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Principles and plan of proposed law.--Wisconsin's experience.--This movement is democratic.--Comparison of Commercial club's bill with that of the state teacher's association.--Draft of bill. ; Mode of access: Internet.

Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa. (DIPF/Orig.)

Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a com mon critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is pro posed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.

This paper provides new evidence on how the presence of immigrant peers in the classroom affects native student achievement. The analysis is based on longitudinal administrative data on two cohorts of vocational training students in Italy's largest region. Vocational training institutions provide the ideal setting for studying these effects because they attract not only disproportionately high shares of immigrants but also the lowest ability native students. We adopt a value added model, and exploit within-school variation both within and across cohorts for identification. Our results show small negative average effects on maths test scores that are larger for low ability native students, strongly non-linear and only observable in classes with a high (top 20%) immigrant concentration. These outcomes are driven by classes with a high average linguistic distance between immigrants and natives, with no apparent additional role played by ethnic diversity.

Teaching is indeed a complex provision, which requires teachers being competent in many respects. They should be very knowledgeable in subjects they teach; they should also acquire skills in transferring their subject matters; they need to be skillful in classroom management, and are capable of designing and developing teaching materials. For that reasons, teachers should always engage in professional development to guarantee their best performance. Understanding teachers' ways of classroom practices is the first step for teachers' professional development. Therefore, it is timely to conduct a classroom research to explore teachers' performance, and thus this research explored teachers' classroom practices in six vocational schools in Aceh. The data was collected mainly through observation of the instructional process in the classroom and in the workshop. The research found several effective attributes of teachers, such as creative, interactive, democratic, intelligent, smart, and well-prepared teachers. The study also identified 'negative' teachers' attributes, such as authoritative, dominated, and withdrawn teachers.

Some results of the author investigation are exposed that, with employment of the methods of structured observation supported in photos; interviews in depth and content analysis, it allowed to put in line with government policy her Proposal of preservative actions for the integral rehabilitation of the technical school: "Máximo Gómez", of the City of Camagüey. The lack of maintenance along almost 40 years deteriorated the school, which, however, still presents the architectural values that make it exceptional. Although some remodeling works has been done, it is necessary an integral work for its preservation. ; Se exponen resultados de la investigación que, con empleo de los métodos de observación estructurada apoyada en levantamiento fotográfico, entrevistas en profundidad y análisis de contenido, permitió a la autora inscribir una: Propuesta de acciones conservativas para la rehabilitación integral de la vocacional Máximo Gómez de la Ciudad de Camagüey. La escuela se encuentra deteriorada por falta de mantenimiento a lo largo de casi 40 años, sin embargo aún presenta los valores arquitectónicos que la hacen excepcional, y aunque se han realizado trabajos de remodelación, es necesario un trabajo integral que marque acciones para su conservación.

Apprenticeship and the process of entry into a professional farming career are very impressing times. They shape the professional self‐confidence of farmers, and also influence their futures. Even if women farm apprentices succeed in technical and economic subjects at the vocational school, they still have to face many social problems. This paper argues that, according to the experiences of the women farm apprentices, the institutions limit rather than support their empowerment and integration. Vocational schools' representatives are not prepared seriously to discuss current social developments in agriculture. Biographical interviews and a group discussion with women farmers from all over Western Germany who completed an apprenticeship illustrate this argument. It is clear that if vocational schools want to attract young people in the future, gender relationships in the farming world must become a central topic for discussion.