Skip to main content
SpringerLink
Log in
Book cover

Vocational Education and Training in Times of Economic Crisis pp 473–490Cite as

Policy Borrowing in Vocational Education and Training (VET) – VET System Typologies and the “6 P Strategy” for Transfer Analysis

  • Chapter
  • First Online:

Abstract

The issue of exporting VET systems is currently very topical in the international debate. It is, however, surprising that there is virtually no recent research into such areas as practicability, successes achieved, problems encountered, and long-term impact.

If a transfer approach should be successful, there must be at a first stage a comprehensive and detailed analysis of the diverse needs and perspectives of the local stakeholder groups. In line with this logic, the paper presents an analytical tool that can be used to categorise individual countries in terms of the way VET is perceived and designed within the specific socio-cultural context. This also enables initial indicators of potential needs to be identified.

The next stage in the paper is, to focus on the actual transfer of all or part of a VET system from one country to another. There has so far been no adequate explanation of how this might be done. The existing empirical findings show that transfer is a major challenge for all those involved. The approach is intended to provide a structure for such transfers and identify possible problems or obstacles before the process gets under way. This approach, labelled as the “6 P strategy”, is based on the findings documented in the literature and supplemented with the author’s experience of a range of transfer projects.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Notes

  1. 1.

    Müller and Shavit’s slightly different assessment (Müller and Shavit <CitationRef CitationID="CR39" >1998</Citation Ref>, p. 14; medium stratification) is the result of their three-point scale; we are using a two-point scale here.

  2. 2.

    These findings diverge from those of Müller and Shavit (<CitationRef CitationID="CR39" >1998</Citation Ref>, p. 14; low stratification), who argue primarily at the formal level.

  3. 3.

    By contrast with informal skill formation, the formal VET system in India is less important in quantitative terms (Pilz et al. <CitationRef CitationID="CR45" >2015</Citation Ref>).

  4. 4.

    To determine the scale and/or relevance of a particular aspect of the VET system as a whole (see discussion above), the relative number of participants in a programme can be quantified as a proportion of all participants in VET. This proportion can then be reflected in terms of the size of the relevant symbol. Thus, a large symbol may represent extensive uptake (for example, 80–100 % of an age cohort in VET complete the relevant part of the system), while a small symbol signifies a smaller importance (below 50 %, for example).

References

  • Acemoglu, D., & Pischke, J. S. (1998). Why do firms train? Theory and evidence. The Quarterly Journal of Economics, 113(1), 79–119.

    Article  Google Scholar 

  • Allmendinger, J. (1989). Educational systems and labour market outcomes. European Sociological Review, 5(3), 231–250.

    Google Scholar 

  • Aring, M. (2014). Innovations in quality apprenticeships for high-skilled manufacturing jobs in the United States at BMW, Siemens, Volkswagen. Geneva: ILO. http://www.ilo.org/wcmsp5/groups/public/---ed_emp/---ifp_skills/documents/publication/wcms_244374.pdf. Accessed 21 Mar 2016.

  • Arnold, R. (1985). Das duale System – Ein Modell für den Aufbau leistungsfähiger Berufsbildungssysteme in Entwicklungsländern? Zeitschrift für erziehungs- und sozialwissenschaftliche Forschung, 2, 343–369.

    Google Scholar 

  • Barabasch, A., & Rauner, F. (2012). Work and education in America – The art of integration. Dordrecht: Springer.

    Book  Google Scholar 

  • Barabasch, A., & Wolf, S. (2011). Internationaler policy transfer in der Berufsbildung –Konzeptionelle Überlegungen und theoretische Grundlagen am Beispiel deutscher Transferaktivitäten. Zeitschrift für Erziehungswissenschaften, 14(2), 283–307.

    Article  Google Scholar 

  • Berger, S., & Pilz, M. (2009). Benefits of VET. In Hippach-Schneider U, Toth B (Eds.) ReferNet research report – Deutschland/Germany (pp. 6–49). Bonn: BIBB.

    Google Scholar 

  • BIBB. (2014). Bilaterale Kooperationen. https://www.bibb.de/en/govet_2910.php. Accessed 19 Apr 2016.

  • Biermann, H. (1994). Das Duale System – (k)ein Exportschlager…. Berufsbildung – Zeitschrift für Praxis und Theorie in Betrieb und Schule, 26, 2–3.

    Google Scholar 

  • Billett, S. (2001). Learning in the workplace: Strategies for effective practice. Crows Nest: Allen & Unwin.

