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This paper describes the background to the introduction and subsequent sudden withdrawal of a national program of Individual Learning Accounts (ILAs) in England between September 2000 and November 2001. It identifies the reasons for the closure of the scheme as a series of specific errors in the design of administrative systems and particularly the lack of quality control procedures relating to providers and provision. Successes of the national framework are described, including the very large and rapid initial uptake of ILAs and evidence from learner and providers surveys of a high level of satisfaction with the scheme. Weaknesses of the scheme relate to implementation, administration and strategy. An administrative weakness of the scheme was its susceptibility to fraud. There were also concerns that, due in part to the unforseen large and rapid uptake, expenditure ran well ahead of that budgeted. It is suggested that these weaknesses could be addressed by a more rigorous selection process and a more robust and secure administrative system. A more fundamental failure of the ILA system concerns its failure to connect with policy and practice in the rest of the lifelong learning sector, however the author contends that the most serious failure of the scheme was the failure to identify and clarify its overall purpose and objectives. The final problem was uncertainty over whether the scheme would last, with some providers perhaps unwilling to commit any significant effort. The author concludes that much can be learned from both the successes and the failures.

The most critical challenges faced by Thailand in response to globalisation and the social, economic and technological changes of recent decades are low competitiveness and the poor quality of the labour force. In this paper the author discusses the development of the national Thai vocational qualifications (TVQs), with the emphasis on competencies, recognition of prior learning and encouraging workers to attain no less than a lower secondary education. The paper then looks at guidelines that have been adopted as a means of raising the efficiency of the labour force through the development of an effective vocational education system capable of meeting both local labour demands and international standards. A pilot project is underway in which vocational qualifications were set in five areas of industry: electricity, electronics, automobile mechanics and spare parts, the food industry and the garment industry, with 16 companies participating. Procedures are being developed for the evaluation stage of the project.

This paper aims to give a brief introduction to the policies and measures adopted by the Chinese Ministry of Labour and Social Security to promote vocational training and lifelong learning in China. A basic profile of the Chinese economy and population is given. A brief overview of the Chinese vocational training system describes occupational classification and vocational skill standards, diversified training at various levels, vocational skill testing and the vocational qualification certification system, the work permit system, skill competition and skill awards and laws and regulations dealing with vocational training. The paper concludes that the policies developed and adopted by the Ministry of Labour and Social Security, in close cooperation with the Ministry of Education have been successful. Vocational training activities, in particular re-employment training programs, have reached their planned targets. Various types of Vocational Qualification Certificates (VQCs), including introduced foreign VQCs, are paralleled with academic certificates.

This paper focuses on a discussion of the Australian Qualifications Framework (AQF) and the National Training Framework (NTF) as primary vehicles for facilitating lifelong learning in Australia. In particular, the main features of these frameworks are described: innovations aimed at providing effective cross-sectoral learning pathways; criticisms surrounding the implementation of the competency based approach; and tensions resulting from the different financing arrangements between the educational sectors. Challenges still face the training system in Australia. The implementation of the Australian Quality Training Framework (AQTF) and the continuing evolution of training packages address quality issues. The development of cross-sectoral qualification linkages between the vocational education and training (VET) and higher education sectors us seen as an important factor in lifelong learning in the Australian context. The paper explores the concept of educational partnerships, with learning communities involving a variety of government, private and community organisations providing an integrated approach to learning at a community level. Finally, the paper suggests that financing arrangements for education and training in Australia, with each education sector having different arrangements, will need to be addressed if the sectors are to be brought closer together and the boundaries between them broken down to facilitate seamless learning pathways for students of all ages.

The Royal Thai Government, responding to the need to stay competitive in an era of globalisation and rapid technological change, has identified lifelong learning as one of the major current education issues. The Government defines lifelong learning as providing 'second chances' to update skills and also offering learning opportunities at more advanced levels. To accomplish this, it is acknowledged that formal systems of education and training provision need to become more open and flexible so that such opportunities can be tailored to the needs of learners or potential learners. The paper gives a brief overview of the Thai education and training system, identifies the forces for lifelong learning and describes the framework and implementation plan of Thai education. The paper then offers the following six crucial elements of a coherent and comprehensive lifelong learning strategy: (1) the encouragement of effective partnerships between stakeholders (public and private providers, business and industry and social groupings) at all levels (national, regional and local); (2) taking into account forseeable labour market trends, a redefinition of basic skills which includes the new information and communications technologies; (3) the provision of adequate resources and facilities; (4) facilitation of access to educational and training opportunities by such measures as the creation of more local learning centres; (5) the creation of a learning culture by giving learning a higher profile; and (6) the introduction of quality control and indicators to measure progress, with provision made for standards and guidelines whereby achievements are recognised and rewarded.