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This document contains the text of a 1987 Recommendation of the Commission of the European Communities on vocational training for women. Article 1 recommends that Member States adopt a policy to encourage participation of women in training schemes, especially those relevant to occupations of the future and in areas where women are under-represented. Article 2 recommends that Member States: 1) integrate training for women within a broad framework of cooperation between all parties involved; 2) staff such services with personnel trained to deal with the specific problems faced by women; 3) promote outreach activities on the part of such services; 4) provide more decentralized and widely distributed educational and training facilities; 5) promote images of women engaged in nontraditional activities; 6) encourage female participation in higher education, especially in technological areas; 7) encourage female participation in nontraditional apprenticeships; 8) encourage female entrepreneurs by offering appropriate training; 9) develop measures to promote participation of women in continuous training activities; 10) provide underprivileged women and women returning to work with specific courses designed to meet their needs; 11) provide flexible child care arrangements and financial incentives for women to participate in training activities; 12) recognize skills acquired in running a household and looking after a family; and 13) monitor the progress of women taking part in training schemes. Member States are to inform the Commission of their activities in these areas within three years to enable the Commission to create a report on such measures.

This paper examines technological curricula in terms of their potential to be realized in occupational roles. The more the curriculum is oriented towards roles (as opposed to skills or pure knowledge), the greater the probability that it will be articulated in the labour market and the greater its efficacy and legitimacy. The concept of role has been analytically divided into six components: value commitment, normative, communicative, interactive, role intelligence and proficiency components. Theoretically, the more components are present in a given curriculum, the higher the probability that a given occupational role will be effectively articulated. However, their presence is a necessary but insufficient condition for effective role performance; their integration is of equal, if not greater importance, and the latter is meaningful only when the social context of the articulation is taken into account. It was found that the role components do not appear in a balanced manner in technological curricula investigated in Israel, and some hardly receive any attention. Those that are present are weakly linked to actual economic contexts. Thus, it appears that students in technological education, are socialized to minimal role articulation; ie, they are more likely to implement decontextualized tasks than to assume integral occupational roles. Copyright © 1987, Wiley Blackwell. All rights reserved

A profile of implementation strategies for funding postgraduate training programs using local or state resources is described. The need for those implementation strategies as well as basic principles for successful implementation is documented. Two programs are briefly described-a University Affiliated Program (UAP) in western New York and a UAP in Missouri-as the basis for generating implementation strategies. Finally a discussion is provided reviewing the strengths and weaknesses of these strategies. © 1987.

Summary. In an academic medical centre between 1980 and 1985, the attitudes, preferences and career goals of house officers in a primary medical care residency training programme were assessed at entry and at the end of each house officer year. Primary care trainees who went on to practise in a general medicine setting were compared to primary care trainees who subsequently received subspecialty training and also to traditional internal medicine trainees. House officers in the primary care programme generally maintained attitudes and preferences central to the practice of primary care, and scored significantly higher than traditional track house officers on attitudes and preferences compatible with the practice of medicine in a primary care setting. However, primary care house officers who later went into subspecialty training received scores similar to those of traditional track house officers on practice preferences relating to specialty care. There were no significant differences between primary care and traditional track house officers on standard measures of knowledge and clinical skill. 1987 Blackwell Publishing

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The emphasis placed in Germany on vocational training and education was explored in previous studies by the Institute. These drew attention to: the greater numbers with vocational qualifications there than in Britain; the generally broader scope of German training, leading to greater adaptability in the face of technological progress; more extensive preparation at school for subsequent training; and the consequences for productivity (see National Institute Economic Review, August 1983 and February and May 1985). This article presents the first of a series of similar comparisons for France and Britain, with particular attention to French full-time vocational secondary schools for 14-17 year olds. © 1986, Sage Publications. All rights reserved.

The first part of the article (published in the December 1985 issue) reviewed the literaturè on graphic literacy particularly in relation to vocational education. In this second part of the article, a study conducted by Sofo (1984) on graphic literacy in the workplace is described. Although the area of graphic literacy remains relatively unexplored, Sofo's study demonstrated that adolescents with the poorest reading comprehension abilities benefited more from illustrations, tables, charts, figures and graphs than did the able readers. A major recommendation of the study is for further research to be conducted which would clarify how graphics materials assist comprehension and how they could be most beneficially utilized within vocational training courses. © 1986 The Vocational Aspect of education Ltd.

Of the several roads that lead to practice in the specialty of physical medcine and rehabilitation (PM&R), the most common is from a US medical school to a PM&R residency to specialty practice. To reduce the predicted shortage of PM&R physicians, more medical students must be attracted to the specialty. Past studies have failed to show success of various mechanisms, designed to expose students to the field, to attract to the residency programs. The current study was designed to further explore the medical school factors contributing to choice of the PM&R residency. The number of PM&R residents produced by each of the US medical schools was related to various characteristics of these schools: size, presence of a PM&R department, presence of a PM&R residency program. Only school size was found to explain the sizable observed variation in number of residents. Additional research incorporating quality and quantity of curricular exposure to PM&R is suggested. © 1986.

Fieldwork constitutes approximately thirty‐five per cent of occupational therapy undergraduate programme of study. It is of concern to occupational therapy educators that the fieldwork portion of the curriculum be planned and implemented to provide educationally sound learning experiences. Whatever the level of training and experience of fieldwork supervisors, implementation of a fieldwork training programme which will provide the necessary levels of learning, is dependent on the supervisor's understanding and use of methods of supervision. These include a knowledge of learning theories, skill in directing, supervising and guiding students in the performance of desired action. This paper will focus on effective and ineffective supervisors and how an understanding of student learning styles can increase the supervisor's ability to provide quality learning experience. 1986 Occupational Therapy Australia Limited