ABSTRACT
In virtually all advanced industrial societies there is ongoing debate about the advantages and disadvantages of vocational education and training (VET) for a smooth, risk-reduced transition from school to work.1 On the one hand, it is argued that VET is an important protector against youth unemployment and exclusion from work. “Quality apprenticeships based on robust social dialogue and public-private partnerships help young people overcome the work-inexperience trap that blocks their transition from education to employment” (Steedman 2012: Foreword). Furthermore, VET is seen as a general motor for growth, development, and the advancement of young people’s careers. “It supports economic growth through increased competitiveness and promotes social cohesion by improving the employment and career prospects of everyone, from the most highly skilled to those with low levels of qualification” (CEDEFOP 2010: Foreword). On the other hand, countries with an extensive and strongly segmented VET market – such as Germany or Austria – have been criticised because of the comparatively low numbers of students in higher education (OECD 2012: 17). When it comes to the so-called “knowledge economies”, higher education and not VET is seen as the key to opening up “opportunities for millions” and “expanding the global talent pool of highly-educated individuals” (OECD 2012: 13). Regarding the shortcoming of VET it has also been suggested that global changes in labour markets
puts a strain on vocational preparation systems everywhere because, except in the most static kinds of crafts or trades, a large number of skills acquired through VET are likely to be out of date by the time the young person is able to offer them in the workplace.
