The situation before the Reform 1994 was as follows:
The old fine-grained practically-oriented course structure in VET, organised according to the principle of a one-to one relation between trades and course structure, was costly to maintain, and courses were often technologically outdated. “The anticipated and eagerly awaited structural build-up of continuation courses in the different VET areas was grinding to a halt due to tight budgets, queues were multiplying and youth unemployment rising” (cf. Michelsen et al 2014:67).
“Policies aimed at “parity of esteem” between general and vocational education was failing.
The formal reclassification of vocational schools as an equivalent branch of the upper secondary comprehensive school had failed to make an impression. The combined effects of large birth cohorts, unemployment and relatively prolonged recession problems made capacity planning as well as transitions from school to work more difficult” (ibid).