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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)

Trends in combining learning and production were examined through case studies of school enterprises in 11 countries: China, India, Indonesia, Papua New Guinea, Germany, Botswana, Kenya, Ghana, Algeria, Cuba, and Costa Rica. The study focused on the following: types and structures of school enterprises; organization of learning; competency profiles, learning outcomes, and learning goals; curricular processes; teaching staff; the regulatory framework of school enterprises; external relations; school enterprises' impact; financial options for school enterprises; and mixes of private and public roles. Even within single countries, school enterprises were assuming diverse forms that tended to fall into three categories: programs emphasizing economic goals; programs emphasizing educational goals; and programs attempting to reach a balance between economic and educational considerations. Many secondary-level school-based programs were incorporating elements from several of the following modes of organizing learning and training: traditional apprenticeships, on-the-job training, and dual vocational training (combining practical training in workshops of private enterprises with training in traditional training centers). The following were among the factors identified as enhancing school enterprises: support from policymakers; institutional-level policies that balance economic, educational, and social goals; diversified financing; incentives; networks; support infrastructure; monitoring system; and high standards of training. (Contains 61 references.) (MN)

This document contains a synthesis paper and four case studies of cooperation with the world of work in vocational and technical education (VTE) in Hungary, Romania, Russia, and Sweden. "Synthesis" (R. Barry Hobart) considers the common social and economic variables affecting VTE in the four study countries. The three case studies focusing on cooperation at the policy level are as follows: "The Policy Level: Hungary" (Andras Benedek); "The Policy Level: Romania" (Cesar Birzea, Mihaela Jigau, Florentina Anghel); and "The Policy Level: Sweden" (Nils Friberg, Marianne Lindberg). Among the topics discussed in those papers are the following: socioeconomic transitions during the past decade; new actors and priorities; changes in legislation; labor market training and continuing vocational education; and cooperation between enterprises and professional training institutions. The fourth case study, "The Institution Level: The Russian Federation" (Institute for Development of Vocational Education of the Russian Federation), examines the following: primary factors capable of affecting cooperation among professional training and education establishments and enterprises; instruments of cooperation; barriers hampering cooperation; cooperation in training the unemployed and jobless population; and inductive measures for promoting cooperation between educational institutions and enterprises at the level of training. (MN)

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)

A pilot center was established in Yaroslavl, Russia, to train business clerks using German curricula and training that could be applied to Russian conditions. Choice of Germany as a model was due to increasingly developing cooperation with that country in the field of vocational education. The Russians analyzed German curricula and worked out the project for a new profession--industrial businessperson. Three principal directions of commercial activity were chosen: retailer, wholesaler, and industrial businessperson. The curriculum, which had in-class and vocational (industrial) components, was structured as follows: general educational, vocational education, in-class and practical training, and consultations and exams. Curriculum content included these topics: organization of bookkeeping, crediting, and taxation; basics of management; basics of marketing; commercial law; modern office equipment and business planning; foreign language for business; and culture of business activity. Content for industrial business clerks would also include basics of industrial production, science of commodities, and special courses: specialization by type of industry. In comparison with the German curriculum, the Russian one increased teaching time and redesigned syllabi in subjects due to principal differences in the economic mechanisms of Russia and Germany. (Appendixes include occupational information, comparative analysis of Russian to German curricula, and the syllabi). (YLB)

The deep economic and social problems associated with the Russian Federation's move to a market economy have extended to Vocational Education (VE). Nearly 50% of 1994's VE graduates could not get a job, and Russia's new constitution has thrown vocational schools into the market without any state support, thereby forcing many schools to become overly commercialized. In an attempt to remedy the situation, a new state standard has been adopted to serve as a model for VE that is based on the European system of five stages of VE. It is designed to prepare students for professions requiring three different levels of qualification. The new model views VE as an element of a system of interaction between the state, employers, and trade unions and gives vocational schools and regional educational authorities more independence. Unfortunately, the funds allocated to implement the new model are sufficient only to design the standards. The immediate challenge is to identify the priorities of VE in order to develop and implement needed reforms gradually enough to avoid drastic social consequences. (Contains 12 references. Appended are tables/facts about the following: development of VE in 1985-1994; VE students, graduates, and personnel; provisions of the state standard.) (MN)