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In February 1972 the British government produced a plan for discussion — ‘Training for the Future’ — and this is likely to be followed by legislation during the current parliamentary session. It is part of the government's reshaping of all its manpower services which has already led to the inauguration in 1972 of a new style employment service and which is also intended to embrace the administration of unemployment benefit, employment services for the disabled and the redundancy payment scheme.

The Code of Practice spells out in detail many of the factors which help to create a healthy climate within a company and underlines the importance of incorporating these factors into positive personnel policies. It indicates a number of areas where training can make an effective contribution in this direction. Training has traditionally been concerned with the competence of the individual employee but the commitment of individual employees to the company's success is equally important. An understanding of how people work in groups and how jobs relate to one another is needed if this commitment to the company's objectives is to be promoted. There have been a number of substantial changes in attitudes in the foundry industry in recent years, some of which were brought about by technical developments within the industry, others by social changes. Some — for example the Industrial Relations Act — have consequences for every company. In the light of these changes companies are faced with a problem. Should they continue with their existing practices which range from informal to formal written personnel policies, relying when necessary on external legal advice; or alternatively, should they update their present policies or adopt new ones using the Code of Practice as a starting point? This paper concludes with the results of a survey carried out by, the FITC into the extent to which the larger FITC establishments pursue policies and practices as suggested in the Code of Practice.

Describes the work and results of a project to accelerate the pace of change in vocational education and training, involving college staff, employers and students. First reviews the approach and then gives illustrative examples of practice.

It looks as if the agencies set up to make job training more consistent will be too late to stop another skilled labour shortage

Before introducing the articles in this special issue, and taking the First World Conference on Operations Management as an example, the author proposes a new‐conference product, an innovation in service design and implementation. He describes nine key factors which need to be taken into account in order to achieve outstanding success in this kind of service.

Describes the work and results of a project to accelerate the pace of change in vocational education and training, involving college staff, employers and students. First reviews the approach and then gives illustrative examples of practice.

At a time when a great deal of attention is being given to the operation of equal opportunity and equal pay, it is proper for those engaged in further education to consider the extent to which the education system itself is reinforcing or helping to overcome disadvantages which women have traditionally encountered in their careers. The plight of the qualified teachers who cannot obtain employment is only one side of a coin, of which the reverse is the almost total absence of women on further education courses designed to equip them to be applied scientists, engineers, and technologists. The traditional avenues of tertiary education chosen by girls have been designed to equip them for careers in education and the health services.

Through a survey of 200 employees working in five of the thirty establishments analysed in previous research about the microeconomic effects of reducing the working time (Cahier 25), the consequences on employees of such a reduction can be assessed; and relevant attitudes and aspirations better known.

1976 will be remembered as the year when the needs of the 16 – 19 age group were recognised as demanding priority in future policy decisions; but apart from the Government's recognition in its statement on Unified Vocational Preparation1 of the need to develop a working relationship between the Department of Education & Science and the Department of Employment, the approach adopted has been predominantly partisan and the outcome fragmentary. There is now a need to “create the badly needed framework within which the needs of the 16 – 19 age group can be considered as a whole” (Times Educational Supplement, 31 Dec. 1976).

Leading representatives of the British food industry were told in London recently that links between the academic world and industry must be strengthened to meet training needs for the young in the 1980s. The Director of the Food Drink & Tobacco Industry Training Board, speaking at a symposium — the first of two to examine education and training for the food industry in the eighties — said: