International briefing 12: Training and development in Norway

In Norway, the system of initial education is distinguished by public regulation, provision and financing, whereas the system of vocational training, and adult learning until recently has been deregulated, and dominated by private providers and employer financing. During the last decade comprehensive reforms of vocational and adult education and training have aimed at expanding public involvement and increasing participation in learning. Some major challenges persist, however, in terms of developing an all–inclusive system of lifelong education, training and learning.     

International briefing 15: Training and development in Austria

The system of primary, secondary, and tertiary education in Austria is largely regulated through federal laws. Especially on the tertiary level major reforms have been initiated during the last decade. Beyond that, vocational training, especially as part of apprenticeships, is shaped by and adapted to the structure of the Austrian economy, consisting mostly of small and medium sized enterprises. This type of job oriented training and development is strongly, although decreasingly, influenced by the system of social and economic partnership in Austria. In contrast, management training and post tertiary education is much more diverse and less regulated. Beside already ongoing educational reforms, pressures due to global competition will increasingly impact vocational training and development in the future.     

International briefing 7: Training and development in Singapore

Singapore’s only resource is its people. It has made HRD as a key strategy for economic development since its inception. Its economic success story is entwined with the training and development of its workforce. A national manpower development infrastructure has been put in place to facilitate training and lifelong learning of its people for the twenty‐first century under a master plan called Manpower 21. Continuous training and skills development has been possible through close cooperation between the state, employers and the unions through unique working relationships between several policy‐making institutions, such as the National Manpower Council and the National Wages Council.     

International briefing 8 Training and development in France

Two main features characterise training and development in France: the influence of the school‐based model and a strong institutionalisation of continuing vocational training which is regulated by law and collective bargaining at national and sectoral levels. In the last decade training has been affected by four major changes: the development of alternating training programmes for young people and unemployed persons; a process of decentralisation which gives to regions an essential role of coordination; strengthening of links between training and employment; and an increasing responsibility of firms in the management of training. As a result, training is on an upward trend yet large inequalities in access still exist.     

International briefing 6: Training and development in the United States

Increasingly, training and development is playing an important and strategic role in the economic success of US organisations (Marquardt, 1999, Tannenbaum and Yukl, 1992). US organisations recognise that they now operate in a new global economy, an economy which involves the use of advanced technologies and increased responsiveness to customers’ needs. It is becoming one that requires greater and greater innovation and flexibility in production, service delivery and market know‐how. American firms realise more than ever that employee knowledge gained through training and development has become a strategic necessity and more and more the source of strategic advantage (Drucker, 1994).     

International briefing 9: Training and development in the United Arab Emirates

This article explores the training and development strategies and practices of large business organisations in the United Arab Emirates (UAE). The survey reveals that Emirati companies are very aware of best training and development practice as implemented in their foreign counterparts, and that they generally adopt similar methods and strategies. The article considers the influence of national culture, religion, government policies, education and the economic environment upon the training and development strategies and practices of companies in the UAE. It is argued that despite the negative effects of a dwindling oil sector, the UAE's companies are well placed to maintain their current regional success and that they will soon be playing an increasingly important role in international trade, thus significantly contributing to the continuing economic growth of the country.     

International briefing 24: training and development in Bangladesh

Training and development activities in Bangladesh have yet to be systematic and able to fulfil the needs of the economy and industry. The national educational and training system failed to provide adequate knowledge and skills to the workforce. However, private sector organizations are undertaking different initiatives to cope with the industry skill requirements and are trying to develop their own employees. Recent government initiatives seem to be encouraging for future training and development activities in Bangladesh.     

International briefing 13: Training and development in Spain—the politics of modernisation

The article will address the issue of training and development in Spain. First, the general economic and labour market context will be outlined. Second, the public policy context of training and development and the institutions of regulation will be considered in terms of the way challenges have been responded to by the state and social actors, with an emphasis on developments in lifelong learning and the reality of corporate strategy and practice. Finally, the article will provide an outline of the relevant institutions, networks and sources with regard to the issue of training and development, showing how a new constituency of interests have emerged and coalesced. There is a tendency in the literature and debates related to training and development to speak in terms of binarisms. On the one hand, there are social systems that are deemed to exalt the virtues of training and create high levels of economic investment and political involvement in this area, whilst there are others who fail both to prioritise it and develop extensive systems of social engagement. These types of approaches tend to have difficulty dealing with some of the more complex realities of training, and the myriad of typologies and hybrids, that constitute national training systems such as Spain's.     

International briefing 18: training and development in Vietnam

Vietnam provides a typical case of an emerging economy, which has attempted to develop the country and join the world economic mainstream with a highly agricultural base, large and young labour force, and a dynamically growing private sector. After a long period of quantitative growth, it is now focusing on achieving quality of development, with a view to balance economic growth and quality of life improvement for its population. Education has been chosen to be the key plank in the successful implementation of this strategy. This article reviews the general socio‐economic background of the country, the high need for skilled labour, the structure of its educational system, the pitfalls at the high education level, and its strategy to overhaul the whole system in order to ensure quality from the input phase of the development process.     

International briefing 20: training and development in Andorra

This briefing investigates the status of the educational system and, more specifically, of continuing training in companies in the Principality of Andorra. Part of this analysis is based on a field study designed to explore and understand both the current situation and the training needs of the main sectors within the Andorran economy. A proposal for continuing training is posed, with reference to best practice from different countries, in particular Spain and France, which share geographic borders with the principality.