National evaluations of quality aspects of vocational training programs (VTPs) in five European countries--Belgium, Germany, France, Greece, and Portugal--were reviewed to determine how VTP quality is currently being evaluated and identify a more coherent approach to evaluating VTPs. Special attention was paid to how existing evaluation studies consider relationships between the contents, kinds, and methods of vocational training and trainees' vocational perspectives and to how the needs of trainees in different target groups are represented in the design of VTPs. The CIPP (context, input, process, product) model of evaluation developed by Stufflebeam and associates was used to systematize the methodological approaches of the studies examined. In terms of methods, the evaluation studies reviewed varied considerably. Hardly any studies examined the links between the context, process, and product of VTPs, although many studies focused on a single element from the cycle. It was recommended that a coherent approach to evaluating VTPs be devised that gives consideration to both process-oriented and product-oriented indicators of quality. The need for greater convergence between the debates on training policy and labor market policy was also emphasized. (Contains 73 references.) (MN)