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Data from a study of small firms are used to examine the extent to which Training and Enterprise Councils (TECs) have been successful in appealing to the needs of small firms. It explores the principles underlying the formation of TECs and suggests that insufficient attention was given to the role of such firms at this stage. The results of the study suggest that in small firms the level of awareness of TECs and use of their services remains low. It is argued that due account needs to be taken by TECs of the particular concerns of small business owners and that TEC staff should develop personal contact with their customers. It is considered whether this might be achieved through the Business Links initiative.

This paper presents findings from a major research study investigating management training and development (MTD) activity within small and medium‐sized enterprises (SMEs) in the East Midlands. Despite the fact that the academic evidence linking training and development with business performance remains inconclusive, the previous UK Government clearly signalled the importance of improving skills levels to promote business success. The Training and Enterprise Councils (TECs) are charged with a key role in stimulating MTD activity within SMEs, a sector where MTD has traditionally been given a low priority. The system of government‐backed support for SMEs is currently under review, and the continued existence of the TECs in their present form largely depends upon their ability to provide proactive, tailored solutions to local business needs. It is, therefore, an extremely opportune time to review the TECs’ performance. Based on detailed analysis of the activities of six TECs in the East Midlands, the paper examines how they define MTD, establish the MTD needs of SMEs within their respective catchment areas, and formulate appropriate strategies to meet those needs. The reasons why generic MTD products are not generally taken up by SMEs are explored; supply‐side obstacles hinder the promotion of generic products by the TECs and demand is constrained as owner‐managers are reluctant to adopt such initiatives, although the boundaries between these two sets of factors are blurred. After reviewing the ways in which the TECs evaluate their activities, the paper concludes by offering some recommendations as to how the TECs could increase the take‐up of MTD by SMEs and improve the targeting of SMEs for assistance.

Describes models for empirical enquiry. Since the publication of the CEDEFOP guides to competence in the design of enterprise training programmes the need to train a cadre of professional enterprise trainers for small business has become widely accepted throughout Europe. There is a consensus of opinion which favours a competence‐based and process‐related approach. Discusses a framework for research and describes models of the “process” of enterprise training, based on practical experience, as a basis for functional analysis to determine relevant enterprise trainer competences. Concludes that the CEDEFOP guides provide a starting point, but there is considerable scope for research into enterprise training processes, trainer competences and outcomes in different small business contexts.

The Training and Enterprise Councils (TECs) initiative is the most recent in a series of attempts to improve training and stimulate a change in attitudes. There is an emphasis on local people meeting local needs. The details and operation of the scheme are described and assessment made of TECs′ successes to date.

Posits that every enterprise must institutionalize its workplace learning systems and opportunities in such a way that it radiates what it has already achieved and from this moves on to realize its full potential – in short, the enterprise itself is the key. Examines in successive chapters: the individual manager and questioning insights (Q); the major systems which the enterprise uses to capture and structure its learning; a SWOT analysis of the enterprise′s total learning; action learning, its contribution to the achievement of enterprise growth, and the role of programmed knowledge (P); the Enterprise School of Management (ESM) as a phoenix of enlightenment and effectiveness rising from the ashes of traditional, less effective management training initiatives; and, finally, the practical realization of the action learning dream, as evidenced by emerging examples of successful and profitable implementation worldwide. Concludes with a selection of pertinent abstracts.

Presents a case study and a model for course design in enterprise education and training. The model features three main stages (context or environment appraisal, commitment to purpose, producing a blueprint) each of which is an umbrella for other considerations plus a fourth (programme development themes) which proved to be irresistible to the course designers. Presents the model as a rationalization of a course committee process. The outcome was a course design which is modular and flexible, designed to accommodate multiple perspectives, open to changing client needs, anticipating development themes, and which met with immediate acceptance.

The work of local enterprise agencies in the UK and the important role which an effective training programme can make to their continued development is assessed. Important changes have occurred since their initial formation and future changes can be anticipated. Training is therefore required to ensure that agencies remain capable of providing a professional support service. A study covering all agencies in North‐west England of the training needs identified by agency directors is analysed. It stems from an 18‐month project funded by the Training Agency as a Local Development Project with participation from businesses in the community and the agencies themselves. The difficulties involved in defining training needs are considered, in particular the problem of accurately relating training to agency performance and the problems of delivery in the light of the structure and nature of the agencies.

This special “Anbar Abstracts” issue of the European Business Review is split into six sections covering abstracts under the following headings: Top management issues; Marketing and distribution; Personnel and training; Information management and technology; Operations and production management; Accounting and finance.

This monograph is on developments and trends in vocational education and training in Europe. An overview is given of what is being planned in Western Europe. This is illustrated by a detailed description of the educational systems of a selection of EC and non‐EC countries (Austria, Denmark, France, Germany, Holland, Sweden and Switzerland), followed by discussion of the current provision for vocational education and training within those systems and also in commerce and industry. Also provided are additional information on the work of CEDEFOP and of the European Commission, further reading, useful addresses and a glossary of some European language vocational education terms.

Considers the implications for the training of people with disabilities of the shift towards a new system for the delivery of publicly funded training schemes, based upon Training and Enterprise Councils (TECs). People with disabilities face a number of barriers to labour market participation, which may be partly overcome through the provision of appropriate training. The TEC initiative, in principle, creates a framework within which such schemes can be tailored to meet local needs. However, the way that the TECs have been set up and funded in practice has a number of features which might militate against such developments: TEC strategies are dominated by employer interests, with relatively little involvement by voluntary organizations or representatives of people with disabilities; the output‐related funding system implies an incentive to downgrade provision for those who have a lower probability of obtaining jobs or qualifications as a result of training – the evidence suggests that people with disabilities generally fall into this group; the mechanisms by which the obligations of TECs towards people with disabilities are monitored are relatively weak. Concludes by suggesting that the chances of a person with a disability receiving appropriate training may in future depend upon the TEC area in which s/he lives. This scenario should be avoided at all costs.