Vocational training European journal, II/III, no. 8/9, Mai-December 1996

This journal caters for the interests of academics, decision-makers and practitioners in the field of initial and continuing training and is published three times a year in several official languages: German, English, Spanish and French.

Articles in this issue include: Cresson states that the challenge confronting those responsible for education and training policy at a time when unemployment is running high and the economic and social environment is in the throes of radical transformation, rendering implementation of such a policy particularly complex, is how to ensure that every individual has constant access to training; A transcript of an interview with Portugal's Minister of Education, Eduardo Marcal Grilo which covers a range of lifelong learning issues; Kallen briefly retraces the history and the development of the lifelong learning concept in its several main configurations and comments on their role in present international and national educational policy; On the basis of a critical analysis of the lines of argument in the White Paper, d'Iribarne expresses his concern about a movement which could have detrimental effects for wage earners, despite the good intentions shown; Davis uses data from the Labour Force Survey to show how participation in education and training varies within the European Union between different groups in the population and the labour force; Grunewald intends to establish the relationships and connections between the educational concept of lifelong learning and a specific segment of vocational training - in-company continuing training; Hillage reviews the current level of work-based training in Britain; Germe and Pottier note that changes in working conditions and the supply of training are needed if lifelong education is to be able to match the occupational routes, nowadays very diversified, of the working population; Drexel seeks to analyse the relationship between further training and career progression with reference to Germany in order to see what lessons can be drawn for the present; Heidemann notes that lifelong learning requires specific structural conditions and mechanisms; Planas sets out to describe how initial education and training provided under the school system can be linked to continuing training during the subsequent career of the young people concerned; Morais and Kolinsky distinguish between the acquisition of basic linguistic and perceptive abilities which takes place in a very early stage of life and learning involving knowledge and information processing strategies which may be prolonged throughout life; Kunzel seeks to shed light on the implications and pedagogical consequences of moves towards a learning society; Behrendt and Hakenberg describe the Training drive '95 launched by Ford-Werke which enables unskilled and semi-skilled workers to acquire a vocational qualification; Heidemann and Murray highlights the point of view that it is important to develop a more comprehensive concept of modernisation in which further training and education is linked to other elements and provides an Irish example showing the use of this type of strategy in the endeavour to promote equal opportunities for women at the workplace.

For individual entries see TD/INT 55.137 to TD/INT 55.151.

This journal caters for the interests of academics, decision-makers and practitioners in the field of initial and continuing training and is published three times a year in several official languages: German, English, Spanish and French.

Articles in this issue include: Cresson states that the challenge confronting those responsible for education and training policy at a time when unemployment is running high and the economic and social environment is in the throes of radical transformation, rendering implementation of such a policy particularly complex, is how to ensure that every ...  [+] Show more