State Intervention in Vocational Education: Training for the Digital and Green Transitions
研究了2005至2022年间欧盟国家在职业教育中的参与是否增强，发现多数成员国国家干预显著增加，并以德国为例探讨了数字化和气候变化如何为政府干预创造机会。
ABSTRACT Governments across the European Union (EU) have pledged a stronger commitment to vocational education and training (VET) in response to economic structural change. But have states actually become more central to skill formation? Using mixed methods, this paper examines whether state involvement in European skill formation systems has increased over the past two decades. Applying seeded Latent Dirichlet Allocation topic modeling to 291 standardized descriptions of VET systems, the study finds that language associated with state involvement grew notably in most EU member states compared to private governance between 2005 and 2022. An in‐depth case study of Germany, a least likely case for increased state intervention, confirms these findings qualitatively and explores why governments intervene in VET systems. Drawing on 32 elite interviews, the study highlights how digitalization and climate change imperatives have created a window of opportunity for redefining the role of the state in VET.