ABSTRACT
National policies regarding education in industry are not easily described. They make little sense unless seen in relation to technical education policies as a whole. Again in any country, many groups, some national others local, are interested in the provision of this kind of education. Employers, the trade unions, parents, and educationists are directly concerned. National governments are more and more accepting a measure of responsibility. They are doing so against a fairly widely shared pattern of traditions. Among these the dichotomies between education and training and between industrialists and educationists — so that industry and education are almost a contradiction in terms (page100) — persist not only in Europe but in many developing countries. It has been related to a downgrading of vocational training for industry and commerce. Such training has either been excluded from the formal school system, provided within it for the less able or given to disadvantaged children in orphanages or prisons (pages 121, 184, 212). Parents generally have placed high value on liberal or literary education (pages 157, 164) a situation well illustrated in the chapters dealing with Nigeria, India and Zambia.