    Google Scholar 

  • Blöndal, S., Field, S., & Girouard, N. (2002). Investment in human capital through upper secondary and and tertiary education. OECD Economic Studies (34), I. https://www.oecd.org/eco/labour/2640202.pdf. Accessed 21 Mar 2016.

  • Blossfeld, H. P. (1994). Different systems of vocational training and transitions from school to career – The German dual system in cross-national comparison. In CEDEFOP (Ed.), The determinants of transitions in youth (pp. 26–36). Berlin: CEDEFOP.

    Google Scholar 

  • Brockmann, M., Clarke, L., Méhaut, P., & Winch, C. (2011). Knowledge, skills and competence in the European labour market – What’s in a vocational qualification? New York/London: Routledge.

    Google Scholar 

  • Busemeyer, M., & Trampusch, C. (2012). The comparative political economy of collective skill formation. In M. Busemeyer & M. Trampusch (Eds.), The political economy of collective skill formation (pp. 3–38). Oxford/New York: Oxford University Press.

    Google Scholar 

  • Clement, U. (2012). Berufsbildung in der deutschen Entwicklungszusammenarbeit. Zeitschrift für Berufs- und Wirtschaftspädagogik, 108(1), 93–108.

    Google Scholar 

  • Crouch, C., Finegold, D., & Sako, M. (1999). Are skills the answer? The political economy of skill creation in advanced industrial countries. Oxford/New York: Oxford University Press.

    Book  Google Scholar 

  • Culpepper, P. D., & Thelen, K. (2008). Institutions and collective actors in the provision of training: Historical and cross-national comparisons. In K. U. Mayer & H. Solga (Eds.), Skill formation: Interdisciplinary and cross-national perspectives (pp. 21–49). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Deißinger, T. (1995). Das Konzept der „Qualifizierungsstile“ als kategoriale Basis idealtypischer Ordnungsschemata zur Charakterisierung und Unterscheidung von „Berufsbildungssystemen“. Zeitschrift für Berufs- und Wirtschaftspädagogik, 91(4), 367–387.

    Google Scholar 

  • Euler, D. (2013). Das duale System in Deutschland – Vorbild für einen Transfer ins Ausland? Gütersloh: Bertelsmann Stiftung.

    Google Scholar 

  • Frommberger, D., & Reinisch, H. (1999). Ordnungsschemata zur Kennzeichnung und zum Vergleich von „Berufsbildungssystemen“ in deutschsprachigen Beiträgen zur international-vergleichenden Berufsbildungsforschung: Methodologische Fragen und Reflexionen. Zeitschrift für Berufs- und Wirtschaftspädagogik, 95(3), 323–343.

    Google Scholar 

  • Géhin, J. P. (2007). Vocational education in France. A turbulent history and peripheral role. In L. Clarke & C. Winch (Eds.), Vocational education. International approaches, developments and systems (pp. 34–48). London: Routledge.

    Google Scholar 

  • GOVET. (2014) Über uns: Zentralstelle für internationale Berufsbildungskooperation (GOVET). https://www.bibb.de/en/govet_2350.php. Accessed 22 Mar 2016.

  • Grollmann, P. (2009). Comparative research on technical and vocational education and training (TVET) – Methodological considerations. In F. Rauner & R. Maclean (Eds.), Handbook of technical and vocational education and training research (pp. 253–259). Dordrecht: Springer.

    Google Scholar 

  • Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 23–36). Oxford: Pergamon.

    Google Scholar 

  • Haering, B., Rageth, L., Rageth, G., & Pohl, N. (2014). Pilot project Swiss VET initiative India: Cooperation between Switzerland and India in the field of vocational education and training 2009–2013. Evaluation final report. Zürich: Econcept AG.

    Google Scholar 

  • Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles and potholes. Boston: Pearson/Allyn & Bacon.

    Google Scholar 

  • Hummelsheim, S., & Baur, M. (2014). The German dual system of initial vocational education and training and its potential for transfer to Asia. Prospects, 44(2), 279–296.

    Article  Google Scholar 

  • Kariya, T. (2011). Japanese solutions to the equity and efficiency dilemma? Secondary schools, inequity and the arrival of ‘universal’ higher education. Oxford Review of Education, 37(2), 241–266.

    Article  Google Scholar 

  • Krohwinkel-Karlsson, A. K., & Sjögren, E. (2008). Identifying need through expressions of demand. Public Management Review, 10(2), 197–220.

    Article  Google Scholar 

  • Keating, J. (2009). Matching supply of and demand for skills: International perspectives. Australian Bulletin of Labour, 35(3), 528–560.

