@article{Graf, author = {Graf, Lukas}, title = {How country size matters for institutional change: comparing skill formation policies in Germany and Switzerland}, series = {Comparative Education}, journal = {Comparative Education}, doi = {10.1080/03050068.2021.1961354}, abstract = {This paper argues that country size can play a crucial role in shaping the type of gradual change observed in collective skill formation systems. Collectively governed dual-apprenticeship training has its base in the industrial and crafts sectors of the economy and builds on the decentralised cooperation of multiple public and private stakeholders. As a result, it tends to be strongly path dependent, which favours gradual over radical forms of change. However, in recent years, dual-apprenticeship training has been increasingly challenged by the rise of the knowledge and service economy and the growing popularity of academic forms of education. In this context, I compare policy responses in Switzerland and Germany, which represent one small and one large collective skill formation system, respectively. The historical-institutionalist analysis finds that the dominant trajectory of change is conversion in Switzerland but layering in Germany, with different implications for the future viability of collective skill formation.}, language = {en} } @article{GrafLohse, author = {Graf, Lukas and Lohse, Anna Prisca}, title = {Conditions for cross-border policy transfer and cooperation: Analysing differences between higher education and vocational training}, series = {Research in Comparative and International Education}, volume = {16}, journal = {Research in Comparative and International Education}, number = {4}, doi = {10.1177/17454999211057747}, pages = {361 -- 383}, abstract = {Against the backdrop of an increasingly interconnected world as well as the growing role of inter- and supranational organizations, policy transfer has become a widespread phenomenon, not least in the realm of education. While policy transfer research has focused predominantly on isolated education sectors, less is known about the overall institutional conditions that favour or inhibit policy movement in different education sectors. We argue that the conditions for cross-border policy synthesis, as a central form of policy transfer, differ systematically between the two main education sectors preparing for labour market entry, namely higher education (HE) and vocational education and training (VET). Taking the case of the cross-border region of France, Germany and Switzerland as an example, the institutional analysis shows that demand-side, programmatic, contextual and application conditions are more favourable towards cross-border policy synthesis in HE than VET.}, language = {en} } @incollection{GrafLohse, author = {Graf, Lukas and Lohse, Anna Prisca}, title = {Advanced Skill Formation between Vocationalization and Academization: The Governance of Professional Schools and Dual Study Programs in Germany}, series = {Studies in Vocational and Continuing Education. Governance Revisited - Challenges and Opportunities for Vocational Education and Training}, booktitle = {Studies in Vocational and Continuing Education. Governance Revisited - Challenges and Opportunities for Vocational Education and Training}, editor = {B{\"u}rgi, Regula and Gonon, Philipp}, publisher = {Peter Lang}, address = {Lausanne}, isbn = {9783034343824}, issn = {2235-7327}, publisher = {Hertie School}, pages = {215 -- 242}, abstract = {Global trends, such as an ever-rising service economy, rapid technological change and digitalization, challenge skill formation systems. Focussing on European countries, this edited volume examines the variety of European VET governance and VET governance research. In particular, it provides insights into regional, local and decentralized governance at meso (e.g. professional associations) as well as micro level (e.g. learning arrangements). As such, the edited volume sheds light on the hitherto far less explored dimensions of VET governance and highlights challenges as well as opportunities in VET governance in the 21st century.}, language = {en} } @techreport{GrafBernhardBanscherus, type = {Working Paper}, author = {Graf, Lukas and Bernhard, Nadine and Banscherus, Ulf}, title = {Bedingungen f{\"u}r flexible {\"U}berg{\"a}nge zwischen beruflicher und akademischer Bildung}, series = {Hertie Policy Briefs}, journal = {Hertie Policy Briefs}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-41611}, abstract = {Die mangelnde Durchl{\"a}ssigkeit zwischen Berufs- und Hochschulbildung ist in den letzten Jahren bundesweit zu einem bildungspolitischen Kernthema geworden. Um den neuen Anforderungen der Arbeitswelt sowie individuellen Bed{\"u}rfnissen gerecht zu werden, m{\"u}ssen die {\"U}berg{\"a}nge im Bildungssystem erleichtert werden. Dieser Policy brief identifiziert m{\"o}gliche Bedingungen f{\"u}r die erfolgreiche Etablierung durchl{\"a}ssiger Strukturen zwischen Berufs- und Hochschulbildung und leitet daraus konkrete Politikempfehlungen ab.