This report presents results of a visit of vocational education practitioners from the United Kingdom to the Federal Republic of Germany (FRG) to study the spread of career development education. An introduction describes vocational education and training in the FRG and the activities of the three groups of specialists in the visiting party who studied the curriculum, teaching methods, numbers, and career opportunities in their fields as well as general issues. The reports of the three groups, representing respectively, the mechanical engineering hotel and catering, and business administration fields, are given in the next three sections. The engineering group report looks at general career development opportunities as well as the further qualifications that may be obtained. The business and administration group report focuses on the way in which further education is built upon the foundations of the "dual system" and the role of employers in the design of further education; entry requirements, the curriculum, students, and teachers in the Fachschule; and in-firm training. The hotel and catering group report describes the curriculum in the Fachschule and outside influences. A section of general observations drawn from the groups' reports and general experience is followed by three sections that contain the specific conclusions and recommendations of each group. Appendixes include a description of the dual system, curricula, and a glossary. (YLB)

This study examines the transformation of the structural characteristics and ideological assumptions of university study in these three countries between the mid-1950s and the early 1990s.

Materials are presented from a seminar that brought together practicing German and British educationalists to compare the differing curriculum decisions and implementation processes in England and Wales with those in the Federal Republic of Germany. A foreword provides the objectives, methods, and funding bodies. Section 2 is a comparative introduction to the text that makes recommendations for further study. Detailed comments on the formal structure of technical and vocational education in the Federal Republic of Germany are offered. Specific topics are the upper secondary vocational school system, vocational training at upper secondary level outside schools, and curriculum processes. Section 4 is a glossary of terms used in the three specialists reports. The next three sections contain the reports of the technician education, business education, and vocational education groups. Each report describes the structure of the educational system in the two countries as determined from visits and the curriculum and/or curriculum development. Section 8 presents the conclusions and suggestions for further study from each of the three groups. The final section includes the seminar timetable with a list of institutions studied during the seminar and a list of membership in the seminar. (YLB)

Recoge: 1. General political context - 2. Current political developments - 3. Institutional framework - 4. Initial vocational training - 5. Continuing vocational education and training - 6. Training of VET teachers and trainers - 7. Skills and competence development - 8. Validation of learning - 9. Guidance and counselling - 10. Financing vocational training - 11. European and international dimension.