Conclusions and Policy Implications
Conclusions and Policy Implications
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.
Keywords: vocational educational training, VET, skills creation, training, France, Italy, Sweden
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