Discusses a variety of training methods including mentoring, lecture, video, computer assisted, and simulation. Suggests basic approaches to on-the-job training and tools to supplement the process. A chart compares 11 training technologies in terms of settings, interactivity, development time, costs, advantages, and disadvantages. (JOW)

Training for unemployed women sponsored by the European Social Fund concentrates on nontraditional occupations, which limits choices. Increased focus on traditional areas of working class women's employment would increase their chances of obtaining training-related employment. (SK)

Discusses key issues in the debate over investment in human resources: Who pays for training? What is the return on investment? and What are alternative approaches for human resource accounting? (SK)

Development of vocational education in South Pacific island nations has been haphazard. Concerns include the need for a sense of regional community, flexibility, quality, program duplication, and participation. Improvements might include a regional coordination center, higher-quality teaching, standardization, cross-credit, and community training…

Different methods should be used to determine the costs of institutional versus enterprise-based vocational training. Training costs are influenced by such factors as technology, teachers, program length, and scale of operation. Vocational education is generally more costly than academic education, and preemployment training costs more than does…

Surveys of British businesses over 12 years identified awareness, understanding, and implementation of National Vocational Qualifications/Scottish Vocational Qualifications. Despite high awareness, understanding was impaired by lack of information. The system has had limited impact on economic competitiveness and its value and significance to the…

Seven case studies in Dutch companies were used to define dimensions of on-the-job training. Roles range from learner directed to trainer directed; the context may be real work or preparatory learning; training may involve individual study, application, or supervised work experience. Supervision may be directive or coaching. (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)

Tacit knowledge and judgment associated with vocational education requires high levels of expertise on the part of assessors. A new model of competency-based education emphasizes the exchange of tacit knowledge and exercise of tacit judgment on learning, shedding new light on old debates about competency-based education and training. (SK)

Based on research in South Wales, a sociological theory of participation in education and training is developed, identifying types of orientations: functional avoidance, instrumental credentialism, and vocational transformation. The inclusion of sociological insights in human-capital development policy is recommended. (SK)

Investors in People (IIP) is a British national standard for quality in training and development. Evaluation of companies achieving IIP recognition identified business benefits that resulted from the process. (SK)

A sociolinguistic analysis was conducted of a job-training program for female welfare recipients that simulated construction work sites. The instructor encouraged trainee responsibility for learning. Negotiation and purposeful talk helped develop competence. (SK)

Performance assessment in vocational education should be realistic and multidimensional, involve products and/or process, range from simple to complex, be open ended, and involve human judgment. Key issues include validity, reliability, costs, and consequences. (SK)

A theory-practice model for work-based learning is premised on the idea that learning can be acquired through practice. It incorporates three strategies that can be sequenced: action learning, action science, and communities of practice. (SK)

Queensland (Australia) Open Learning Network delivered training to telephone industry workers using audiographic conferencing. Ways to overcome the lack of face-to-face interaction were devised, and the presenter used oral cues more extensively. (SK)