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This overview of current themes in vocational education and training policies and systems is presented in three parts. PART 1 treats the context of vocational education and training and discusses the major issues influencing national Governments to change their role in vocational education and training. PART 2 discusses the common themes in how central Governments are changing their role in vocational education and training, particularly concerning the devolution of training responsibility to local bodies. The ways in which vocational education and training systems controlled by these local bodies are reacting to this increased responsibility are pursued in detail. PART 3 discusses the growing realization by central Governments that their responsibility for economic development and productivity can be discharged by a closer focus on vocational education and training, not at the delivery level, but at a policy level which includes both policies for vocational preparation of all citizens — particularly youth — and policies which promote new and existing enterprises which show high returns on investment and productivity.

The aim of this project is to modify and test the executive model of professional teacher training of disaster prevention education.

A three‐level teacher‐training program for disaster prevention education and training curricula is designed for campus disaster mitigation. The designed disaster prevention education in schools focus on the awareness of disasters, attitude toward prevention, preparation beforehand, appropriate countermeasures, scheduled drills, establishment of community‐based prevention units, participation, training programs for teachers, safety warning signs for public buildings, and research on disaster prevention.

The accomplishment of the project includes: the design of a systematic license procedure for disaster prevention for the leading‐level, county‐level, and campus‐level; the design of a systematic curricula for teacher training of disaster prevention and training campus‐level teachers; and the evaluation of the efficiency and performance of the teacher‐training program for disaster prevention education.

A three‐level teacher‐training program for disaster prevention education and training curricula is designed. Statistics analysis of training and learning efficiency evaluation by trainee shows that the designed courses are efficient and practical. The project cultured 310 campus‐level disaster prevention teachers and more than 1,000 licensed teachers trained that follow the training program in Taiwan.

The appearance of a memorandum prepared by the Association of Teachers in Technical Institutions, together with the Association of Principals of Technical Institutions, on relations between colleges and the representatives of Industry Training Boards, gives public recognition, at least by implication if not by direct statement, to difficulties which have for some time existed in the working of the 1964 Industrial Training Act. A year ago, W. M. MacQueen referred to evidence which suggested that … the Industrial Training Act is being misinterpreted to the detriment of our technical education service and consequently of our industry, and more recently, EDUCATION, the official journal of the Association of Education Committees, commented that Resentment against the training officers attached to industry training boards has been steadily hotting up in colleges of further education. Some of them, the technical teachers say privately, are butting in like self‐styled HMIs, and presuming too far to tell the teachers their business. And some local authorities, the teachers allege, instead of defending the teachers, have been turning a blind eye to the interference because of the undeniable financial benefits which accrue to the education service from investment by industry.

The adoption of a new structure for manpower planning and training (following the Employment and Training Act of 1973) has brought again into prominence national attitudes towards training and its relation to education. In particular, the setting‐up of a substantially autonomous Manpower Services Commission, having responsibility for a training Services Agency with wide powers as one of its two executive arms (the other dealing with Employment), introduces into this country a pattern of training differing in a fundamental way from those which have preceded it. What industrial training is believed to be, therefore, and how it relates to the further education which is often associated with it, are questions which have now assumed a new importance.

The study examines the level of satisfaction amongst Lebanese university graduates on their training/education in light of their current occupational level.

Focus groups were interviewed to understand factors that helped graduates in their occupation. These factors were turned into a Likert‐scale questionnaire in which a large sample (n=604) of university graduates from public and private universities in Lebanon were asked to report the utility of their university education and training required for their current job.

Findings showed that graduates from private universities documented greater satisfaction in their education and training, especially in the fields of engineering, medicine, and information science, than did graduates from the public sector of higher education. Graduates in the low occupational status category perceived university education as important in the performance of their occupation.

The study was intended to find if graduates' were satisfied with their university education. Satisfaction in that sense is used as a proxy for quality. The need to refine the concept of quality in higher education is recommended in any future study to provide a possible measure of value to higher educational training.

