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1. 1.The French Apprenticeship Schools, started before the war, survived the occupation and now form an important section of French Technical Education. There are over 1,000 such schools in France. 2. 2.The course is for three years and can be accepted, on successful completion, as being the equivalent of a normal apprenticeship under a master. 3. 3.Though there is the expected weighting on the technical and workshop subjects, emphasis is placed on general education, physical training and training in citizenship in all three years. 4. 4.Some 20 general trades for boys and 10 for girls are catered for, in addition to the provision for crafts which are peculiar to certain localities, for example, pottery, hotel work and clock-making. 5. 5.Teaching in these schools is rapidly passing into the hands of a corps of specialist teachers who are being trained in newly-established Training Colleges concerned only with training teachers for these Centres d'Apprentissage. 6. 6.The future of the Apprenticeship Schools is not fixed. Some limiting of numbers has already taken place, as a measure of economy; it is not universally agreed that a three-year full-time course of this type is desirable. Again, there is a movement towards bilateralism whereby these schools are associated with Technical High Schools. [ABSTRACT FROM PUBLISHER]

1. 1.The J.T.S. should develop as a secondary technical school, equal in status to, and having parity of treatment with the secondary grammar school. 2. 2.It should be independent in organisation of the senior technical college, and of any industrial organisation. 3. 3.Its curriculum should be formulated by a series of panels formed from members of staff interested in the teaching of the various subjects, these panels to approach each subject afresh in the light of the demands which will be made on the students by the work-a-day world. 4. 4.Every effort should be made to integrate the teaching methods and subjects with real and every-day life and things. 5. 5.The transition from school to industry should be more definitely planned for. 6. 6.Time-tabling and the allocation of time for subjects should be as elastic as possible in order to cater for the greater variety of activities envisaged in the foregoing suggestions. [ABSTRACT FROM PUBLISHER]

1. 1.The main problem is—how shall we get the best out of those offering themselves for training in management? Ought we not to reconsider present methods of selection, training, placement and follow-up? Closer liaison, at least, appears to be necessary between local employers, organisations concerned with management training, and the technical colleges, under a chairman who is well versed in educational and vocational psychology. 2. 2.Decisions about students should be based on formative and present conditions influencing behaviour rather than on ‘qualities’ of performance and personality. There is, undoubtedly, scope for remedial teaching and therapeutic measures among adult students; man-building should be the major aim of the total training given, forming part of local personnel management services. 3. 3.Training should be multilateral, or in ‘streams’ to meet the needs of the varied candidates, and to prepare them for the several levels of authority, relationship and responsibility in industry and commerce. Training in methods of work and in social skills of supervision calls for more serious consideration. 4. 4.Methods of training, therefore, deserve scrutiny, along the lines of visual and sound aids, projects in actual places of work under tutorial supervision and group activity in short period residential courses. 5. 5.Text-books, which are soon out of date and out of touch with changing climate of opinion, might be supplemented with inexpensive broadsheets, prepared by educational and industrial training officers, and covering the main teaching units of management training practice. [ABSTRACT FROM PUBLISHER]