This handbook describes the model learning resources center in operation at Daviess County (Kentucky) State Vocational-Technical School and details its objectives, materials, and methods of operation. The manual is organized in six sections. The first section describes the learning resources center, and details its philosophy, purpose, objectives,…

The report on education in Sri Lanka is presented in two parts. Part I describes the structure of the educational system. Information is included on principles of educational development as set forth in the Constitution of 1972, educational administration, teacher education, management and funding of different levels of education, selection…

This report consists of two sets of criteria developed by the NEA Task Force on bilingual/multicultural education. The criteria presented are for: (1) effective bilingual/multicultural education programs, and (2) state legislation which establishes such programs. The first set of criteria includes factors such as state and federal laws, student…

This manual is said to be intended to bring together under one cover the fundamental documents relating to the landmark legislation, the Transitional Bilingual Education Act. A general synopsis of Chapter 71A of the Act includes what a program in transitional bilingual education consists of, who has the right to it, and what the obligations of the…

The state of vocational education and training (VET) in the Georgia Republic in 1999-2000 was examined. The study focused on the following topics: (1) the socioeconomic context of VET; (2) Georgia's labor market (the current labor market situation, employment, unemployment); (3) management of VET (legislation and policy, responsible bodies,…

The state of vocational education and training (VET) in Ukraine was examined. The study focused on the following topics: Ukraine's socioeconomic conditions; Ukraine's labor market; general VET policy and legislation; and Ukraine's VET system. Selected findings were as follows: (1) although Ukraine's socioeconomic situation continues to be…

The National Association of Teachers in Further and Higher Education (NATFHE), which represents 65,000 academic staff working in further and higher education (FHE) institutions across the United Kingdom, reviewed the current state of post-16 education and training in the United Kingdom and submitted its views on how the system should be improved.…

This document contains 19 papers on adult education and development worldwide. The following papers are included: "Editorial" (Heribert Hinzen); "Lifelong Learning in Europe: Moving towards EFA (Dakar Framework for Action on Education for All) Goals and the CONFINTEA V Agenda" (Sofia Conference on Adult Education);…

This book examines the transition from higher education to the labor market in 10 countries. Although the individual papers do not follow a rigid standard format, they all consider the following issues: (1) how the labor market for graduates is organized; (2) how vocational orientation is achieved in degree courses in individual countries; and (3)…

This document summarizes findings from a 1998-99 study of teacher development that investigated California's challenge to provide high quality teachers for all students. California's set of standards to improve education for all requires that all students have qualified teachers. In order for California's move toward academic excellence to…

In February 2000, England's Department for Education and Employment (DfEE) proposed a new degree, called the Foundation Degree, and solicited stakeholder input by publishing a list of 13 questions pertaining to Foundation Degrees. The Further Education Development Agency (FEDA) responded to the DfEE's request for input by responding to all 13…

Discussion of the Australian education system gives a brief overview of the entire system, then details key developments in higher education and in the vocational education sector, including aspects of funding, international cooperation, reform and expansion, quality assurance, delivery systems, apprenticeship programs, responsiveness to the labor…

Across OECD countries, governments are seeking policies to make education more effective while searching for additional resources to meet the increasing demand for education. The 2009 edition of "Education at a Glance: OECD Indicators" enables countries to see themselves in the light of other countries' performance. It provides a rich,…

No Child Left Behind (NCLB) gives states wide discretion to define what students must learn, how that knowledge should be tested, what test scores constitute proficiency, set standards for high school graduation rates, teacher qualifications, school safety and many other aspects of school performance. As a result, states are largely free to define…

Changes in the vocational and technical education (VTE) opportunities available for women in Organisation for Economic Cooperation Development (OECD) member countries in response to changing labor markets and job skill requirements were discussed at a June 1994 meeting of experts. The discussions focused on the following issues: gender differences…