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Education providers are faced with the pressure of systematically using the Internet for training and adding multimedia training offerings to their palette of services. Up to now, there have been very few systematic studies of the effectiveness of learning with the Internet. It is equally uncertain what potential the Internet actually has for training and what design options exist. A Federal Institute for Vocational Training (Bundesinstitut fur Berufsbildung, BIBB) research project dedicated to 'Using the Internet and virtual centres to support trainers' addresses these issues. The authors present the findings of this study of training effectiveness and design options for virtual training courses. The empirical results of the study and theoretical approaches to learning with the Internet are presented, as are pedagogical and didactic options for organising and configuring virtual training centres.

In this concluding paper the author reviews the way Germany's dual system of apprenticeship has played a central role in comparative research on the transition from school to work using youth unemployment as a yardstick. While it is suggested that there may be some technical problems in the way that youth unemployment is measured, the author contends that the principal problem in judging the efficacy of national transition arrangements on the basis of single youth unemployment measures is that any single transition outcome indicator, no matter how carefully defined and measured, presents too simplistic a picture of the complexities of the transition process and its outcomes for youth. Australia and Germany are compared from the perspective of labour market outcomes and education outcomes.

This paper reviews Australia's performance in the provision of training over the last decade with a focus on industry training, suggesting that there is a persistent belief in Australian policy circles that by international standards Australia is a poor performer. A review of current research points to a number of key factors that are associated with the provision of industry training in Australian enterprises. These factors are: workplace change; generic skills; training and business strategy; and new training structures. Australian industry's future training needs are briefly looked at.

This paper provides an overview of what has been happening in post-secondary education in Australia in response to the challenges arising from global influences and lifelong learning. The argument is advanced that more needs to be done to facilitate articulation across institutions/sectors and to promote a seamless set of learning opportunities which take full advantage of advanced technology and online delivery possibilities. The importance is also acknowledged of forging links between institutions and industry to ensure up-to-date professional training is both relevant and challenging.

Globalisation, technological and demographic changes have been major factors in highlighting the need for increased learning throughout life. This includes learning in the formal education and training system as well as structured and informal workplace learning and community learning. The author, in this paper, suggests that there is a need to examine the most efficient and equitable way of providing education and training incentives to encourage the financing of education and training by employers and individuals. Section one considers the problems to be addressed: the need for more education and training due to the changing nature of work and patterns of employment and unemployment together with the ageing of the population. Section two discusses what this might mean for increased funding needs, with the answers depending on changes in participation and economies in provision of education and training. Section three considers the restrictions in public expenditure and policy changes accompanying it. Section four addresses options that will encourage the provision of additional funds, suggest the direction of funds to the areas of most need and stimulate efficiency, effectiveness and equity in the use of funds.