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This paper provides an overview of education for middle-management-level technicians at the Diploma Level in Mauritius. It describes the educational program provided by these three institutions: the Lycee Polytechnique Sir Guy Forget, Flacq; the Maharishi Dayanand Polytechnic; and the Institut Polytechnique de Rose Hill. It focuses on their courses, numbers of graduates, financial support, and recruitment practices. The paper concludes that the main challenge for Mauritius will be to prepare the stakeholders (including government, employees, workers, the institutions, and the trainers) for the technology-based work environment that will become necessary if Mauritius is to retain its competitiveness in the changing world market. The polytechnics aim to achieve this objective by continuously revising their training policies. (KC)

Trends in articulation arrangements for technical and vocational education (TVE) in the South East Asia region were studied. A key feature of articulation is the existence of pathways that allow graduates of one course of study to progress to other courses. Effective articulation opens up advancement for individuals and helps to create a flexible workforce which allows countries to capitalize on opportunities that advance economic growth. Two precursors for effective TVE articulation are (1) general availability of primary and secondary education; and (2) a higher education system that has some capacity to accept other than secondary school graduates into undergraduate courses. Broad availability of TVE/higher education articulation appears to correlate with economies that have a significant services sector, high technology industries and substantial manufacturing capacity and that tend to enhance the status of TVE. (Approximately two thirds of the document consists of country profiles of Australia, Indonesia, Malaysia, the Philippines, Singapore, and Thailand, which include overviews of the economic and educational status of each country, of postsecondary TVE, and of each country's articulation arrangements. Seventy-six endnotes and a list of individuals interviewed are appended.) (CG)

The educational system of the Azerbaijan Republic has inherited the main features of the former Soviet educational system: overcentralized and mostly based on the teaching principles of the old regime. The existing system of technical-vocational colleges (TVCs) is fairly evenly distributed in Azerbaijan. TVCs have maintained close relations with the production sectors of the economy but have failed to meet fully their requirements for skilled workers. The restructuring of the former Soviet Union is directly related to the continuing break-up of the system of technical and vocational education. The loss of jobs and the low incomes of those still employed have resulted in a decrease in production. These circumstances have led to a weakening of motivation among youth regarding education in general and technical-vocational education in particular. Another factor curbing development of technical and vocational education and the adaptation of the system to a changing economy is the problem of financing. Forceful action is required to revise the special courses, enrollment, sources of financing, and technical equipment of classrooms. The unemployment problem is exacerbated by refugees who lack vocational training. A priority is a revival of agricultural production to provide employment and food supplies. To address its educational problems, Azerbaijan should continue decentralization and seek cooperation from private enterprises and international organizations. (YLB)

The two papers in this document explain various options and modalities for UNEVOC (International Project on Technical and Vocational Education) Member States' financing of their individual systems of technical and vocational education and disseminating experiences in this area. "Financing Vocational Education and Training in Developing Countries" (Pradeep Bolita) provides a systematic overview of various modalities of public and private finance of technical and vocational education. It describes four of the more well-known financing mechanisms: public financing, enterprise financing, private and public sponsored financing, and international donor assistance. The advantages and disadvantages of each type are identified and policy implications indicated, with some country examples."Financing Vocational Education: Concepts, Examples, and Tendencies" (David Atchoarena) draws conclusions from experience with various existing concepts of financing. It first reviews the main issues, such as cost sharing and subsidiarity; apprenticeship; privately financed institutional training; the use of earmarked taxation to finance training; and training funds. It then focuses on selected country experiences, illustrating different kinds of strategies and instruments involved in the financing of vocational education. These countries are highlighted: Brazil, Republic of Korea, Singapore, Mauritius, and Ivory Coast. A final chapter looks at future trends and variables affecting funding scheme options. (Each paper contains references.) (YLB)

In Sweden, technical and vocational education is totally integrated into the national school system and cannot be taken out and examined completely on its own. Internationalization, the revolution in information and communications systems, and rapid and sometimes stunning technological change have influenced all groups, levels, and aspects of Swedish society. These three major factors are very important in the reasoning behind the creation and implementation of a successful education system, of which technical and vocational education is a fundamental element. Today, Swedish education is in a state of transition. A major reform, the Upper Secondary School Reform 1992, has had an impact on all aspects of technical and vocational education. One of the essential ambitions of the reform is the implementation of the concept of "lifelong learning." Four groups are given particular support to improve their participation in national education: females, immigrants, mentally handicapped individuals, and physically handicapped. The Swedish education system is supported by government subsidies and municipal funding. Entrepreneurial orientation in technical and vocational education is much better emphasized under the Reform. Several private industries have taken their own initiative and set up different forms of cooperation with the upper secondary schools to ensure relevant technical and vocational education. (Appendixes contain 19 references, fact sheets on 16 national programs, and vehicle program specification.) (YLB)