Importantly, public higher education in Lebanon need to compete aggressively with private institutions to provide key “soft skills” needed at the work place.

The paper offers some empirical data in an under‐researched field.

Within the context of the decline in the numbers of young people entering engineering training in recent years, with the many and complex causes ranging from demographic realities to social attitudes, reviews some of the policy (and other) changes which have influenced engineering (and other) training during the period of decline. The hope that better times are now possible, although by default rather than by design, emerges. Statistics are avoided but the context is indicated by the numbers of those at the earliest certificated stage of training in engineering over recent years.

When I began to consider this topic I was struck by the number of times I wrote the word ‘change’ in my preliminary notes, and change is really the theme or leitmotiv which runs throughout this paper. I shall look first at a number of issues which are changing the use of information and the nature of information work Those changes have implications for the future information workforce and for the education and training of that workforce. Next, I shall briefly describe the way in which the main providers of information education and training are themselves changing to meet the new demands. Specifically, I shall discuss developments within library and information schools, the provision of continuing education against the ever present backcloth of reduced budgets and inadequate funds, and finally I shall touch on the development of the New National Vocational Qualifications in library and information work.

Reports on the results of a survey with training officers addressing education training needs of Australia’s Adult and Community Education sector. The responses show that training officers believe that this sector is rapidly growing, is important to the economic wellbeing of Australia and will benefit from course provision at both undergraduate and postgraduate levels. Discusses issues of course content and delivery, stressing the need for maximum flexibility in modes of study, etc.

In Japanese corporations, the backgrounds of corporate accountants do not necessarily match their university majors. Under the lifetime employment system, accountants are rotated to other departments every five to ten years. Those who are rotated to the accounting department do not necessarily arrive with sufficient accounting knowledge. In addition to receiving on‐the‐job training, corporate accountants generally attend training courses offered by outside Institutions and get new knowledge to be used in practice. Some corporations belong to specific study groups, which meet periodically. The latter groups provide opportunities for establishing informal human relations with government officials and accountants of other corporations. Training is offered to newcomers, candidates for promotion, salespersons and management staff in the fields of financial analysis, cost management and accounting in general. Sometimes, the training lasts for several days in a training facility of the corporation. It is thought useful not only for utilizing the knowledge required, but for furthering relationships within the organization, as well as for the evaluation of employees through their attitudes about participation. It reflects the policy of long‐range performance evaluation. Employees are evaluated not only by sales volume, but also by their loyalty to the corporation and their contribution to the team effort.

This research aims to improve the competence of the task force of vocational higher education study programs in preparing a proposal for the Vocational Higher Education Strengthening Program-Private University (VHESP-PU) of the Independent Campus Program.

This type of research is R&D by applying the ADDIE model procedures. The research subjects were 30 lecturers assigned as study program task forces from 15 private universities in North Sumatra. The techniques to collect data are tests and questionnaires. Data analysis techniques use quantitative descriptive statistics.

The application of the ADDIE Model was proven effective in achieving training objectives based on the mean comparison analysis between the pre-test and post-test, showing an increase. The maximum score achieved by participants also increased by 9.52% from 84 to 92. Participants' evaluation of the implementation of the training was also dominant in the “Good” and “Very Good” categories. The training learning achievements that participants have obtained will help prepare higher-quality VHESP-PU proposals for each fiscal year to optimize training sustainability.

The fact that only 15 universities participated in the training underscores the urgent need for ongoing training using the ADDIE model. This will ensure that more participants from private universities in North Sumatra can benefit from this practical approach to proposal preparation.

Using the ADDIE model to prepare VHESP-PU proposals is an innovative approach that can inspire similar applications in other fields. This research demonstrates that the ADDIE model, usually associated with instructional design, curriculum or learning materials, can also effectively prepare funding proposals using a competition scheme.

The use of the ADDIE model in preparing VHESP-PU proposals is an innovation because ADDIE is usually more related to developing instructional design, curriculum or learning materials rather than funding proposals using a competition scheme.