Colin Crouch, David Finegold, and Mari Sako
- Published in print:
- 1999
- Published Online:
- October 2011
- ISBN:
- 9780198294382
- eISBN:
- 9780191685040
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198294382.003.0008
- Subject:
- Business and Management, HRM / IR, Political Economy
On the basis of analysis of vocational educational training (VET) systems in the seven leading industrialized countries, general conclusions can be drawn about what kinds of institutional ...
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On the basis of analysis of vocational educational training (VET) systems in the seven leading industrialized countries, general conclusions can be drawn about what kinds of institutional arrangements for skills creation seem to promise most prospects of attaining the goal of the learning society. In some respects, the worst placed are those systems that provide specific vocational courses remote from the enterprise: the central state-regulated regimes for initial VET of France, Italy, and Sweden. In most systems, the role of direct state provision of training has been adversely affected by two self-reinforcing factors: the association of government action with residual provision for the unemployed; and the hostility of current neo-liberal orthodoxy to most kinds of government action. The specific area of skills-creation policy demonstrates the current general predicament of public policy. Government becomes associated with care for social failure and not with dynamism, and the latter therefore comes to be seen as resting solely with private corporations whose initiatives the state can only weaken by diluting them with social concerns.Less
On the basis of analysis of vocational educational training (VET) systems in the seven leading industrialized countries, general conclusions can be drawn about what kinds of institutional arrangements for skills creation seem to promise most prospects of attaining the goal of the learning society. In some respects, the worst placed are those systems that provide specific vocational courses remote from the enterprise: the central state-regulated regimes for initial VET of France, Italy, and Sweden. In most systems, the role of direct state provision of training has been adversely affected by two self-reinforcing factors: the association of government action with residual provision for the unemployed; and the hostility of current neo-liberal orthodoxy to most kinds of government action. The specific area of skills-creation policy demonstrates the current general predicament of public policy. Government becomes associated with care for social failure and not with dynamism, and the latter therefore comes to be seen as resting solely with private corporations whose initiatives the state can only weaken by diluting them with social concerns.
Angela Ivančič, Miroljub Ignjatović, and Maja Škafar
- Published in print:
- 2011
- Published Online:
- June 2013
- ISBN:
- 9780804775908
- eISBN:
- 9780804778954
- Item type:
- chapter
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804775908.003.0007
- Subject:
- Sociology, Social Stratification, Inequality, and Mobility
This chapter explores the effects of individual educational attainment on the transition from school to work. It highlights the differences associated with vocational educational training (VET) at ...
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This chapter explores the effects of individual educational attainment on the transition from school to work. It highlights the differences associated with vocational educational training (VET) at the secondary level compared with more generally oriented secondary education. It describes the effects of educational expansion at the tertiary level. The discussion covers the years over the period of transition to the market economy with its strong economic downturn and the post-transition period characterized by increased economic growth. It also examines changes in labor market rewards yielded by individual educational attainment in the course of the time period observed.Less
This chapter explores the effects of individual educational attainment on the transition from school to work. It highlights the differences associated with vocational educational training (VET) at the secondary level compared with more generally oriented secondary education. It describes the effects of educational expansion at the tertiary level. The discussion covers the years over the period of transition to the market economy with its strong economic downturn and the post-transition period characterized by increased economic growth. It also examines changes in labor market rewards yielded by individual educational attainment in the course of the time period observed.
