Comparative Vocational Education Research (eBook)

Dedicated to Madhu Singh 6
Series Editor’s introduction 7
Preface 8
1 The significance of the title 8
2 Structure of the book 9
3 Acknowledgements 10
References 10
Contents 11
I Introduction/Opening Chapter 14
1Comparative vocational education and training research: What purposes does it serve? 15
Abstract 15
1 Introduction 16
2 Exploring intersecting domains 18
3 Can we find common cause in the advancement of VET? 21
4 Towards a more dialogic approach 24
5 A triadic conception of purposes in comparative VET research 26
References 29
Part II International Comparative VET Theories and Methodologies 32
2Beyond typologies: Alternative ways of comparing VET systems 33
Abstract 33
1 Introduction: About the difficulties of comparative VET research 34
2 Comparison by function 36
2.1 Selection and allocation function 37
2.2 Qualification function 38
2.3 Utilisation function 38
2.4 Retention and integration function 39
2.5 Organisation 40
2.6 Innovation 41
3 Comparison by quality 42
3.1 Dimensions of quality along the training process 43
3.2 Different perspectives on VET quality 44
4 Discussion 46
References 48
3A framework for the comparative study of institutional-employer partnerships in vocational education and training 52
Abstract 52
1 Introduction 52
2 Comparative analysis of partnerships between institutions and employers 53
3 The four models of VET partnership and programme development 56
4 Concluding remarks 62
References 63
4Tools and means to understand different TVET models in developing countries: An approach to the epistemological opening up of international TVET in development cooperation 66
Abstract 66
1 Introduction 66
2 Internationally comparative vocational education research: The typologies 69
3 The ideal types of the classical European vocational education models 69
4 A comparative political economy typology: Skill formation systems 73
5 Bridging the two perspectives of the typologies 75
6 Work culture as an analytical instrument to shed light on the societal aspects of TVET 76
7 Outlook 83
References 83
Part III Research Results on International Comparative VET 88
5The learning outcome approach to European VET policy tools: Where are the arguments and the evidence? 89
Abstract 89
1 What one might hope for from policymaking 90
2 EU VET policymaking and the learning outcome approach 91
3 The EU’s aspirations 93
4 The European VET Policy tools 94
5 What can be salvaged? 100
6 Conclusion: What have we learned? 101
References 101
6The Swiss PET system and similar programs in Germany and Austria 104
Abstract 104
1 Introduction 104
2 Professional education and training in Switzerland 105
3 Advanced vocational education and dual studies/integrated degree programs in Germany 108
4 The variety of PET programs in Austria 111
5 Comparative analysis of the three PET systems 113
6 Conclusion 117
References 117
7Competency-based education and training in Namibia: Educational transfer as imitation 119
Abstract 119
1 CBET: Principles and myths 120
1.1 Behaviourism 120
1.2 Functionalism 121
2 Namibia 124
2.1 Context 124
2.2 Establishment of CBET in Namibia 125
2.3 Behaviourism and low-level qualifications 127
2.4 Functionalism and skill gaps 130
3 Imitation transfer and the myth of simplicity 132
References 134
8Skill formation in cross-border contexts: The case of the trinational Upper Rhine region 137
Abstract 137
1 Introduction 137
2 Theoretical framework: Comparative capitalism, cross-border regions, and skill formation 139
2.1 Analytical perspectives on cross-border industry clusters 140
2.2 Vocational education and training in a cross-border industry cluster: Theoretical expectation 141
3 Methods and data 142
4 Vocational education and training in the chemistry, pharmaceutical and life sciences cross-border cluster 144
4.1 The Aprentas training network 145
4.2 Cross-border perspectives on the Aprentas training nextwork 146
4.3 Findings: The leveraging of regional complementarities 148
5 Conclusion 149
References 150
9Comparing the integration of technical vocational education and training (TVET) in systems of innovation: Towards a new cultural political economy of skills? 154
Abstract 154
1 Introduction 155
2 Cultural political economy of skills 156
3 Initial findings: Global discourses on innovation 159
4 Notes from the cases of Germany and Brazil 161
5 Comparing the integration of TVET in systems of innovation 163
6 Conclusion 165
References 165
10Evaluating dual apprenticeship effects on youth employment: A focus on the mechanisms 168
Abstract 168
1 Introduction 169
2 Realist evaluation approach 169
3 Methods and data 172
4 Situated learning 174
5 Skill content 177
6 Institutional contact 180
7 Discussion 182
8 Conclusions 183
References 184
11Competency-based curriculum development in vocational education and training: An example of knowledge transfer from the Western world to India 186
Abstract 186
1 Introduction 186
2 Competency-based curriculum: Theoretical framework 187
3 Objective of the study 189
4 Country context – India 189
5 Competency-based curriculum: A European approach 190
