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Mass vocational education and training in Europe

Classical models of the 19th century and training

in England, France and Germany during the first half of the 20th

04 05 16 TI-68-05-769-EN-C

EN

Europe 123, GR-570 01 Thessaloniki (Pylea)

Postal address: PO Box 22427, GR-551 02 Thessaloniki

Tel. (30) 23 10 49 01 11, Fax (30) 23 10 49 00 20

E-mail: info@cedefop.eu.int

Homepage: www.cedefop.eu.int

Interactive website: www.trainingvillage.gr

European Centre for the

Development of Vocational Training

Free of charge - On request from Cedefop

This investigation forms part of the project entitled 'A European History of Vocational Education and Training' launched by the European Centre for the Development of Vocational Training, which has so far consisted of a conference held in 2002 and an exhibition. The book contains an overview of the historical development of mass vocational training in Europe during the 19th century - as distinct from academic education. The second half comprises a historical analysis of the three 'classic' training systems in E ngland, France and Germany in the first half of the 20th century.

Mass vocational education and training in Europe

Classical models of the 19th century and training

in England, France and Germany during the first half of the 20th

ISBN 92-896-0417-4

5157 EN

Mass vocational education

and training in Europe

Classical models of the 19th century and training

in England, France and Germany during the first half of the 20th

Wolf-Dietrich Greinert

Cedefop Panorama series; 118

Luxembourg: Office for Official Publications of the European Communities, 2005 A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu.int). Cataloguing data can be found at the end of this publication. Luxembourg: Office for Official Publications of the European Communities, 2005

ISBN 92-896-0417-4

ISSN 1562-6180

© European Centre for the Development of Vocational Training, 2005 Reproduction is authorised provided the source is acknowledged.

Printed in Belgium

The European Centre for the Development of Vocational Training (Cedefop) is the European Union's reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75.

Europe 123

GR-57001 Thessaloniki (Pylea)

Postal Address:

PO Box 22427

GR-55102 Thessaloniki

Tel. (30) 23 10 49 01 11

Fax (30) 23 10 49 00 20

E-mail: info@cedefop.eu.int

Homepage: www.cedefop.eu.int

Interactive website: www.trainingvillage.gr

Wolf-Dietrich Greinert

Edited by:

Cedefop

Mette Beyer Paulsen, Project manager

Published under the responsibility of:

Johan van Rens, Director

Christian Lettmayr, Deputy Director

1

Foreword

Why a history? That is a fair question to ask, given the many and varied challenges facing vocational education and training for the broad mass of the working population. The German commentator Walter Benjamin provided a succinct answer that is valid for all time, 'Without history nothing is modern', which can be taken to mean that any policy intended to be sustainable in the future - in whatever sector of society - is automatically condemned to fail unless it is aware of its historical antecedents. This will doubtless be the fate of European vocational education and training policy if it is not prepared to consider the wide variety of training models that have developed in Europe since the 18 th century, and which could at first sight lead to the erroneous conclusion that a different model of vocational training must have developed in each country. More importantly, policy needs to have regard to the relationship between vocational education and training and the neighbouring societal sub-systems, especially the employment system and the general education system, which varies from country to country, and to the traditions and mindsets that have grown up in these fields in the individual countries. Vocational education and training systems are not isolated, randomly applicable institutional and organisational arrangements, but are rather integral parts of national 'cultures of work' and systems of social action which develop an extraordinary tendency towards inertia, mediated by tradition. Dealing with them, i.e. adapting them as required from time to time to changed circumstances, is always a challenge. One of the main purposes of the history project of the 'European Centre for the Development of Vocational Training', which was launched in 2000, is to strengthen the historical perspective on the further development of European vocational education and training policy. Moreover, thirty years after Cedefop was founded, one of the obvious tasks of this institution would seem to be to take a fresh look at the traditions which necessarily influence that policy.

