Global trends, such as an ever-rising service economy, rapid technological change and digitalization, challenge skill formation systems. Focussing on European countries, this edited volume examines the variety of European VET governance and VET governance research. In particular, it provides insights into regional, local and decentralized governance at meso (e.g. professional associations) as well as micro level (e.g. learning arrangements). As such, the edited volume sheds light on the hitherto far less explored dimensions of VET governance and highlights challenges as well as opportunities in VET governance in the 21st century.

In the context of renewed global interest in the development of vocational skills, policy makers in many countries as well as representatives of technical organisations often hope to reform existing training systems by borrowing models and policies that seem to work elsewhere. One of these prominent models is that of 'National Qualifications Framework', the use of which now spans the entire globe. On a much smaller scale, the 'Dual Model' of vocational training - a systematic combination of school and workplace-based learning that is common in a number of countries in Western Europe - has also gained attention in international cooperation. Bringing together contributions from authors involved in both the theory and practice of vocational skills training development, this volume analyses the challenges that are tied to the transfer of these two dominant models in the context of international cooperation, sheds light on how they are being implemented, and discusses alternatives to the standard approaches to policy transfer.

In this collected edition, globalization and its consequences on vocational education systems are described and, at the same time, combined with the question of whether new phenomena of inclusion but also of exclusion are produced. Inclusion and exclusion are differentiations that predominate in all kinds of (vocational education) systems, regardless of their national background. These terms base on the requirements of the system itself but also on shortages, particularly when supply and demand are dehiscing. Vocational education developed out of the requirement to integrate large parts of society into a broader or more extended education and, consequently, into an economic and social process. Besides the so-called "social question", gender-, status- and generation-specific characteristics and also the participation in higher education are under discussion. Depending on each country - this volume features contributions of Australia, Canada, China, Germany, Denmark, France, Finland, Japan, Norway, Sweden, Switzerland, and the USA - this debate generates a different development which is described by the authors in their different research areas. Collectively, a multifaceted overall picture arises which illustrates the importance of inclusion and exclusion.

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.

Das international vergleichend angelegte Forschungsprojekt BRUECKE untersucht die Bedingungen des UEbergangs Heranwachsender vom allgemeinbildenden Schulsystem in die berufliche Ausbildung. Erstmals werden hierzu die besonderen UEbergangsbedingungen in der Internationalen Bodenseeregion in den Blick genommen. Es gilt dabei ein hoch differenziertes Gesamtbild ordnungspolitischer, organisationaler und personaler Rahmenbedingungen fur individuelle UEbergange aufzudecken. Auf der Grundlage eines umfassenden Lagebilds sollen sich, so die Erwartung, Hinweise zur Optimierung der (individuellen) UEbergangsvorbereitung wie -gestaltung in der Region finden lassen. Der Band stellt erste Ergebnisse des Projekts dar und entwickelt Perspektiven fur die Optimierung des regionalen UEbergangsmanagements.

Social competences have played a crucial role in the international search for generic, over-arching skills, key qualifications and core competences since the 1970s. By the end of 1990, social cohesion and integration had gained new momentum in this discourse because of their importance for the functioning of global market economy and industries. Moreover, the concept of social capital affects and changes the role of social competences in vocational and continuing education. This volume presents a collection of papers which reflect and describe these changes and their political, economical and pedagogical backgrounds and implications. The topics include economisation of social competences, social competences as key qualifications for employability and entrepreneurship, social challenges in eroding welfare societies, gender and social competences, and the ideological and economical context of the social competences discourse.

This volume contains contributions presented at the international conference « Gender Perspectives on Vocational Education (19-21 August 1999, Aarau). The main focus is on gender aspects in vocational education - particularly health care education - and further education. Authors from different countries discuss the influence of gender on vocational education and present research results and political reform projects. Drawing on international comparisons an outlook on gender equality in the fields of vocational education and work is offered. The articles particularly emphasize how equal rights for men and women can be put into practice in various occupations.