}, language = {de} } @article{GrafMarques, author = {Graf, Lukas and Marques, Marcelo}, title = {Towards a European model of collective skill formation? Analysing the European Alliance for Apprenticeships}, series = {Journal of Education Policy}, journal = {Journal of Education Policy}, doi = {10.1080/02680939.2022.2097317}, abstract = {While the literature in skill formation systems has paid considerable attention to inter-variation between types of national skill formation systems and intra-variation among individual types as in the case of collective skill formation systems, less is known about the role of the European Union in establishing a European model of skill formation. Building on studies in educational governance and decentralised cooperation, this paper analyses the European Alliance for Apprenticeships (EAfA) and explores its relationship to national skill formation systems. We analyse the emergence of a European model of collective skill formation and offer case studies of Ireland and France to understand how this European model relates to these two contrasting skill formation systems. Through deductive qualitative content analysis of official documents, we show that (a) the EAfA, in resembling characteristics of national collective skill formation systems, promotes the emergence of a European model of collective skill formation, and (b) that Ireland and France show signs of moving further towards adopting elements of a collectivist training model centred on apprenticeship training although mediated by path-dependencies of a liberal (Ireland) and statist (France) skill formation model.}, language = {en} } @incollection{BernhardGraf, author = {Bernhard, Nadine and Graf, Lukas}, title = {Enhancing Permeability through Cooperation: The Case of Vocational and Academic Worlds of Learning in the Knowledge Economy}, series = {Collective Skill Formation in the Knowledge Economy}, booktitle = {Collective Skill Formation in the Knowledge Economy}, editor = {Bonoli, Giuliano and Emmenegger, Patrick}, publisher = {Oxford University Press}, address = {Oxford}, isbn = {9780192866257}, publisher = {Hertie School}, pages = {281 -- 307}, abstract = {Interest in collective skill formation systems has been high for a long time, but recent structural economic and societal developments have led commentators to question their viability. In particular, the shift towards a knowledge economy creates a number of challenges for these highly praised systems of vocational training. These challenges relate to the growing importance of knowledge intensive production in advanced economies and with the accelerated pace of change due to innovation and globalization. What is more, these issues are compounded by coinciding developments in growing inequality and the emergence of multicultural societies. Can collective skill formation systems adapt fast enough to the needs of the knowledge economy? Can they continue to be as successful as they have been in the past in integrating youth in the labour market? Will employers be willing to participate in the delivery of vocational training in this new context? In this book, a world class team of leading experts on collective skill formation systems provide a thorough discussion of these and other questions raised by the shift to a knowledge economy. The book argues that collective skill formation systems remain attractive for firms and governments. However, continuous and profound adjustments will be needed if they are to fulfil their objectives in terms of equity and efficiency.}, language = {en} } @incollection{GrafLohse, author = {Graf, Lukas and Lohse, Anna Prisca}, title = {Analyzing Vocational Education and Training Systems through the Lens of Political Science.}, series = {Internationales Handbuch der Berufsbildung. Vergleichende Berufsbildungsforschung - Ergebnisse und Perspektiven aus Theorie und Empirie. Jubil{\"a}umsausgabe des Internationalen Handbuchs der Berufsbildung.}, volume = {56}, booktitle = {Internationales Handbuch der Berufsbildung. Vergleichende Berufsbildungsforschung - Ergebnisse und Perspektiven aus Theorie und Empirie. Jubil{\"a}umsausgabe des Internationalen Handbuchs der Berufsbildung.}, editor = {Grollmann, Philipp and Frommberger, Dietmar and Deißinger, Thomas and Lauterbach, Uwe and Pilz, Matthias and Schr{\"o}der, Thomas and Sp{\"o}ttl, Georg}, publisher = {Verlag Barbara Budrich}, address = {Leverkusen}, isbn = {978-3-8474-2676-9, 978-3-96208-334-2}, publisher = {Hertie School}, pages = {123 -- 141}, abstract = {Seit 1995 werden im Internationalen Handbuch der Berufsbildung (IHBB) wissenschaftliche L{\"a}nderstudien zu den weltweiten Berufsbildungssystemen publiziert. Das IHBB ist ein Standardwerk f{\"u}r diejenigen, die sich f{\"u}r die Berufsbildung in anderen L{\"a}ndern interessieren. Dieser Jubil{\"a}umsband zum 25-j{\"a}hrigen Bestehen des IHBB stellt aktuelle Befunde zu unterschiedlichen Themen und Fragestellungen aus der Vergleichenden Berufsbildungsforschung vor. Die Vergleichende Berufsbildungsforschung zielt darauf ab, Merkmale und Prinzipien der Berufsbildung in verschiedenen nationalen und kulturellen Kontexten zu beschreiben, zu verstehen und zu erkl{\"a}ren. Deutlich st{\"a}rker als die allgemeine oder hochschulische Bildung ist die Berufsbildung aus internationaler Perspektive von großen Unterschieden gepr{\"a}gt. Doch zugleich kann die Annahme formuliert werden, dass sich die Merkmale und Prinzipien der Berufsbildung im Zuge der wachsenden Globalisierung, Internationalisierung und Europ{\"a}isierung tendenziell ann{\"a}hern - wie in anderen gesellschaftlichen Teilsystemen auch. Der Blick auf die Berufsbildung erfolgt aus diversen wissenschaftlichen Perspektiven, aus Erziehungs- und Berufsbildungswissenschaft, Politikwissenschaft, Soziologie und Betriebswirtschaftslehre. Mit dieser Auswahl wird einem inter- und multidisziplin{\"a}ren Verst{\"a}ndnis Vergleichender Berufsbildungsforschung Rechnung getragen. Der vorliegende Sammelband schließt damit den Kreis zu den Beitr{\"a}gen zu Methoden und Theorien des Vergleichs aus der Anfangszeit des Handbuchs.}, language = {en} } @article{GrafRohdeLiebenau, author = {Graf, Lukas and Rohde-Liebenau, Judith}, title = {Two instruments, one melody: The parallel evolvement of European and German alliances for apprenticeships}, series = {European Educational Research Journal}, journal = {European Educational Research Journal}, doi = {10.1177/14749041221148282}, language = {en} }