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.

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)

Since the states of the Federal Republic of Germany enjoy autonomy regarding all educational matters, coordination is ensured by various commissions and ministries. Compulsory full-time education from ages 6 to 15 is followed by compulsory part-time release until age 18. Education is divided into primary, lower secondary, upper secondary, and higher. The basic system of vocational education and training is the Dual System, under which a young person on a training contract or apprenticeship receives vocational training in the firm while attending a vocational school. The upper secondary system is divided into vocational schools and general education and "mixed-type" schools. Adult Education Institutes provide a wide variety of leisure, cultural, and vocational studies. (Brief overviews are offered on teachers, examinations, and curriculum coordination.) The country has responded with five sets of measures to solve the problems of the transition from school to working life: the curriculum component, learning about the world of work, vocational guidance, the vocational orientation year, a basic vocational training year, and apprenticeships. Problems of the 1980s include graduate unemployment and need for labor force flexibility. Appendixes include a typical plan of the states' educational systems, a glossary, and background information on the country. (YLB)

Recoge: 1. Structural features of the federal republic of germany -- 2. The history of vocational training -- 3. The dual system of vocational training -- 4. The vocational schools -- 5. Problem groups of vocational training -- 6. Adult vocational training -- 7. Special forms of vocational training -- 8. Vocational preparation and integration measures financed by the labour authorities -- 9. Vocational training research and financing of vocational training -- 10. Problems and trends.

This collection of papers, consisting of six reports, is the result of a research project during which vocational educators from the United Kingdom traveled to the Federal Republic of Germany to examine the ways in which secondary school students in that country learn about the world of work. Included in the volume are the following reports: "The Secondary School System of the Federal Republic," by Russ Russell; "Arbeitslehre in the Federal Republic of Germany," by J. Woppel; "Concept and Experimental Models for the Teaching of Arbeitslehre in the Rheinland-Pfalz," by Paul Pardall; "Multi-Subject Teaching Unit: Vocational Orientation," by Staatliches Schulamt, Stuttgart; "Arbeitslehre in Baden-Wurttemberg and Berlin," by John Perry; and "The New School Subject," by Stephen Castles and Wiebke Wustenberg. A glossary concludes the volume. (MN)