    Google Scholar 

  • Kis, V., Hoeckel, K., & Santiago, P. (2009). Learning for jobs – OECD review of vocational education and training: Mexico. http://www.oecd.org/edu/skills-beyond-school/43277304.pdf. Accessed 22 Mar 2016.

  • Kopatz, S., & Pilz, M. (2015). The academic takes it all? A comparison of returns to investment in education between graduates and apprentices in Canada. International Journal for Research in Vocational Education and Training, 2(4), 308–325.

    Google Scholar 

  • Lasonen, J., & Gordon, J. (2009). Improving the attractiveness and image of VET. In CEDEFOP (Ed.), Modernising vocational education and training: Fourth report on vocational training research in Europe – Background report (pp. 15–88).http://www.cedefop.europa.eu/fr/node/10986. Accessed 23 Mar 2016.

    Google Scholar 

  • Lauterbach, U. (2003). Exportschlager duale Ausbildung? Erfahrungen aus dem Internationalen Fachkräfteaustausch (IFKA) der Carl Duisberg Gesellschaft und des Bundesministeriums für Bildung und Forschung. In G. Cramer (Ed.), Jahrbuch Ausbildungspraxis 2003. Erfolgreiches Ausbildungsmanagement (pp. 54–57). Köln: Wolter Kluwer.

    Google Scholar 

  • Lehmann, W. (2012). Youth apprenticeships in Canada: Context, structures and apprentices’ experience. In M. Pilz (Ed.), The future of vocational education and training in a changing world (pp. 25–41). Wiesbaden: Springer VS.

    Chapter  Google Scholar 

  • Mehrotra, S. (2014). India’s skills challenge: Reforming vocational education and training to harness the demographic dividend. New Delhi: Oxford University Press.

    Book  Google Scholar 

  • Mehrotra, S., Raman, R. K., Kumra, N., & Röß, D. (2014). Vocational education and training reform in India: Business needs in India and lessons to be learned from Germany. Gütersloh: Bertelsmann Stiftung.

    Google Scholar 

  • Muehlemann, S., & Wolter, S. C. (2011). Firm-sponsored training and poaching externalities in regional labor markets. Regional Science and Urban Economics, 41(6), 560–570.

    Article  Google Scholar 

  • Müller, W., & Shavit, Y. (1998). The institutional embeddedness of the stratification process: A comparative study of qualifications and occupations in thirteen countries. In W. Müller & Y. Shavit (Eds.), From school to work: A comparative study of educational qualifications and occupational destinations (pp. 1–48). Oxford: Oxford University Press.

    Google Scholar 

  • Pilz, M. (2009). Initial vocational training from a company perspective: A comparison of British and German in-house training cultures. Vocations and Learning, 2(1), 57–74.

    Article  Google Scholar 

  • Pilz, M. (2012). International comparative research into Vocational Training: Methods and approaches. In M. Pilz (Ed.), The future of vocational education and training in a changing world (pp. 561–588). Wiesbaden: Springer VS.

    Chapter  Google Scholar 

  • Pilz, M. (Ed.). (2016). India: Preparation for the world of work: Education system and school to work transition. Wiesbaden: Springer VS.

    Google Scholar 

  • Pilz, M., & Alexander, P. J. (2011). The transition from education to employment in the context of social stratification in Japan – A view from the outside. Comparative Education, 47(2), 265–280.

    Article  Google Scholar 

  • Pilz, M., & Li, J. M. (2014). Tracing teutonic footprints in VET around the world? The skills development strategies of German companies in the USA, China and India. European Journal of Training and Development, 38(8), 745–763.

    Article  Google Scholar 

  • Pilz, M., Uma, G., & Venkatram, R. (2015). Skill development in the informal sector in India: The case of street food vendors. International Review of Education, 61(2), 191–209.

    Article  Google Scholar 

  • Posselt, T., Salameh, N., Preissler, A., & Hudak, S. (2012). Treibende und Hemmende Faktoren im Berufsbildungsexport aus Sicht deutscher Anbieter. In Fraunhofer MOEZ (Ed.). Leipzig: Fraunhofer MOEZ.

    Google Scholar 

  • Rauner, F., & Wittig, W. (2009). Synthesebericht und Handlungsempfehlungen. In F. Rauner (Ed.), Steuerung beruflicher Bildung im internationalen Vergleich (pp. 23–111). Gütersloh: Bertelsmann Stiftung.

    Google Scholar 

  • Schaack, K. (1997). Die Exportierbarkeit des dualen Systems. In K. Schaack & R. Tippelt (Eds.), Strategien der internationalen Berufsbildung (pp. 197–233). Frankfurt am Main: Lang.

