Abstract
There is a good deal of variety in vocational education systems in the member states of the European Union. Within the framework of the present report, we are primarily interested in differences between the systems of vocational education which are connected with the social determination of vocational education. The idea is that the effectiveness of vocational education should be measured in a number of ways. There is no single standard of effectiveness by which to judge vocational education in the member states of the European Union. The systems differ in terms of function and especially in the way they are designed. This should not be taken to mean that the functions and designs display an infinite variety. The variety is limited (cf. Brandsma et al. 1995). The differences between the systems in terms of design can be broadly classified in terms of four dimensions: steering, funding, suppliers, and the functional exclusiveness of the institution in which vocational education is provided. Let us consider these four variants in a little more detail.
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© 1999 Springer Science+Business Media Dordrecht
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van Wieringen, F. (1999). VET systems and criteria for effectiveness. In: van Wieringen, F., Attwell, G. (eds) Vocational and Adult Education in Europe. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-9269-7_12
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DOI: https://doi.org/10.1007/978-94-015-9269-7_12
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-5323-7
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