To what extent are the Universities responsible for the career training and development of their postdocs and graduate students?

The traditional academic model has been one of academic apprenticeship, in which graduate student training is partially coursework, but mostly hands-on research based training, with the ultimate goal of training towards an academic appointment.  However, this model has broken down due to the excess supply of graduate students in relation to the limited supply of academic appointments.

What burden does the University, or the academic system as a whole, hold with respect to alternative career training for those 80% of graduate students that move on to appointments other than academic appointments?  Is extra coursework in the already crowded graduate student schedule justified, focusing on alternative careers, or is this something that each graduate student should figure out for their own?

What about postdoctoral fellows - who face very similar situations.  Some attempts have been made at creating postdoctoral training programs, with mixed success.  Should postdoctoral fellows be made to take classes to learn about alternative careers, considering the minority of them will end up in academic positions, or is this detracting from the purpose of a postdoctoral fellow, which is to focus on research?

see http://www.themarknews.com/articles/170-a-pressing-need-revising-academic-apprenticeship for additional perspective along these same lines.  Some of the career resources available to postdocs at one university - U of T - were recently highlighted at a UT postdoc association town hall meeting - video of the presentation by a UT career center counselor is available at http://vimeo.com/4199990