National vocational education systems are unique in some ways due to the historical circumstances of their formation and development (Virolainen & Persson Thunqvist 2017), the evolving national social and economic situation as well as imperatives and societal sentiments (Hanf 2002). Goals for developing a mature VET might include substantially elevating the standing within the community to be higher, championing the richness and importance of vocational education and the occupations, communities and individuals it serves. Integrating of theory and practice, promoting the autonomy of students, and to enhance the standing of vocational educators, trainers and teachers (Kaiser 2025), their selection and education, is part of this development. As well as granting them the kinds of professional discretion that will permit them to address localised needs, specific requirements and respond flexibly to the needs of their students in generating the skills required by industries and employers, and by legislators and policymakers (Billet 2013).

These different possibilities for the focus of system developments has often led to nation-specific kinds of educational purposes for these systems, their institutions, engagements with communities, and processes of teaching and assessment (Billet 2011).

As with their formation, the development of these systems is being continually reshaped by national imperatives and external factors, such as the demands of supranational agencies and geopolitical events (Klassen 2025). Yet, there will always likely be interplays between localized, national, and external imperatives shaping its purposes, practices, and policies.

The focus of the symposium is on the Nordic Countries (Denmark, Norway, Sweden, Finland, and Iceland) and the aim is to present and discuss comparative accounts of how these processes play out in current developments of the vocational education systems in these countries. They share many similarities in their development for the last century, in terms of culture, mentality, and economics. Based on a symposium including all Nordic Countries during the Nordic VET research conference (Nordyrk) in Aarhus 2025 (Eiriksdottir et.al. 2025) the aim is to present short insides in some Nordic countries and a comparison view along with three questions:

-          What might constitute a mature vocational education system?

-          What are the changes in governance/structures seen in the last decade?

-          What are the key lessons from the country?

In an intended publication the aim is to generate a conceptual basis comprising the kinds of imperatives and factors and their educational consequences that permit the appraisal of the changes and their legacies that may have wider applicability in identifying and critically evaluating future changes.

After a short introduction, short reports from some Nordic countries (Denmark and Finland) and a comparison view will follow and lead to discussion among presenters and audience.

Method:

Participants in the symposium represent findings from a symposium at NORDYRK 2025 based on contributions from all Nordic countries: Denmark, Finland, Iceland, Norway, and Sweden. It is based on several Online discussions between the Nordic researchers and Stephen Billett and Franz Kaiser, who serve as external experts and commentators. The group meets every other month for discussion and in-between meetings the group members work individually to answer questions, whose responses are then synthesized, summarized and shared.The method comprises a comparative set of case studies being conducted in each of the five Nordic countries.  The symposium at ECER is intended to be another step in an ongoing discussion-based process, that commenced in September 2024. 

Intended Outcome:

1. Establishing a process for capturing and evaluating the evolving purposes, institutions and practices of vocational education systems in the Nordic countries.
2. Identifying key changes and their potential educational consequences.
3. A conceptual framework for comparative analyses of what constitute a mature VET system.

Billett S. (2013). Towards a mature provision of vocational education. International Journal of Training Research 11( 2):184-194 Eiriksdottir, E.; et.al. (2022). Selection for Whom? Upper Secondary School Choice in the Light of Social Justice. Educational Governance Research (8), pp.175-197 Eiríksdóttir, E., et.al. (2025). Movement and maturity in VET systems: Current developments in the Nordic countries.Conference presentation, 10.-12.6.2025 NordYrk conference, VIA College, Aarhus, Denmark. Hanf G. (2002) Introduction. Towards a history of vocational education and training (VET) in Europe in a comparative perspective, 2002; Florence Kaiser, F. (2023). Schweden. Internationales Handbuch der Berufsbildung. Bonn Kaiser, F. (2025). Academic drift of technical VET teacher education in Germany, Sweden, and other Nordic countries. Nordic Journal of Vocational Education and Training, 15(1), 148–179. https://doi.org/10.3384/njvet.2242-458X.25151148 Klassen, J. (2025). International organisations in vocational education and training: a literature review. Journal of Vocational Education & Training, 77(3), 792–818. https://doi.org/10.1080/13636820.2024.2320895 Michelsen, S. et.al. (Eds.). (2018). Vocational education in the Nordic countries. Routledge. Virolainen, M. (2023). Case study Finland: The future of vocational education and training in Europe, (Cedefop) https://www.cedefop.europa.eu/files/finland_future_of_vet_vol.3.pdf Virolainen, M., & Persson Thunqvist, D. (2017). Varieties of universalism: Post-1990s developments in the initial school-based model of VET in Finland and Sweden and implications for transitions to the world of work and higher education. Journal of Vocational Education & Training, 69(1), 47–63