Christian F. Lettmayr

Deputy Director

3

Author's preface

The history of mass vocational education and training in Europe is an important chapter in European social history, which has so far been little researched. There are many reasons for this, and there is no need to recite them here; rather, the aim is to present an investigation which attempts to remedy this situation to some extent. This study is the continuation of a preliminary work which sought to review the wide-ranging and complex field of research of the history of European vocational training analytically, and to explore it through initial case studies. The investigation builds on the analysis which I presented in 1999 of the social origins of the three 'classical' European models of vocational training (Greinert, 1999) by asking whether and in what way the modern forms of vocational education and training designed in England, France and Germany during the First Industrial Revolution were adopted, further developed or rejected in favour of other variants in the rest of Europe. To the extent possible from a largely German standpoint, Part 2 then looks at how the three classical models changed against the background of the Second Industrial Revolution, one of the purposes being to encourage further research into the development of vocational education and training for the broad mass of workers in the other European countries. Maybe it will reach one or two academic experts who view the investigation of this topic as important and academically rewarding. Fortunately, the European Centre for the Development of Vocational Training (Cedefop) in Thessaloniki has already made it possible to take a first step in this direction: an initial conference was held in Florence on 11 and 12 October 2002 as part of the project sponsored by Cedefop on The history of vocational education and training in Europe in a comparative perspective, the results of which have now been documented (Cedefop, 2004). On the basis of the conference papers, an exhibition has also been created on the history of vocational education and training in Europe. This was shown at the Cedefop building in autumn 2003, and since 2004 it has become a travelling exhibition, visiting the countries of the European Union (Cedefop, n.d.). This study may be regarded, so to speak, as a third contribution, temporarily rounding off yet taking further Cedefop's welcome research initiative. However, this investigation can only offer part of the history of European vocational education and training, although it is not 'fragmentary' since it does describe the most significant stages in the development of modern vocational education and training models in Europe in the 19 th century, including the pattern of their adoption in other countries. Finally, readers interested more in the history of events than in theoretical problems of historiography may like to know that they can safely skip the introductory chapter without missing any vital information, since it is designed explicitly for academic researchers.

4I should like to thank all those who read the manuscript and whose critical comments helped

to improve it, as well as Thomas Deißinger and Alain Lattard, who were of assistance in finding the illustrations. I am particularly grateful to Cedefop, which facilitated the publication of my research. I should like this first attempt at a history of European vocational education and training to be viewed as a birthday present for this important institution of vocational education and training, which celebrated thirty years of existence on 10 February this year. Berlin-Charlottenburg, April 2005 Wolf-Dietrich Greinert 5

Table of contents

Foreword ........................................................................ ............................................................ 1 Author's preface........................................................................ ................................................. 3 Table of contents........................................................................ ................................................ 5 ............................................................ 8 Introduction: What is European about vocational education and training in Europe?............... 9

1. First Industrial Revolution........................................................................

........................ 22

1.1. The classical reactions to the erosion of the traditional class-based

vocational education and training model in Europe............................................... 22

1.1.1. England: the liberal answer - the market model of vocational

.............................. 25

1.1.2. France: the rational bureaucratic answer - the school-based model

of vocational training........................................................................ ........ 32

1.1.3. Germany: the traditional corporatist answer - the 'dual model' of

vocational training........................................................................ ............. 36

1.2. Production schools and course-based training - the first models of modern

vocational training in 19 th century Europe and their impact on the 'promotion of industry'........................................................................ .................. 44

1.2.1. Promotion of industry and expansion of vocational training -

France and Germany........................................................................ ......... 56

1.2.2. Development of vocational training after the strict French model -

................................ 65

1.2.3. The Fachschule and dual training model - Austria and Switzerland ....... 68

2. Second Industrial Revolution....................................................

........................................ 79

2.1. The impact of mass production and Taylorism on vocational education and

training in Europe........................................................................ ........................... 79

2.1.1. The Anglo-Saxon cultural area - the split between 'vocational

education' and 'vocational training' ......................................................... 81

2.1.2. The Romance cultural area - the quest for a lost tradition...........

............. 90

2.1.3. The German-speaking cultural area - the integration of

traditionalism and Taylorism .................................................................... 97 List of abbreviations........................................................................ ....................................... 113 ................................................... 115 6

List of tables and figures

Tables

Table 1: Training in trade and industry 1906/1910....................................................... 9

Figures

Figure 1: Bessemer steelworks........................................................................

............... 2

Figure 2: Bradley Mine, near Bilston in Staffordshire................................................... 28

Figure 3: Three generations of spinners at the Bank Top Spinning Company, Oldham 1900 ........................................................................ Figure 4: The brushing boy. The two men in the background are carding the cloth. The brushing boy is using an iron comb or brush to remove the bits of wool sticking to the combs that have just been used........................... 31

Figure 5: Vallery-Clément Octave Gréard..................................................................... 3

Figure 6: Village smithy of the Maaß family, Britz bei Berlin, Chauseestr. 16 (circa 1895)........................................................................ Figure 7: Façade of the First Craft School in Berlin (gateway to Market Hall II,

Lindenstraße 97-98, built 1886)...................................................................... 4

Figure 8: As Inspector of Education around 1905.......................................................... 4

Figure 9: The Kerschensteiner Vocational School in Liebherrstraße, Munich, built 1904 and 1905........................................................................ ................ 4 Figure 10: The founder of the Écoles des arts et métiers: François-Alexandre Fréderic de La Rochefoucauld-Liancourt (1747-1827) .................................. 4 Figure 11: Coat of arms of Liancourt with the emblem of the Écoles des arts et ..................................... 4 Figure 12: The École de métiers in Liancourt on the estate of the Duc de La Rochefoucauld........................................................................ Figure 13: The Écoles des arts et métiers and the spread of the production school principle in the 19quotesdbs_dbs25.pdfusesText_31

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