    Google Scholar 

  • Schippers, S. (2009). Systemberatung zwischen Anspruch und Wirklichkeit: eine wirkungsorientierte Analyse der „Mubarak-Kohl-Initiative” in Ägypten. Marburg: Tectum Verlag.

    Google Scholar 

  • Schmidt, H., & Benner, H. (1989). Das duale System der Berufsausbildung – ein Exportschlager? – Möglichkeiten und Grenzen der Übertragung eines Berufsbildungssystems? In R. Arnold & A. Lipsmeier (Eds.), Betriebspädagogik in nationaler und internationaler Perspektive (pp. 341–353). Baden-Baden: Nomos Verlag.

    Google Scholar 

  • Shavit, Y., & Müller, W. (2000). Vocational secondary education, tracking, and social stratification. In M. T. Hallinan (Ed.), Handbook of sociology of education (pp. 437–452). New York: Springer.

    Google Scholar 

  • Shi, W. P. (2012). Development of TVET in China: Issues and challenges. In M. Pilz (Ed.), The future of vocational education and training in a changing world (pp. 85–95). Wiesbaden: Springer VS.

    Chapter  Google Scholar 

  • Singh, M. (2012). India’s national skills development policy and implications for TVET and lifelong learning. In M. Pilz (Ed.), The future of vocational education and training in a changing world (pp. 179–211). Wiesbaden: Springer VS.

    Chapter  Google Scholar 

  • Steedman, H. (2012). Overview of apprenticeship systems and issues. Geneva: ILO.

    Google Scholar 

  • Stockmann, R. (2013). Metaevaluierung Berufsbildung: Ziele, Wirkungen und Erfolgsfaktoren der deutschen Berufsbildungszusammenarbeit. Münster: Waxmann.

    Google Scholar 

  • Stockmann, R., & Silverstrini, S. (2013). Berufsbildungsförderung im Vergleich. Zeitschrift für Berufs- und Wirtschaftspädagogik, 109(2), 170–190.

    Google Scholar 

  • Taylor, A. (2006). The challenges of partnership in school-to-work transition. Journal of Vocational Education and Training, 58(3), 319–336.

    Article  Google Scholar 

  • Thelen, K., & Kume, I. (1999). The rise of nonmarket training regimes: Germany and Japan compared. Journal of Japanese Studies, 25(1), 33–64.

    Article  Google Scholar 

  • Thomann, B., & Wiechert, M. (2013). Berufsbildungszusammenarbeit aus einer Hand. Berufsbildung in Wissenschaft und Praxis., 42(5), 35–37.

    Google Scholar 

  • Verfürth, M., & Diart, M. (2013). Ausbildungsengagement deutscher Firmen in Indien: Impulse für den Aufbau eines leistungsfähigen Qualifizierungssystems? Berufsbildung in Wissenschaft und Praxis, 5(42), 20–23.

    Google Scholar 

  • Wolf, S. (2011). Arbeitskulturen und der Transfer von Berufsbildungselementen in andere Länder. Zeitschrift für Berufs- und Wirtschaftspädagogik, 107(4), 543–567.

    Google Scholar 

  • Young, M., & Raffe, D. (1998). The four strategies for promoting parity of esteem. In J. Lasonen & M. Young (Eds.), Strategies for achieving parity of esteem in European upper secondary education. Final report (pp. 35–46). Jyväskylä: Jyväskylä University.

    Google Scholar 

  • Zirkle, C., & Martin, L. (2012). Challenges and opportunities for technical and vocational education and training (TVET) in the United States. In M. Pilz (Ed.), The future of vocational education and training in a changing world (pp. 9–23). Wiesbaden: Springer VS.

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Lehrstuhls für Wirtschafts- und Sozialpädagogik, Universität zu Köln, Albertus-Magnus-Platz, 50923, Köln, Germany

    Matthias Pilz

Authors
  1. Matthias Pilz
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Matthias Pilz .

Editor information

Editors and Affiliations

  1. German Research Center for Comparative Vocational Education and Training (G.R.E.A.T), University of Cologne, Köln, Germany

    Matthias Pilz

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Pilz, M. (2017). Policy Borrowing in Vocational Education and Training (VET) – VET System Typologies and the “6 P Strategy” for Transfer Analysis. In: Pilz, M. (eds) Vocational Education and Training in Times of Economic Crisis. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol 24. Springer, Cham. https://doi.org/10.1007/978-3-319-47856-2_26

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-47856-2_26

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-47854-8

  • Online ISBN: 978-3-319-47856-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation