This study on industrial, technical, and factory schools in Europe involves a detailed analysis of the differences and similarities in the development of technical education across various countries over different historical periods. The European technical and industrial education system has evolved in distinct ways in each country, shaped by factors such as the Industrial Revolution, the economic needs of each nation, and the public policies implemented to promote industrial development (Johnson, 2002). A significant part of this study focuses on countries that have played a crucial role in the formation and consolidation of technical education in Europe (Cordeiro, 2005). Among the main countries addressed are Germany, France, and the United Kingdom, among other European nations. The primary period for the creation of these schools dates back to the late eighteenth and nineteenth centuries, when the Industrial Revolution drove an increased demand for skilled labour. However, the development of these institutions continued throughout the twentieth century, keeping pace with technological and industrial changes. To meet this need, industrial schools were established—institutions dedicated to technical education and vocational training for the emerging labour market (Belhoste, 2003; Chappey, 2004; Deissinger, 2015; Green, 2013; Walker, 2016). Using this form of education as a reference, this communication aims to present the progress of a study that analyses the development of industrial schools and industrial education in Europe, with an emphasis on the historical trajectory and the influence exerted in the Portuguese context. The guiding question of this investigation is to what extent industrial education in Portugal was influenced by European models. The theoretical framework explores various European studies on industrial education and focuses mainly on three countries: the United Kingdom, Germany, and France. In the United Kingdom, the focus was on economic transformations and the need for skilled labour as the main drivers of industrial schools in that country (Gear, 1999; Green, 1990; Kurian, 1994; Sanderson, 1995). In the German context, the framework was reinforced by the specificities of the dual model and its main diffusion to other European countries (Deissinger, 2015; Fürstenau, Pilz, & Gonon, 2014; Solga et al., 2014). Regarding France, we observe the historical development, the principles that originated the educational policies of the technical and industrial modality, its social perception, its international influence, and the continuous evolution of the French industrial education system (Delors, 1996; Aziz, 2013).

From a methodological point of view, the research design is structured as a case study with descriptive and interpretive characteristics (Yin, 2018). To answer the research questions posed in this study, we used documentary analysis (Amado, 2017) and a literature review. The literature review carried out in the broader context of the PhD programme allowed us to refine the theoretical framework, outline the main areas of research, and identify the main influences of European Industrial Education on the current configuration of vocational education in the Portuguese context. The documents analysed (Bardin, 2016; Cellard, 2008) include archives in English from the different countries on the European continent, with a more extensive focus on Germany, the United Kingdom, and France, since the study identified these countries as precursors of the industrial education modality. The research was carried out in 2024. The theoretical framework served as the basis for drawing up the research tools and analysing the data collected. The methodology adopted in this study made it possible, in general terms, to identify the contributions and emerging trends of industrial education at the European level in the context of contemporary vocational education in Portugal.

The expected conclusions of this study indicate that the development of industrial, technical, and factory schools in Europe was strongly influenced by historical, economic, and political factors specific to each country. The Industrial Revolution acted as a fundamental catalyst for the creation of these institutions, addressing the growing demand for skilled labour. Furthermore, the public policies implemented to promote industrial development played a crucial role in consolidating technical education systems in countries such as Germany, France, and the United Kingdom. The German dual model, which combines practical training in companies with theoretical education in technical schools, had a significant influence not only in Germany but also in other European nations, including Portugal. This model can be identified as a key element in the effectiveness of German vocational education, providing a balance between theory and practice that meets the needs of the labour market. The results also highlight the identification of each country’s specific approach to industrial education. In the United Kingdom, for example, economic transformation and the need for specialised labour were the main drivers behind the establishment of industrial schools. In France, historical evolution and specific educational policies shaped a technical education system characterised by strong social recognition and international influence. The study emphasises that industrial education in Portugal was significantly shaped by European models, particularly those of Germany, the United Kingdom, and France. The findings will contribute to a deeper understanding of the historical and political dynamics that have shaped technical education systems, offering valuable insights for future educational and developmental policies in vocational courses. Overall, the results are expected to provide a comprehensive understanding of how European industrial education models have influenced the current configuration of vocational education in Portugal.

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