For example, perceiving vocational education as a way to provide population with jobs and thus supply skilled workers to industry would be logically coherent with the definition of vocationalism given above. However, such scope of the research would be useless, because the main question becomes pointless: UK had lower unemployment rate under 25 year-olds than Germany in 2004 (12.1% against 15.1% correspondingly2).
Another view is applied in this essay: integration of vocational education into the social life of the country. Vocational education cannot be measured by sole employment rates, as it is only one of many factors determining employment. One may argue that detachment of vocational system from the workplace in the UK is not a weakness but a peculiarity developed within a historical process. Indeed, one system of vocational education cannot be compared to another without assessing them in contexts of their countries. Three main differences between German and British vocational education are identified, and observed one after another: socialisation, companies' participation, and the structure of education. Regardless of the term referred to them it is argued that gaps found within those differences would have increased the quality of vocational education in the UK if minimised. ...Show more