School-to-work transition presents difficulties in many countries. The authors of this article from the October 1997 issue of EERA Bulletin demonstrate how comparative studies of the vocational education and training systems of different countries help to shed light on the nature and complexity of these difficulties. School-to-work systems in Germany, the Netherlands, the United Kingdom, and the United States are described with particular attention to the level of formalization and internal variation. A cross-national comparison highlights differences between the four countries in terms of school-to-work policy and practice.
MDS-1260 / January 1999