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[This] article presents results of ServQual analysis on quality of graduates' preparation for labour market in Poland. Research [was] carried out among pupils of three types of vocational secondary schools: basic vocational schools; technical and vocational schools; and vocational secondary schools for pupils with disabilities. Education, a specific service, can be analysed by ServQual methodology. This approach compliments knowledge about effects of education and gives information of process and its elements. Comparative analysis in different types of schools provided information of strengths and weaknesses of process of graduates' preparation for labour market, useful for schools to develop their activities.

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This research tries to find [the] contribution of education over the internet as a solution [to] some problems that adult students [experience] in open vocational high school and catch-up education. Results of the survey were evaluated from 192 adult students who are educated in Istanbul as [a] reference pattern. According to the survey results, adult students have some problems caused by various reasons during [their] education period. Especially due to [their] inability [to attend] regular training sessions, open and catch-up education objectives couldn't be fully reached. Adult students will have flexible use of time and location by taking the theoretical part of their face to face vocational courses over the internet. Some of the problems can be solved by giving training in such a way to the students who have sufficient internet and computer skills.

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The paper presents the model of training for preschool and primary school teachers with the aim of preparing them to become the mentors for their colleagues at school - novice teachers in Zlin region in Czech Republic. The project includes sixteen differentiated instructional modules regarding the actual needs of teachers professional development. The project is implemented by the Faculty of Humanities at Tomas Bata University in Zlin in Czech Republic since 2014 so this paper presents already the experiences with creating a platform for teachers training as well with results from selected modules. The author concentrates on the instructional module focused on the case of creating a school team for good working and healthy school climate and the paper also presents the partial outcomes of the project evaluation.

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Training in the workplace is a key part of [vocational education and training] VET studies because it allows students to develop their skills in a work setting, and gives important information about how well VET studies prepare skilled workers. However, there is little information about factors that influence the efficacy of training in the workplace. Our aim is to evaluate the efficacy of training in the workplace, through the factors that influence training efficacy. We applied a questionnaire of 57 items (5-point Likert scale), a sample of 1,026 VET students in the area of Barcelona, Spain. The results show that the factor 'integration into the workplace' is rated more positively by the VET students (4.19), and the factors 'social attitudes' and 'individual attitudes' get a low score (3.30 and 2.93, respectively). The study allows the introduction of improvements and changes in these practices in order to improve the quality of VET.

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Lifelong learning is the lifewide, voluntary and self-motivated pursuit of knowledge for not only personal but professional reasons as well. It does not only enhance social inclusion, active citizenship and individual development, but also increases competitiveness and employability. The importance of lifelong learning has been increasing for some important reasons. These are increasing of life expectancy, increasing the 'old-age dependency' ratio, the desire for increasing the life quality, and trying to keep themselves in good physical and mental condition, by humans. Due to these reasons, the importance of lifelong learning has been increasing.

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School is the place where destinies are built. It depends on teachers whether these destinies will be built on the aspirations of the educated ones. One can hear more and more important actors of Romanian public life, but also ordinary citizens expressing their dissatisfaction with the results of the Romanian school. The goal is to have competent graduates, able to respond successfully to the requirements of the profession for which they have been prepared who are able to quickly integrate in the labour market. Before accomplishing these objectives, we must understand that any improvement in the quality of training involves an amount of changes in technical education. From this perspective, this paper presents a study on some training programs for pre-university education in Romania, for the qualifications required by employers in the automobile industry. Based on the research results, the authors propose a number of amendments for vocational training standards and curriculum documents, supposed to meet the expectations of the business environment, to facilitate a better mobility of graduates and to ensure a minimum level of knowledge required for further studies in higher education.

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Post-secondary education is a massive industry undergoing significant growth. The demand for post-secondary education has never been higher, and it is increasing every year (British Council, 2012). Moreover, globalization and technology are transforming this marketplace in dramatic ways. In general, the higher education marketplace is becoming more open and dynamic as traditional geographic barriers are disappearing. These transformations are leading to increased levels of international outsourcing and partnerships to develop and deliver education. In addition, the global workplace itself is becoming more dynamic; specifically, the individual demand for ongoing high quality lifelong education is increasing as the nature of jobs and work skills continuously changes (Hanover Research Council, 2010).

This increasingly open global marketplace for post-secondary education requires new innovative educational programming through flexible and innovative delivery methods. This is especially true in professional and applied fields such as engineering, business, management, and health administration. Educational leadership, in particular, could greatly benefit from more innovative programming, since the next generation of educational leaders need training and direct experiences in new educational delivery models, particularly for the quickly globalizing nature of post-secondary education, but eventually for leadership in the primary and secondary education sectors as well.

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Previous researches on employability skills conducted nationally and internationally, found that many technical graduates lacked employability skills. This article reports on the study of employability skills that graduates of manufacturing students should acquire to be [sustainably] employed in manufacturing industries. The study investigates the importance of employability skills as perceived by employers from manufacturing industries. The findings of the study showed that employers place great importance [on] communication skills, problem solving skills, team work skills and personal qualities. Graduates also need to emphasis leadership skill, entrepreneurial skill, technological skill and information skills.

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This article shows how the teaching infrastructure used by specialists in e-learning has been renovated in order to improve educational quality and make it more adaptable to the Romanian labor market. Two partner universities from Romania and Norway had an initiative to promote the access to new and innovative methods and educational resources, but also to ensure the large implications of [information and communication technology] ICT in the educational process. The initiative is developed in the MoVE-IT project, financed by [European Economic Area] EEA financial mechanism. The validation of the infrastructure is done by delivering a number of vocational education and training courses.

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The development of qualifications frameworks has been a major international trend in reforming national education and training systems since the late 1990s. The initiative first started among English-speaking developed countries. Since the late 1990s such frameworks have also been adopted by non-English-speaking and developing countries. In March 2005, following work undertaken by the European Commission, the European Union Heads of Government requested the development of a European Qualifications Framework for Lifelong Learning. It is planned that the countries within the European Union, and other states, align their national frameworks of qualifications with the European Qualifications Framework by 2012. The Republic of Macedonia joined the process and from May 2009 started with designing and implementation of a national qualifications framework.

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