Traditional approaches to VET took an inner systemic perspective, with VET as a
coherent part of the overall education system. Thus, VET could be improved to
ensure that young people and adults from the lower social classes could benefit
from specific educational programmes, leading to (self-) employment as workers or
technicians. The ‘vocationalisation’ of secondary education began in the 1970s
(Lauglo, 2004) with a focus on the social demand for skills and competences that
could be supplied to less privileged groups. The promotion of social inclusion
through VET was a cor