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Three studies covering the tourism, chemical industry, and healthcare sectors in the European Union investigated patterns of cross-border mobility at the sector level. Special focus was on transparency of vocational qualifications and the relation between transparency and mobility. A serious lack of information on labor force mobility within Europe was found. Results indicated a low and stable mobility rate within the sectors studied, with the possible exception of the tourism industry. Highly qualified and relatively young males dominated the small group of European citizens crossing borders to work. The tourism sector included a group of young people willing to take low-skilled and low-paid jobs. Current information policies and practices in the European Union (EU) was too unsystematic to release the full potential of mobility. While the role of contact points and coordinators responsible for providing information on application of directives was important, their ability to react to direct questions from users was less developed. Actual contact with the coordinators was far more difficult than expected and highlighted the importance of upgrading information, especially Web sites. Discussion was growing at the sector level on the need for common European qualification standards and certificates. There were strong signals of a waking interest in increased transparency of vocational qualifications all over Europe. (Contains 24 references.) (YLB)

Research was conducted in Europe to determine the following: (1) the current situation in the chemicals industry in regard to transparency, recognition, and transfer of qualifications; (2) the obstacles to transparency and recognition of qualifications in the industry; and (3) the key areas for future action and possible measures to promote greater transparency and recognition of qualifications. The study identified current and needed patterns of mobility, European policy assisting mobility, and attitudes and practices of institutions and businesses. Data were gathered through an investigation of statistical evidence on cross-border mobility and a review of literature on mobility in the European Union (EU); an exploration of EU policy in the area of labor mobility and transparency and recognition of qualifications in the chemicals industry; and case studies on the attitudes and practices of 14 employers in the industry. The study found a small and fairly constant level of movement between member states, with mobility concentrated among professional and highly educated groups. In addition, there are no established qualification standards within the chemicals industry below the doctorate level. The companies believe that the lack of transferable qualifications is not a problem; instead, costs, language, and culture affect mobility. The study also found that although some initiatives have been started to promote cross-country mobility in the chemicals industry, they are still significant obstacles to people working in another member state and that further action may be necessary to promote labor mobility. (Contains 25 references.) (KC)

This document discusses the Voluntary Industry Standards for Chemical Process Industries Technical Workers Project and issues of relevance to the education and employment of chemical laboratory technicians (CLTs) and process technicians (PTs). Section 1 consists of the following background information: overview of the chemical process industries, history of voluntary industry standards development and implementation in the United States, and illustration of the skill standards in context through models of technicians' work. Examined in section 2 are the following: process used to develop the skill standards, critical issues affecting technical workers in the chemical process industries now and in the future, and the actual skill standards. Core and recommended competencies for the following eight CLT critical job functions are listed: working in the chemical process industries; maintaining a safe and clean lab; sampling and handling chemical materials; measuring physical properties; performing chemical analysis; performing instrumental analysis; planning, designing, and conducting experiments; and synthesizing compounds. Core and recommended competencies for six critical PT job functions are listed: working in the chemical process industries; maintaining safety/health and environmental standards; handling, storing and transporting chemical materials; operating, monitoring, and controlling continuous and batch processes; providing routine and preventive maintenance and service; and analyzing plant materials. Section 3 describes the study conducted to provide insight into alliance formation as a way of facilitating local-level implementation of the skill standards and the training materials resource database and tools (curriculum analysis matrix and gap analysis matrix) that were developed during the project. Appendixes contain lists of the following: steering and coordinating committee members; contract, employer, and academic institution contributors; meetings and sessions held to develop the skill standards; and standard industrial classification codes for the chemical process industries. (MN)

A study of process operatives examined the developments in processing work in 20 organizations within the chemical and food and drink processing industries. Seven exploratory interviews were followed by 20 employer interviews. Technological innovations caused job losses and layoffs. Organizational responses adopted to meet increasing competitive pressures were drivers of change. The role of process operatives was broadly expanding beyond running processing equipment. The introduction of computer technology required less involvement in manual operative tasks and a greater understanding of the processes. Boundaries between process operations and engineering maintenance blurred. The removal of layers of management led to increased employee responsibilities. The main skills and abilities required of process operatives were basic, interpersonal, occupational specific, and personal. To ensure they recruited the right people, employers were using a greater variety of more sophisticated recruitment and selection techniques. Three types of skill gaps were identified: attitudes, personal skills, and technical skills. Developments in training were related to changes in technology and ways of working. Employers placed more emphasis on continuous learning and development and targeted training to fulfill actual needs. They were developing strategies to assist change through cultural change programs, modifications to recruitment and selection processes, and training and development programs. (Contains 21 references.) (YLB)

