Project OBSERVE is generating information for EU policy makers about the processes, progress and impact of radical structural changes in national Vocational Education and Training systems in response to political, social, pedagogic and economic change. The aims of the project are To provide a key set of reference material for political researchers and policy influencers whose interests and needs are under represented compared with those of VET professionals and others directly involved in the research and delivery of VET. To contribute directly towards informing policy decisions and providing easily accessible information about policy and practice in national administrations. The main focus of the work will concentrate on the quality of vocational education and training opportunities at a systems level rather than in terms of curriculum or pedagogic change. The scope of the project includes an in- depth study of 10 European countries, which are currently undertaking radical reforms of their post - 16 educational systems. These countries are as follows: " Wales, Scotland and Northern Ireland in the UK, who have had devolved governments and are now responsible for education in their own countries, which has given them an opportunity to completely restructure their post- 16 education systems and their VET systems; " Romania where there is also a new administration and political structure; " Greece, which is currently undertaking a radical revision of the whole of their education systems, pre and post 16, which includes a restructuring of the VET provision; " The former East German lander, the Nederlands, Denmark and Spain, which have recently 'completed' major reforms and France, currently in the process of change In the framework, developed for Observe, societal systems, as education, are seen as socially built constructions, based on institutions (rules, habits, regulations) and organisations (agents in the system). Societal systems evolve over time, steered by discussions amongst stakeholders (governments, social partners, educational organisations, branch organisations, etc). We developed a model of bifurcations (earthquakes) because of the idea that institutions are robust or even aversive for change and capable to absorb a certain amount of social tension: in such a model change is taken place disruptively from one level of seeming stability to another level. Social tensions during periods of stability are transformed into 'subversive' debates and actions, preparing for change. At the ECER conference in Dublin, we will present preliminary results of comparative analyses, based on national case studies. Alongside this paper, one of the national case studies will be presented (i.c. Spain, cf. the paper of Figueira & Blasquez Entonado).