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This paper decribes the theoretical and methodological issues involved in the social shaping of technology and work, with particular reference to human centred computer integrated manufacturing (CIM) systems. Conventional approaches to the understanding and shaping of the relationship between technology, work and human development are eriticised, and an alternative, human centred approach is outlined. The methods and processes whereby the design of human centred CIM systems may be shaped and evaluated are then described and appraised.

PurposeThe purpose of this paper is to demonstrate that the internationalisation of nearly all spheres of society and the process of European integration will be leading to the development of a European vocational education and training (VET) architecture.Design/methodology/approachThe analysis of the “Copenhagen process” is based on the EU documents on the realisation of a European Qualifications Framework and a credit transfer system.FindingsThe result of the study shows that the strategy adopted by the European Union for the establishment of a European area of vocational education is confronted with a dilemma. The European Qualifications Framework is highly abstract since any reference to real educational programmes and qualifications and any concrete provision for the transition and for the transferability between educational levels and sectors (vocational and higher education, initial and continuing training) was avoided in order to adhere to the anti‐harmonisation clause. The result is an abstract, hierachically structured one‐dimensional qualifications framework that lacks any reference to existing VET systems and that contradicts all scientific insights from VET research and knowledge research.Practical implicationsThe implications for VET policy are far‐reaching. A European area of vocational education can be established only on the basis of European open core occupations and an open VET architecture, which ensures that vocational education becomes an integral part of national educational systems. The qualification of employees for the intermediary sector can be realised only as a European project.Originality/valueThere are only a few contributions available that undertake a conceptual analysis and critique of the European Qualifications Framework.

This article presents a comparative analysis of governance structures in the dual vocational education and training (VET) systems of Austria, Denmark, Germany and Switzerland. First a theoretical framework for the classification of plural systems such as dual apprenticeship training is discussed. It is argued that governance in VET can be described according to the coherence of the system on the one hand and the rationale of agency on the other. Moreover, it is assumed that four ideal types of governance can be distinguished. A methodology is presented to implement this framework in data collection and analysis and as an evaluation tool for expert workshops. The study recommends a consistent legal framework regarding the cooperation of learning venues and the establishment of an evaluation and feedback scheme in the shape of an assessment during the training process. In order to efficiently coordinate VET practice, VET policy and VET research, the establishment of a 'VET innovation system' is suggested.