A British project was conducted to improve understanding of the advantages and disadvantages of certification for work-based training and to analyze factors that influence the demand for accreditation. Three studies investigated what was happening in three employment sectors: tourism (service/commercial), social services (public administration), and the chemical industry (process manufacture). The methodology in each study involved a review of literature relevant to accreditation in general and to training in the employment sector and selection of the sample of individual employers. Employer data were obtained by interview, employee data by questionnaire with follow-up interviews. Respondents were as follows: tourism--30 employers, 35 employees, 0 employees interviewed; social services--30 employers, 122 employees, 30 employees interviewed; chemical--29 employers, 20 employees, 1 employee interviewed. Findings indicated that, for some jobs/skills, there was a commonly accepted form of training, sometimes accredited, sometimes not. Employers and employees found it difficult to say what added value accreditation gave or what benefit accreditation might give, if it was not. Benefits to the individual were as follows: transfer value/career advancement, mobility, job security, self-confidence, pride, job satisfaction, and personal fulfillment. Organizational benefits included the following: improved productivity and profitability, employee motivation, industrial relations, formation of a learning company, and management style. A taxonomy that classified the reasons for training was developed. Some disadvantages of accreditation were identified: the possibility of failure, cost and administration, time, and the consequences of raising the stakes. (YLB)

Reports on the development and recognition of environmental protection qualifications in the chemical and metal industries in Germany, France, Italy, Spain, and the United Kingdom were synthesized. The synthesis focused on companies' and social partners' current and planned strategies and obligations of companies regarding recognizing environmental protection qualifications. In all countries surveyed, the "environmental management" function was recognized by company management. Many large companies were establishing environmental departments or environmental services, and many small and medium-sized enterprises were integrating the task of environmental protection into the functions of the company owner/manager. Most companies tended to give further training in environmental protection to their own staff rather than to recruit individuals with specialized diplomas in environmental protection. Companies recognized the competencies acquired by their environmental staff through training or other means; however, the environmental protection functions undertaken at the first level of qualification received little recognition. The following methods of developing environment-related occupational profiles were identified: bodies responsible for initial or continuing training were analyzing and establishing training objectives in the environmental field; environmental legislation was beginning to incorporate descriptions of firms' mandatory environmental protection functions; and future negotiations regarding renewal of collective agreements are slated to include recognition of environmental protection competencies. (MN)

This report provides an initial analysis of the occupational and qualification structures in the field of environmental protection in the Italian metal and chemical industries. The first two chapters review the legislative background, situation in industry, and provision of environmental education and training. The third chapter presents results of a survey of 10 firms to identify occupations associated with environmental protection and to determine their characteristics. Summaries are provided of an analysis of responses from seven companies in the chemical industry and three in the metal and iron and steel industries. Each case study includes the following: a narrative summary; a chart indicating occupation, percent of working time devoted to environmental activities, and qualifications; and a table that summarizes the principal characteristics of the occupations and indicates the principal tasks, skills, and training requirements. The fourth chapter sets forth conclusions. It identifies "groups of activities" and lists the related tasks for each group. An analysis of occupations groups them into three types: managerial, technical, and operational. A table illustrates criteria for the description and classification of the occupations. Then, the occupations identified in the case studies are classified on the basis of these analyses. A list of the occupations indicates the degree to which each can be assigned to one of the three types. The survey instrument is appended. (YLB)

This document describes the development and implementation of an open learning course for shift operators who work in British process industries. The course was developed collaboratively during 1979-82 by B.P. Chemicals Ltd. and Grimsby College of Technology and Arts, using the Business and Technician Education Council certification program. Following an abstract in German and a short introduction, the two collaborating parties are described. Open learning is described as learning for which there is often no entry requirements; learners can choose what to study, where and when to study, and what instructional materials to use; specially prepared packages of instructional materials are often used; and learners will have regular contact with a tutor and/or counselor. The training needs of B.P. Chemicals Ltd. (including the requirements that the course involve no time off work, have no academic entry requirements, be provided at no cost to students, and lead to a nationally recognized qualification) are listed, as well as the Grimsby College response to those constraints. The course is described in terms of units for three levels (mathematics, physical science, chemistry, instrumentation systems, communications studies, unit operations, fluid and heat transfer, safety, communication studies, plant technology, unit operations, plant combustion and steam, and student projects), learning objectives, materials, course organization, student recruitment for the pilot year, and dropouts among the pilot group. The next section describes the activities since the pilot year, including changes made in the course on the basis of student feedback. The document concludes with short sections on the value of the training to the company, the titles of student projects, and the costs of open learning. (CML)

