered in technical institutes funded by federal and state governments. (SK)