- Competence evaluation and training for Europe
cross-national comparison undertaken in
workpackage 1 involved a systematic analysis of the VET and accreditation
systems of 12 EU member states, using a common template.
The template allowed for categorisation of the countries on the following
dimensions: policy, legislation and regulation; provision and the market;
occupational classification systems; skills taxonomies. Data gathering
techniques included: reviews of available research surveys (e.g. CEDEFOP);
content analysis of policy documents; expert interviews.
this basis it is possible to cluster the states in terms of common
features. Four broad configurations can be identified:
2001, p. 16, 34, 35)
1, typified by conditions in France and Germany, is characterised by a
highly legislated, significantly centralised, government funded and centrally-controlled
2 represents a ‘transitional’ group, which is moving towards hybrid systems
based on some degree of regulation and centralisation, but increasingly
influenced by new forms of partnerships involving private and social agencies.
3 represents what might be termed the ‘Scandinavian model’, and reflects
a high degree of social integration of learning (the importance of social
partners; an emphasis on informal and life-long learning; mixed funding
extreme, Cluster 4 (the UK) reflects a more market-led, de-centralised
final project report (Cullen, 2001) provides the details of the adopted