Show Less
Restricted access

History of Vocational Education and Training in Europe

Cases, Concepts and Challenges


Edited By Esther Berner and Philipp Gonon

Understanding today’s Vocational Education and Training (VET) systems requires a comprehension of the rise and development, i.e. of the foundations of topical VET. This book provides a comparative view of its development in Europe. The contributions of renowned authors give insight into conceptual questions, cases and challenges in this field.

Show Summary Details
Restricted access

Introduction to a History of Vocational Education and Training in Europe: Cases, Concepts and Challenges


Currently a growing education-political and scientific interest in vocational education may be stated. Increased by the recent economic crisis and the still urgent question of youth unemployment, on their search for solutions for the problem the responsible actors start looking beyond the borders at other, seemingly more successful systems of vocational education, at least when it comes to integration into the world of work. Accordingly, different systems of vocational education and their different success records attract interest in cross-country analyses.

However, what is happening today has indeed historical predecessors. Already in the 19th century there happened similar surveys, for the purpose of establishing systems of vocational education which were supposed to provide answers to economic and social challenges. At the same time this was the period when, in the course of lengthy negotiation and law-making processes, institutions of vocational education developed in the modern industrial states. Comparative research deals with the thus-connected mutual observation and transfer of successful models and concepts under terms such as “policy learning” and “policy borrowing”. And precisely in this context one has come to the conviction that without an analysis of the contexts of the historical creation and development of systems and their institutions as well as the positions of individual actors little can be said about which measures are adequate and provide opportunities for envisaged learning and transfer processes. Thus, also the question about the achievements of systems of vocational education, but also about the attractiveness of specific programmes, brings...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.