The interplay between lifelong learning and vocational education and training

Abstract

Vocational education presents a quandary for many governments. Its core purposes are to develop new and extend existing occupational skills - skills that may be applied directly in work. So the close involvement of employers and employees is central to the successful operation of vocational education. Indeed, there is no apparent reason in principle for governments to be involved in vocational education any more than in other aspects of the employment relationship. Yet the state has long regulated vocational education. England adopted the Statute of Artificers in 1563 as part of a general regulation of wages and the labour market generally (Woodward 1980) and extended its regulation of apprenticeships and other occupations in a subsequent legislation.