This document is the product of working groups of representatives from industry, business, associations, labor, and education who studied the types and levels of occupational competencies necessary for entry and sustained productive employment in the chemistry-based technology industry and in agribusiness. Representatives of both industries suggested these actions: (1) teach elementary school students to be competent in the basic skills of reading, writing, math, and science and encourage high school students to become proficient in oral and written communications, math, and science; (2) recruit young people into these occupational fields and increase public awareness of them; (3) enhance the image of vocational-technical education; (4) keep vocational-technical instructors current with the industry; (5) develop cooperative education programs; (6) write sequential curriculum for secondary and postsecondary education vocational programs; (7) develop models for competency-based education that includes academic as well as vocational skills; (8) provide exemplary vocational-technical education facilities; (9) employers and educators cooperatively develop a list of occupational competencies and design methods of certification; (10) develop affordable and accessible continuing education materials; (11) survey employers to gather information on job markets, human capital demands, and educational needs for the next 10 years; and (12) follow through on student placement and job performance. The document's section on agribusiness includes information on a definition and description of the field, educational requirements, employment opportunities, personal and job skills, equipment and materials, publications, and a summary of key issues to address. Information on similar topics are provided in the section on chemistry-based technology. The names and addresses of agribusiness and chemistry-based technology working group members and the National Council on Vocational Education are also provided. (CML)

Virtually every aspect of chemistry education was examined to determine changes needed to improve public understanding of science in general and chemistry in particular, and to improve the effectiveness of chemistry education. Among the findings reported are those indicating that: misunderstanding of science is widespread and public understanding of chemistry is poor; too few high school chemistry teachers are well grounded in the subject; laboratory exercises are slowly disappearing from general chemistry in high school and college; and that applications of both information technology and discoveries about learning are occurring haphazardly. Conclusions drawn from those and other findings take the form of 40 principal recommendations and numerous ancillary ones. Recommendations focus on the concern for the nationwide low level of public understanding of science and on problems and issues related to education at all levels, as well as to the following: science education in elementary schools, high schools, two-year colleges, colleges and universities; careers; continuing education; and role of the chemical industry. Recommendations include a minimum of three years of high school laboratory science for admission to college, a national effort to add science to the present basic triad of school subjects, and development of a model science program for each elementary school grade level. (JN)

To improve vocational educational programs in agriculture, occupational information on a common core of basic skills within the occupational area of the bulk fertilizer plant worker is presented in the revised task inventory survey. The purpose of the occupational survey was to identify a common core of basic skills which are performed and are essential for success in the occupation. Objectives were accomplished by constructing an initial task inventory to identify duty areas and task statements for the occupation. The initial task inventory was reviewed by consultants in the field, and 146 tasks were identified. A random sample of 75 bulk fertilizer plants based on the 1975 directory of the Ohio Grain, Feed, and Fertilizer Association was obtained. Data were collected utilizing employer and employee questionnaires. Thirty-three questionnaires were returned of which 24 were usable. A compilation of basic sample background information is presented on size of fertilizer plant, total work experience, employment at current job, and preparation as a bulk fertilizer plant worker. A compilation of duty areas of work performed and work essential for the occupation is given. Percentage performance by incumbent workers and the average level of importance of specific task statements are presented in tabular form. (Author/EC)

Chemical engineers play a key role in industries such as petroleum, food, artificial fibers, petrochemicals, plastics and many others. They are needed to tailor manufacturing technology to the requirements of products and to integrate product and process design. This report discusses how chemical engineers are continuing to address technological problems that are important to manufacturing interests in the United States. The research frontiers discussed in this report are grouped into four themes including: (1) starting new technologies; (2) maintaining leadership in established technologies; (3) protecting and improving the environment; and (4) developing systematic knowledge and generic tools. High priority areas considered include biotechnology and biomedicine; electronic, photonic, and recording materials and devices; polymers, ceramics, and composites; processing of energy and natural resources; environmental protection, process safety, and hazardous waste management; computer-assisted process and control engineering; and surfaces, interfaces, and microstructures. Appendices include detailed recommendations for funding, contributors, and the chemical processing industries. (CW)

