France's educational system believes that while everyone needs a certain standard of education, not every student has the same skills and abilities. It accordingly has several examinations during the course of a student's life to measure aptitudes, strengths and abilities. The baccalaureate exams series given at the French equivalent of eighth grade determines which track of education students will undertake during their high school years. Some will be directed toward vocational schools and apprenticeships where they can become among other things, plumbers, carpenters, and mechanics. France feels that vocational careers are valuable and respectable and students who are not academically inclined should be directed toward educations and careers that work better for them.
Germany has an attitude similar to France. Vocational work is essential to the German economy and people providing non-professional, skilled labor play an important role. The German system provides some school-based vocational training, but emphasizes partnerships with private companies and small businesses as part of the training process. Schools often arrange apprenticeships and the educational system places a strong network with the private sector to develop more vocational training opportunities. Employers benefit from molding employees and having a steady supply of interested employees. Germany also emphasizes vocation retraining for the unemployed. When lay-offs occur or a job becomes obsolete, Germany facilitates vocational education to help people of all ages gain skills for new careers.
While the Japanese education system doesn't support vocational training in the same way as many European countries, the Japanese government has pushed for public-private corporation on training. In 1982, Japan founded the Overseas Vocational Training Association as a public-private partnership organization to promote skills training in Japan. It serves both Japanese and foreigners. The OVTA works in a similar capacity to Germany's education system to arrange private sector efforts for students who want hands-on training.
Indonesia functions like a number of developing Asian countries giving minimal vocational education. In large part, vocations are passed down through family businesses and trades. The son of a welder may not finish school and is instead trained as a welder by his father. However, Indonesia has formal vocational education initiatives in the form of money allocated to school systems which is managed and applied at the local and regional levels. As a result, vocational programs vary widely in quality and extent. In recent years, Indonesia has been returning to the certificate system in which students train in a vocation for a pre-determined number of hours to achieve a proficiency certificate. Classes may be taken through the public school system where available or via private vocational programs.