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In this chapter, I investigate the Copenhagen Process to show how a transnational policy aimed at enhancing EU collaboration in vocational education and training (VET), is a reflection of both dominant societal discourses about VET and its role in society and of elements from different Member States’ VET systems creating a hybrid model of VET. Methodologically, I draw on policy trailing (Cort, 2014), looking into the documents of the Process trailing changes over time. My assertion is that transnational policy processes are in a constant state of emergence reflecting societal changes, new ideas and political priorities (Justesen and Mik-Meyer, 2010). Whereas Martinez-Izquierdo & Sánchez (2022) looked specifically into the question of governance, I shall be looking into the changes regarding the VET models promoted (Greinert, 2005) and how VET is perceived both as a problem and a solution to other societal problems. Compared to Bologna, the Process has led a more invisible life as a policy process, and yet it has been agenda setting, today pushing for an increased intake to VET and recalibration of HE along VET lines (“Council Recommendation of 24 November 2020 on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience 2020/C 417/01,” 2020).

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The Continuous Emergence of the Copenhagen Process—Policy Transfer in EU VET Policy

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  • 发表日期：

    2026年

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  • Pia Seidler Cort

摘要

In this chapter, I investigate the Copenhagen Process to show how a transnational policy aimed at enhancing EU collaboration in vocational education and training (VET), is a reflection of both dominant societal discourses about VET and its role in society and of elements from different Member States’ VET systems creating a hybrid model of VET. Methodologically, I draw on policy trailing (Cort, 2014), looking into the documents of the Process trailing changes over time. My assertion is that transnational policy processes are in a constant state of emergence reflecting societal changes, new ideas and political priorities (Justesen and Mik-Meyer, 2010). Whereas Martinez-Izquierdo & Sánchez (2022) looked specifically into the question of governance, I shall be looking into the changes regarding the VET models promoted (Greinert, 2005) and how VET is perceived both as a problem and a solution to other societal problems. Compared to Bologna, the Process has led a more invisible life as a policy process, and yet it has been agenda setting, today pushing for an increased intake to VET and recalibration of HE along VET lines (“Council Recommendation of 24 November 2020 on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience 2020/C 417/01,” 2020).