The UK educational assessment landscape is changing, characterised by attempts to create more flexible pathways through learning. This has led to attempts to formalise the comparative relationships between different general and vocational qualifications. The National Qualifications Framework (NQF), the Framework for Achievement and the Framework…

Skill/competency approaches to workplace-based policy seek to assess and train for discrete individual competencies with the goal of increasing employability and productivity. These approaches have become increasingly prominent across a range of advanced capitalist countries. A substantial critique has emerged over this same period regarding…

Four hundred and fifty-four citations of reviews, abstracts, articles, and books are included in the annotated bibliography which exemplifies growth and change in technical and vocational education internationally. Author entries are arranged alphabetically under categories of general references and sources, administrative and organizational…

This statement on educational policy has been excerpted from Chancellor Willy Brandt's Policy Statement to the Bundestag, January 18, 1973. (Editor)

This exploratory qualitative study examined factors that could influence the educational and career decision-making of the senior students in the Northern part of Vietnam. The researcher was interested in the students and their parents' perceptions of the contextual factors, gender, individual factors, and the challenges that contribute to the…

Public policies on training are firmly rooted in the historical, political, economic and social context of their countries. This paper explores the acceptability of such policies to stakeholder groups including learners and employers, and its impact on policy take-up, viability and longevity. The paper uses a comparative analysis of developments…

An international comparison study investigated the organisation and management of continuing higher education (CHE) in Germany, Finland, France, the United Kingdom, Austria and the United States of America. CHE is compared on the system level (boundaries between traditional study programmes and CHE, linking of CHE and vocational training,…

Study of the schools of foreign nations who have educational problems similar to those of the United States will provide some insight into our schools' needs. (CK)

Availability of and participation in continuing vocational training (CVT) are crucial for individual development, business competitiveness, and economic development in Europe as a whole. The extreme complexity and diversity of CVT throughout the European Union reflect its roots in national traditions and practices. (SK)

The Dual System of apprenticeship in Germany is comprehensive, highly regulated, and highly regarded by participants. changes may include greater flexibility or differentiation. Modern Apprenticeship in Scotland is highly fragmented, voluntary, and held in low esteem. A legislative framework and consensual governance may be required. (Contains 60…

The scientific technological revolution in Russia has demanded that the school devote particular attention to inculcating in young people a capacity and readiness for labor, a knowledge of the broad scientific bases of production, and an ability to employ their knowledge freely in practical activity. (Author/RM)

This critical analysis of vocational education in the Federal Republic of Germany appeared in the Hamburger Lehrerzeitung (September 23, 1973, v51 n15). (Editor)

This article first appeared in the Bulletin of the Embassy of Switzerland (November, 1971, v11 n3). (Editor)