This report on vocationan education and training programmes in the Netherlands examines how to engage employers and unions, how workbased training can be used, and how teachers and trainers can be effectively prepared.

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes?

This report on Israel examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how theyshould be linked to academic and university programmes and how employers and unions can be engaged.

Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured?...

This report reviews vocational education and training systems in Costa Rica.

This report synthesises the findings of the series of country reports done on skills beyond school.

This book examines vocational education and training in Denmark, looking at what kinds of training is needed, how it should be funded, how they should be linked to university programmes and how employers and unions can be engaged.

This report on Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how theyshould be linked to academic and university programmes and how employers and unions can be engaged.

This report examines vocational education and training programmes in Austria, covering how they are changing, how they are funded, how they are linked to academic and university programmes and how employers and unions are engaged.

Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should ...