Suggests how an interest in government may be stimulated in secondary-level vocational classes in Canada. The theory of government is integrated with a practical exercise on the student council election. (RM)

Examines results by the Western European community in carrying out activities in vocational education on a joint or mutually coordinated basis. (DB)

Linkages between the labor market and educational institutions are often less than optimal because institutions have too few business/industry contacts, supply and demand are mismatched, or curriculum development takes too long. International comparisons may contribute to understanding of vocational education and training configurations and…

Polytechnical education in Russia is based on a solid and lasting mastery of knowledge of modern science and the ability to use acquired knowledge for the solution of practical problems. This article discusses the role that geography plays in intermediate and secondary polytechnical education. (Author/RM)

An educational program designed to provide Kenyan villagers with skills useful and necessary at the local level is described. (DE)

Incorporating productive work in the curriculum is seen as an integral part of India's Fifth Plan war against poverty and as a base for self-reliance. Five programmes for reforming India's non-productive education system are outlined, culminating in a suggestion for an educational pause which would allow students to take part in the productive…

An overall program for political and vocational education in elementary schools is discussed. (DE)

Discussion about education for the working class emphasizes improvements in vocational and technical education and presents recommendations for future changes. (ND)

Describes a visit by New York City teachers to a high school in Leningrad, Russia. (DS)

New reforms in educational policies provide a more comprehensive and flexible curriculum to narrow the gap between academic and trade schools formerly comprising the Swedish school system. (JB)

Comparison of Scottish and English attempts to unify academic and vocational education shows the English concept to be more political, radical, and focused on critique of the existing system. In Scotland, the concept of a unified system is more consensual and specific, but less visionary. (SK)

Comparison of British and German vocational education leads to the conclusion that, although an employer-led approach may help maintain high skills, an education-driven strategy is necessary to move England and Wales from the current low skills state. Focus should be on developing underlying values that support a training culture. (SK)

Gives a brief review of Greece's current vocational education/training system, compares it to European models, describes the European Community process of harmonization of vocational qualifications, and discusses new legislation establishing a national vocational education/training system. (SK)

Comparison of U.S. and British systems of postcompulsory education leads to reflections on how to achieve a unified system in Britain. Possibilities include requiring education to age 18 and having a single qualification at that age. (SK)