6 Developing competency-based curricula: A small intervention activity 192
6.1 Methods and data 192
6.2 Experts interviews 193
7 Competency-based sewing curriculum development 193
8 Conclusion 198
References 199
12Transfer research as an element of comparative vocational education and training: An example of factors influencing the transfer of dual training approaches of German companies in China, India and Mexico 204
Abstract 204
1 Introduction 205
2 Transfer: A theorectical framing 206
3 Methods and procedure 208
4 Presentations and discussion of influencing factors 209
4.1 Connectivity to the vocational school system 209
4.2 Local labour market 210
4.3 Institutional framing by the government 211
4.4 Social setting 212
4.5 Institutional framing through local and regional cooperation 213
4.6 Production specifics 214
4.7 Economic rationalities 215
4.8 Socialisation background of the decision-maker 216
4.9 Specific company characteristics 217
4.10 Summary of the influencing variables 217
5 Conclusions for the transfer of dual training approaches 218
References 220
13How decent is work in the automobile industry in Shanghai? What does it mean for Chinese vocational education and training? An analysis of shop floor jobs in the Shanghai automobile industry 225
Abstract 225
1 Introduction 225
2 Selection of research object and field 226
3 Methodology 228
4 Major findings 231
4.1 Case analysis: Employment in auto party and subsystem suppliers 231
4.1.1 Dignity 231
4.1.2 Equality 232
4.1.3 Productive work 233
4.1.4 Quality job 233
4.1.5 Security 234
4.2 Case Analysis: Employment in Auto OEM 234
4.2.1 Dignity 234
4.2.2 Equality 235
4.2.3 Productive work 235
4.2.4 Quality job 236
4.2.5 Security 236
4.3 Case Analysis: Employment in Auto services 236
4.3.1 Dignity 237
4.3.2 Equality 237
4.3.3 Productive work 237
4.3.4 Quality job 238
4.3.5 Security 238
5 Summary and conclusion 239
6 Implications 241
References 242
Part IV Lessons Learnt from Comparative VET Research in Practice 244
14Comparative methods in practice: Using an iterative approach to explore aviation apprenticeships in England and Germany 245
Abstract 245
1 Introduction 245
2 Object of comparison and selection of countries 248
3 Development of the research question 250
4 The rhetoric of the tertium comparationis 251
5 The reality of applying the tertium comparationis 251
6 Conclusion 256
References 258
15Reflections on typologies of comparison studies and the necessity of cultural-historical views illustrated by the analysis of the Swedish vocational education system from abroad 260
Abstract 260
1 The need of cultural awareness in comparative research 261
1.1 What has led me to the socio-historic approach? 261
1.2 The discussion about typology and classification 261
2 Folkhemmet and lagom as the cultural basis of the Swedish educational system 264
3 The turn to marketisation and current debates in Sweden 266
3.1 The shift towards marketisation in the 1990s 266
3.2 Bringing the students closer to work – New apprenticeship since 2000 267
3.3 Current challenges and concepts in Sweden 269
4 Consequences and critical self-reflection 270
References 272
16The value of ethnography and the comparative case study approach in VET research – exemplified by the project “VET cultures in a European comparison” 276
Abstract 276
1 Ethnography and comparative VET research 276
2 The ethnographic study “VET cultures in a European comparison” 279
3 CCS approach as an analytical framework for the ethnographic comparative VET study 283
3.1 Two logics of comparison 283
3.2 Process-orientation 283
3.3 Three axes of comparison 286
4 Conclusion 289
References 289
17Undertaking comparative VET research in international teams: The example of exploring recruitment and training cultures in SMEs in Germany, Australia and the United States 292
Abstract 292
1 Introduction 293
2 The starting point: the common research objective 294
3 Planning and coordination of international comparative research 294
4 Key findings 298
4.1 Germany 298
4.2 Australia 300
4.3 United States 302
5 Some major differences in comparing the countries 305
6 Conclusion: Major considerations in undertaking international research in multinational teams 306
References 307
VClosing Chapter 311
18Comparison of VET approaches through history, with a particular focus on Africa 312
Abstract 312
1 Introduction 312
2 The era of industrial education in the United States and Africa 313
3 Technical and vocational education and training: A donor priority 314
4 The discovery of the informal sector: Implications for training and historical comparison 315
5 VET’s natural policy connections – a) Nonformal education & skills development
6 VET’s natural policy connections – b) Science and technology 318
7 VET’s natural policy connections – c) Educational planning 318
8 VET’s natural connections – d) Enterprise development 319
9 VET, Education for All, and poverty reduction 319
10 Securing and monitoring VET in the post-2015 agenda of the Sustainable Development Goals (SDGs) 321
11 In conclusion 321
References 322
Index of Authors 325