
Contents
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Problems of Company Autonomy Problems of Company Autonomy
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The Limitations of a High-Skill Strategy The Limitations of a High-Skill Strategy
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Policy Implications Policy Implications
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Reasserting the role of public agencies for pursuing high skills Reasserting the role of public agencies for pursuing high skills
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Reasserting publicly funded education Reasserting publicly funded education
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Reasserting the role of public-service employment Reasserting the role of public-service employment
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Creating new institutions and policies to support high-skill societies Creating new institutions and policies to support high-skill societies
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Conclusion Conclusion
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8 Conclusions and Policy Implications
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Published:February 1999
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Abstract
On the basis of analysis of vocational educational training (VET) systems in the seven leading industrialized countries, general conclusions can be drawn about what kinds of institutional arrangements for skills creation seem to promise most prospects of attaining the goal of the learning society. In some respects, the worst placed are those systems that provide specific vocational courses remote from the enterprise: the central state-regulated regimes for initial VET of France, Italy, and Sweden. In most systems, the role of direct state provision of training has been adversely affected by two self-reinforcing factors: the association of government action with residual provision for the unemployed; and the hostility of current neo-liberal orthodoxy to most kinds of government action. The specific area of skills-creation policy demonstrates the current general predicament of public policy. Government becomes associated with care for social failure and not with dynamism, and the latter therefore comes to be seen as resting solely with private corporations whose initiatives the state can only weaken by diluting them with social concerns.
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