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January 1994 saw the start of a pilot second year VT scheme in the West Midlands combining house officer/GDP associateship experience as an integral part of general postgraduate training in dentistry. The scheme is funded by a grant from the W.M. Board of Postgraduate Medical and Dental Education. The availability of such a course in each region would be beneficial for those dentists who wish to experience hospital practice following their mandatory vocational training. © 1994 Nature Publishing Group. All rights reserved.

The popularity of the Residents' Competition at the annual meeting of the Canadian Anaesthetists' Society inspired this 25 yr review of the competitors and their presentations. Data were collected from a questionnaire survey of all participants and all current Anaesthesia programme directors, review of the Canadian Anaesthetists' Society records, and a Medline database search. Over the 25 yr review period, 226 presentations have been given by 211 different participants, with the annual number of participants ranging from 6 to 13. The majority of participants have been male (85.3% vs 14.2% female, P < 0.001), and the majority of presentations have been clinical in nature (74% vs 26% laboratory, P < 0.01). Over half of all the presentations (53.1%) subsequently were published as scientific papers, and 71.7% of all participants practised anaesthesia in an academic environment at some point in their career. The Residents' Competition appears to have been successful in encouraging scientific excellence in physicians' training in anaesthesia in Canada. © 1994 Canadian Anesthesiologists.

Major concerns have been raised about the training reforms currently being implemented by the Australian government. This article draws on a survey of users of the national training system in Australia to outline the problems that have emerged and to recommend changes to existing implementation arrangements. In general terms, the ‘top‐down’, centrally driven bureaucratic processes are generating strong dissatisfaction among employers, the major clients of the training system. For the training reforms to work effectively in the workplace, business needs to have a much greater capacity to influence how resources are allocated as well as a greater say in how the overall frame work should work. 1994 Australian Human Resources Institute (AHRI)

This article reports on a detailed comparison of productivity, machinery and skills in matched samples of food manufacturing (biscuit) plants in Britain, Germany, the Netherlands and France. In comparing labour productivity levels, explicit account was taken of inter-country differences in the mix of product-qualities as well as differences in physical quantities produced per person-hour. Real ('quality-adjusted') productivity levels were highest in the German sample, an estimated 15 per cent on average above those in the Netherlands and France and about 40 per cent higher than in Britain. International differences in quality—as measured by value added per ton—were found to be at least as important as differences in crude tonnage produced per person-hour. The pattern o f productivity advantage could not be attributed to inter-country variation in the age and sophistication of capital equipment. However, there were important differences in workforce skill levels which could be linked to both relative productivity performance and the predominant choice of product strategy in each country. For example, in the German industry the mix of initial and continuing training received by employees supports a successful strategy of rapid growth in small- and naedium-batch production of elaborate, high value added biscuits which would be hard for the other three countries' indus tries—and particularly Britain—to emulate. In Britain the greatest success is achieved by large highly-autonzated plants engaged in the bulk production of relatively uncomplicated varieties of biscuit. Given the present structure of work force skills in Britain, it is understandable that—as in many other branches of manufacturing—British biscuit producers tend to specialise in relatively low value added goods. However, the study suggests that some of the potential economies of large-scale production are lost due to excessive rates of emergency downtime and the limitations of narrowly-trained employees. © 1994, Sage Publications. All rights reserved.

The ability to manage change has become an essential skill for all managers, particularly those employed within the Health and Social Services. It is recognized that managers may have received an introduction to management concepts and skills within their professional education but require more specific management development. The government approach to adult education with an increased emphasis on vocational training as opposed to professional education (Hyland 1991) has had an important impact upon the theory and practice of nurse management. Nurses are now required to demonstrate, not only the appropriate knowledge and theory of management, but also the competencies necessary to fulfil their role. This is becoming an important dimension of management development programmes. This paper discusses aspects of competency based learning and considers how these concepts are applied to a higher education nurse management programme on ‘Managing Change’. The difficulties experienced in applying vocational standards to professional education within the culture of a higher education will be explored, difficulties identified and some alternatives offered. Copyright © 1994, Wiley Blackwell. All rights reserved

Special training programs for adolescents handicapped by asthma or allergic diseases are offered in the asthma center 'Asthmazentrum Buchenhohe'. The courses take one month for trying out one occupation, three months for five occupations and one year for those who are not yet mature for apprenticeship. Five workshops are established: metal, electronics, textile, administration, and printing. In addition to vocational guidance and testing of different occupations, medical and psychological diagnostics are performed. Medical service is provided 24 hours, and a hospital with emergency unit is within the area. Though 34,3% of the participants finished school without any qualified graduation after their compulsory school attendance, 70,2% were able to start apprenticeship after the course. In 4,4% we recommended to continue school in order to reach a higher graduation. 119 out of 225 answered a questionnaire evaluating the program and reporting their further occupational progress.

The incorporation of a module of public health teaching into a general practice vocational training programme is described. This programme is itself innovative in that in addition to the 2 years of hospital-based training, it provides 2 years of community-based training. While the curriculum of the public health module is evolving with time, the objectives have remained the same, and are being met. The module has been appraised by external observers, and has been evaluated by participating trainees. The public health module is now an established feature of the Sligo general practice training programme. © 1994 Oxford University Press.

This article proposes an approach to vocational skill development which emphasises the authenticity of learning experiences. Authenticity is defined in terms of a socio‐cultural construction of vocational knowledge. Using empirical data, current research and theorising, it is argued that learning arrangements situated in the workplace present a viable option for the development of vocational skills. Particular significance is afforded to the socio‐cultural contribution to problem‐solving and the transfer of learning. These key qualities of thinking processes are used to Illustrate the pervasive nature of a socio‐cultural construction of understanding within vocational practice. Theoretical bases within cognitive psychology, sociology and cultural psychology are drawn upon to present a concept of learning which includes the authenticity of activity and the guidance of expert others within a culture of vocational practice. The article attempts to make explicit the application of this emerging view of thinking and acting to vocational activities and the development of vocational skills. © 1994 Taylor and Francis Group, LLC.

Vocational training programs in Nigeria offer hope for providing women with skills to earn income as self-employed workers. The National Open Apprenticeship Scheme provides training for 100,000 boys and girls annually. Women's Vocational Training Centers are being developed in 589 local areas. The Nigerian government and a number of community banks are providing start-up funds for the self-employed. Traditional craft and art forms are being revived in the process. Cooperatives are being established for selling products. Girls find it easy to get married once they are trained. Women are valued for their ability to add to income and in turn are placed in a position to bargain for power in the relationship. It is unknown yet how these schemes will affect fertility. The example is given of Grace Mfon who left a village 500 miles from Lagos in the impoverished, oil-producing state of Akwa Ibom. She is apprenticed with 3 others in a 1-room "Fashion House" to learn tailoring. The 2-year apprenticeship program cost her $38/year, which she saved from her $20/month job. She plans to save for her own shop and get married and have children. She joined the apprenticeship program because of the poor job prospects and the dead end life of farming for her husband. There is both a great need and interest in providing vocational training. The government has been involved in an economic restructuring under the guidance of the International Monetary Fund, and must find work for the hugh number of unemployed workers, many of whom are school dropouts.