An American Chemical Society (ACS) task force was charged to examine the state of chemistry education in the United States and to make recommendations in light of its findings. This document presents the task force's report and 39 major (and also secondary) recommendations. These recommendations, with accompanying discussions, focus on: (1) national concerns; (2) all levels of education; (3) elementary school science; (4) high school chemistry and science; (5) two-year college chemistry and chemical technology; (6) university and college chemistry and science; (7) careers in chemistry; and (8) industry and education. Comments on financial aspects and lists of recommendations arranged by target audience and principal agents (United States government; state agencies, curriculum bodies, and educational institutions; scientific societies, the chemical industry, and the ACS) are included. Among the highest priority recommendations are expanding the National Science Foundation and other federal programs to upgrade the quality of science instruction through direct service to teachers (addressed to the U.S. government), raising certification standards for elementary and secondary school science and mathematics teachers (addressed to state agencies and curriculum bodies), and expanding efforts to provide information on chemistry and chemical affairs to congressional and administrative decision-makers (addressed to the ACS). (JN)

Drawing from articles appearing in several national publications about the dioxin contamination found in Midland, Michigan, in l983, a case study examined how the publications handled the phenomenon of expert disagreement concerning the nature of dioxin. Specifically, it examined how the publications handled expert disagreement about (1) the way dioxin gets into the environment, (2) whether it causes cancer in humans, (3) whether it causes birth defects or miscarriages in humans, (4) the significance for human health of studies showing dioxin has severe and acute health effects in animals, and (5) the implications of regulation of the substance. The study discovered that some of the publications obscured the existence of disagreements among scientists or made no attempt to account for it, while others attempted to explain it by suggesting that one side or another was irrational or psychologically disturbed, that the science used by one side was incompetent, or that the science used was corrupted by politics, economic pressures, or a commitment to corporate power. The study concludes that journalists can benefit from the review of studies in disciplines other than journalism showing that expert disagreement is a normal aspect of science that can be accounted for in a number of ways. (FL)

Practical information on how to implement a chemical-related safety program is outlined in this publication. Highlights of the federal Occupational Safety and Health Administrations (OSHA) Hazard Communication Standard are presented and explained. These include: (1) hazard communication requirements (consisting of warning labels, material safety data sheets (MSDS), and training programs); (2) hazard determination (clarifying evaluative procedures); (3) written communication program (specifying program requirements); (4) labels and other forms of warning (explaining the purposes and procedures of labeling); (5) material safety data sheets (listing the minimal requirements for all MSDS); (6) employee information and training (describing the basis of an employee training program); (7) trade secrets (delineating rights and limitations involving the chemical's identity); and (8) state and local governments' roles (reviewing the status of hazard communication laws). A glossary of terms related to the hazard communication standard is also provided. (ML)

This report analyzes recent trends in company-funded basic research support and incorporates findings from a special mail survey and personal interviews with research and development (R&D) officials of 54 firms. The report also provides insight into industry/university cooperative basic research efforts. Following an introduction, the report is organized into four sections. The first section presents highlights of major findings. The second section discusses trends in industrial basic research, focusing on trends by individual industry, factors responsible for increasing expenditures during 1975-81, basic research spending in 1982, factors responsible for declining expenditures during 1982, and impact of a decline in federal funding. Industrial funding of basic research at universities and colleges is discussed in the third section. A historical perspective (focusing on trends in industrial expenditures for basic research, and basic research expenditures by industry and by field of science and engineering) and four statistical tables are included in the appendices provided in the fourth section. Among the findings reported are those indicating increased company support of basic research performed at universities/colleges due to an apparent shift of academic research goals to areas of greater interest to industry and developments in biotechnology research requiring skills not available in industrial laboratories. (JN)

During the 1976-86 decade, the annual employment growth rate of chemists in the United States was 4%, well below average as compared with the growth rate for all science fields (8%). This document provides current and historical information on various trends in the field of chemistry. The book is divided into three major sections, dealing respectively with personnel, the education pipeline, and funding. The first section provides data on: (1) employment levels and trends; (2) salaries; (3) sectors of employment; (4) jobs in private industry; (5) primary work activities; (6) demographic characteristics; (7) labor market indicators; and (8) doctoral chemists. The section on the education pipeline contains statistics and information on earned degrees, graduate enrollment, and characteristics of recent degree recipients. The section dealing with funding includes recent data on funding for chemistry research by the Federal Government, by industry, and by universities and colleges. The appendices contain numerous technical notes and supportive statistical tables. (TW)