The different forms ofvocational education andtraining in Europe

Divergence

The different forms of vocational education andtraining in Europe have a number of causes such as:

- the abolition of the guild system in the wake ofpolitical upheavals

- the different pace of industrialisation in thevarious countries

- the influence of political, philosophical, culturaland religious movements.

By the first half of the 20th century, three basicmodels of vocational education and training foryoung people had developed in Europe.

The table does not reflect the situation today.Vocational education and training systems are toodiverse and they change too quickly. But much ofwhat had come about by that time in the variouscountries still applies or still has an influence.

The three 'classical' models of vocational education and training:

The liberal market model: Britain The state-regulated model: France The dual corporate model: Germany

Who determines how vocationaleducation and training is organised?

Where does vocational education andtraining take place?

Who determines the content ofvocational education and training?

Who pays for vocational educationand training?

What qualifications are gained at theend of vocational education andtraining, and to what opportunitiesdo these qualifications lead?

Negotiated 'in the market place'between representatives of labour,management, and providers ofvocational education and training.

There are many options: in schools, incompanies, in both schools andcompanies, via electronic media, etc.

Either the market or the individualcompanies, depending on what isneeded at the moment. The contentis not predetermined.

As a general rule, the people whoreceive the vocational education andtraining are also the ones who pay forit. Some companies finance certaincourses, which they themselvesprovide.

There is no monitoring of training,nor are there universally accreditedfinal examinations.

The state

In special schools, so-called'production schools’

The state (together with the socialpartners). It does not aim primarily toreflect practice in enterprises, butrelies instead on more general,theoretical training.

The state levies a tax on companiesand finances vocational educationand training, but only for a certainnumber of applicants each year.

There are state certificates which alsoentitle the best graduates to go on tohigher courses.

State-regulated chambers of crafttrades, arranged by profession

In predetermined alternationbetween companies and vocationalschools ('dual model').

Entrepreneurs, unions, and the statejointly decide.

Companies finance training withinthe enterprise and can set off the costagainst tax. Trainees are paid acontractually determined sum.Vocational schools are financed bythe state.

The qualifications are generallyrecognised as entitling their holdersto work in the relevant occupationand to go on to higher courses.