A Comparative Study Of National Vocational Institutions

The dissetation targets at national vocational institutions, adopts a method of international comparawion, and seeks to discover the roles of the federal or central governments in the development of respective vocational education and extract some institution rules. The analysis takes a perspective of stakeholders, describing actions of each stakeholder in the process of vocational education development. A technique of institutional syntax anylasis is also introduced to describe the interrelation among the government and other stakeholders. Some final statements about the national vocational education institutions are made at the end of the dissertation.It is argued that a skill supply market is being formed comprised of large amount of registered training organizations in Australia. Each such organization, approved by the government, competes faiely in the market for trainees and students and also sells training services to the government and enterprises, without considering whether it is public or private funded. In sum, Australia is forming its national vocational education institutions featured by national supervision and free competition.Germany is famous for its dual system of training, which came up from traditional guilds system. Cconsequently the dual system can be traced by signs of skill monopoly. Taking as an example, qualification system in Germany is more or less segregated as any registerd industry organization issues its own certificates, which sometimes are not authorized in other parts of the country or other sectors. Some further critisims aim at the rigidity of the dual system in the era of information, when it should be common for employees to alternate between different postions in companies, while the dual system intends to stick workers to their present positions. A national vocational education institution evolving from the systm naturally reflects such features. The institution can be concluded as the one industry-based under limited state supervision.Vocational schooling is the major form of vocational education in France. The state is responsible for stragetic planning of vocational education while regional governments management of schools and funding. The French vocational educational institution takes the form of unified decision making and stratefied implementation.Despite differences among the three models, the dissertation still argures that the three nations are almost the same in that responsibilities of vocational education are shared among governments and social partners. A partners-involved and state-supervising institution may be an appropriate expression for the modern vocational education system.