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Same, but different : – emergence of VET in three Nordic Countries

By Christian Helms Jørgensen

Abstract

Historically apprenticeship has developed very differently in the Nordic Countries, either as a separate dual system (Denmark), as an integrated part of upper secondary education (Norway) or has almost disappeared (Sweden). This purpose of this paper is to examine the roots of these differences in the period of re-regulation following the deregulation caused by the dissolution of the guilds from the middle of the 19th century. The paper presents the first results of a comparative study of the roots of these differences in the historical transition of VET in three Nordic Countries. A number of earlier studies (Archer 1979; Thelen 2004) have pointed to the significance of the formative transition period after the dissolution of the guilds for the subsequent trajectories of VET, especially the relation between artisans and industrialists and the relation between the labour market partners and the state in establishing new forms of regulation of collective skills formation. Even though the coalitions and institutions formed in this period do not determine subsequent development, they do make some policy options more likely than others (Dobbins & Busemeyer 2014)Historically apprenticeship has developed very differently inthe Nordic Countries, either as a separate dual system (Denmark), asan integrated part of upper secondary education (Norway) or hasalmost disappeared (Sweden). This purpose of this paper is toexamine the roots of these differences in the period of re-regulationfollowing the deregulation caused by the dissolution of the guilds fromthe middle of the 19th century. The paper presents the first results of acomparative study of the roots of these differences in the historicaltransition of VET in three Nordic Countries. A number of earlierstudies (Archer 1979; Thelen 2004) have pointed to the significance ofthe formative transition period after the dissolution of the guilds for thesubsequent trajectories of VET, especially the relation betweenartisans and industrialists and the relation between the labour marketpartners and the state in establishing new forms of regulation ofcollective skills formation. Even though the coalitions and institutionsformed in this period do not determine subsequent development, they do make some policy options more likely than others (Dobbins & Busemeyer 2014)

Topics: Nordic Countries, apprenticeship, regulation, vocational schools
Year: 2014
OAI identifier: oai:rudar.ruc.dk:1800/16913
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