Literaturnachweis - Detailanzeige
Autor/in | Graf, Lukas |
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Titel | How Country Size Matters for Institutional Change: Comparing Skill Formation Policies in Germany and Switzerland |
Quelle | In: Comparative Education, 57 (2021) 4, S.474-495 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Graf, Lukas) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-0068 |
DOI | 10.1080/03050068.2021.1961354 |
Schlagwörter | Organizational Change; Educational Change; Educational Cooperation; Apprenticeships; Knowledge Economy; Academic Education; Educational Policy; Comparative Education; Foreign Countries; Handicrafts; Industrial Education; Vocational Education; Economic Factors; Commercialization; Governance; Social Systems; Higher Education; Case Studies; Bachelors Degrees; Switzerland; Germany Organisationswandel; Bildungsreform; Education; cooperation; Kooperation; Apprenticeship; Lehre; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Akademische Bildung; Politics of education; Bildungspolitik; Vergleichende Erziehungswissenschaft; Ausland; Handwerk; Ausbildung; Berufsbildung; Ökonomischer Faktor; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Social system; Soziales System; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; 'Bachelor''s degrees'; Bachelor-Studiengang; Schweiz; Deutschland |
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. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |