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Country Size and Educational Change: Comparing Reforms of Skill Formation in Germany and Switzerland
(2021)
This conference 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 decentralized 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.
"Everything was booked and ready to go for a two-day scientific workshop on education policies in Europe, scheduled for April 23-24, 2020 at the Hertie School in Berlin. The workshop intended to take stock of developments at the European, national and sub-national levels given the European Union’s wrap up of its decade-long Education & Training 2020 strategy (ET 2020), a framework for cooperation in education and training.
However, on March 12, we had to cancel the physical meeting on short notice due to the coronavirus crisis. In the following, we share our experiences with the subsequent transition to an alternative online workshop format that took place on April 23, involving 25 participants from 10 countries, and 16 paper presentations.
After sketching the workshop’s virtual setup, we discuss strengths, weaknesses, and challenges related to this digital transition. Furthermore, we explore the prospects of such online for-mats for future academic conferences and networking."
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.
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.
Die mangelnde Durchlässigkeit zwischen Berufs- und Hochschulbildung ist in den letzten Jahren bundesweit zu einem bildungspolitischen Kernthema geworden. Um den neuen Anforderungen der Arbeitswelt sowie individuellen Bedürfnissen gerecht zu werden, müssen die Übergänge im Bildungssystem erleichtert werden. Dieser Policy brief identifiziert mögliche Bedingungen für die erfolgreiche Etablierung durchlässiger Strukturen zwischen Berufs- und Hochschulbildung und leitet daraus konkrete Politikempfehlungen ab.
European cross‐border regions often display substantial political and economic activity. A key example is the French‐German‐Swiss Upper Rhine region, where three distinct national governance models come together. In this dynamic cross‐border industry cluster, traditional political‐administrative units often do not meet the functional needs of employers and (future) employees. This comparative institutional analysis refers to Varieties of Capitalism and Local Production Systems perspectives to explore the operations of this cluster. It finds two main patterns through which education and training are embedded in the cross‐border context: on the one hand, the leveraging of distinct institutional advantages in the different parts of the region and, on the other, the creation of cross‐border collective competition goods in the form of jointly provided educational institutions. Through these two strategies, local actors within the cross‐border industry cluster can turn their peripheral location into an institutional advantage.
The lack of permeability between the vocational and the higher education systems has become a central concern of education policy in recent years. To meet the demands of a modern work environment as well as the needs of individual workers, the transition between the different education sectors must be facilitated. This policy brief identifies conditions necessary to successfully establish permeable structures between the vocational and the higher education systems in Germany and derives specific policy recommendations from this.
This paper explores the extension of collective governance to sectors without collective governance tradition. We introduce the concept of state-led bricolage to analyze the expansion of the Swiss apprenticeship training system – in which employer associations fulfill core collective governance tasks – to economic sectors in which training had previously followed a school-based and state-oriented logic. In deindustrializing societies, these sectors are key for the survival of collectively governed training systems. Through a mixed-methods analysis, we examine the reform process that led to the creation of new intermediary organizations that enable collective governance in these sectors. In addition, we compare the organizational features of these organizations with the respective organizations in the traditional crafts and industry sectors. We find that the new organizations result from state-led bricolage. They are hybrid organizations that reflect some of the bricoleur's core policy goals and critically build on the combination of associational and state-oriented institutional logics.
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.
Die Rolle der Gewerkschaften in der Berufsbildung: Ein Vergleich Deutschlands und der Schweiz
(2021)
In unserem Beitrag untersuchen wir die Rolle der Gewerkschaften in der Berufsbildung. Dabei zeigen wir, dass in Deutschland den Gewerkschaften eine starke (paritätische) Rolle zukommt. Deutlich schwächer ist die Stellung der Gewerkschaften hingegen im schweizerischen System, in welchem Arbeitgeberinteressen Vorrang gegeben wird. Unsere historisch-vergleichende Analyse geht den Gründen für die jeweilige Rolle der Gewerkschaften in Deutschland und der Schweiz nach. Unterschiede im nationalen institutionellen Rahmen sowie in den Machtressourcen der entsprechenden Gewerkschaftsbewegungen sind massgeblich dafür verantwortlich, dass in Deutschland und in der Schweiz nach dem Ersten Weltkrieg unterschiedliche Entwicklungspfade eingeschlagen wurden.