1 Vocational training systems in ten countries and the influence of ...

Only in countries with strong trade unions and a tradition of corporatist
cooperation (Germany, Austria, Switzerland and, in some respects, Denmark
and Norway) have new apprenticeship programmes been successfully
established in manufacturing industry as well as in the service sector. These
countries have not seen their vocational training systems decline in
significance to the same extent and, from an international perspective, seem
almost like exotic blooms. This is all the more true since not only highly
developed countries but also upcoming former developing countries and
Central and Eastern European countries have adopted development
strategies based largely on general secondary and tertiary education. In many
cases, the weakness of their employers’ associations and trade unions leave
them with little choice but to rely on statist strategies.
The consequences of the decline of vocational training systems are now
evident. Companies in many countries are complaining of a shortage of
vocationally qualified labour. What is missing, between a growing share of
university graduates with their largely theoretical training and a high share of
workers without any training, is the intermediate tier of trained workers with
both practical and theoretical skills. In some instances, classic craft unionism
has shifted up a level and now occurs in new forms – sometimes in craft
unions, sometimes in professional lobby organisations – among the liberal
professions, such as doctors, teachers and engineers. Many governments are
trying to raise the status of vocational training. New apprenticeship systems
are being established, school-based vocational training is being expanded
and, in those countries with weak vocational training systems, the universities
are reacting to firms’ needs by increasing their provision of courses with a
strong vocational content.
It is unclear whether there will be a renaissance of vocational training or
whether this is actually possible without the social partners playing a strong
role. This is the question we intend to investigate in this paper. We suspect
that the broad-brush typologies developed in the 1980s and 90s are no longer
capable of adequately describing current developments. Our analysis is
based on the initial results of a research project in which the vocational
training systems in 10 countries (D, DK, F, USA, UK, Can, Aus, Morocco,
South Korea and Mexico) were compared with each other 1 . In this paper, we
will examine developments in only some of these groups of countries. We
begin by looking at two countries with modernised apprenticeship systems (D,
DK) (section 2). We then turn our attention to two Anglo-Saxon countries
(section 3). In section 4, we analyse one of the up-and-coming industrialised
countries, namely South Korea.
2. The dual system of vocational training in Germany and Denmark
In Denmark, approximately one third of school-leavers go into the dual system
of vocational training. In Germany, almost two thirds opt for vocational training
of some kind; of these, three quarters go into the dual system and one quarter
into school-based training. There are strong similarities between the two
1 The project is supported by the Alexander von Humboldt Foundation and by CRIMT.
2