Read e-book online An Imperative to Adjust?: Skill Formation in England and PDF

By Joachim Wentzel

This booklet bargains with schooling platforms and the swap saw inside them along alterations within the wider political financial system. The examine is performed when it comes to comparative case research of britain and Germany. Extending the VoC procedure, not just vocational schooling and coaching but additionally university schooling and better schooling are analyzed. the purpose of departure is the complicated incontrovertible fact that the present reforms of the schooling platforms of either nations are departing from the trails expected by way of the VoC process. The thesis hence argues opposed to institutional path-dependency within the international locations, and in favour of an ideational strategy in accordance with discursive institutionalism.

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In doing so, they offer an ideational challenge to endogenous explanations of change and the concept of path-dependency. Putting it another way, these theories can elucidate potential converging tendencies. "Diffusion through competition", by contrast, is used as a means in the argumentation presented in educational discourses. Having sketched the main mechanisms of the policy diffusion literature, the next section will go a step further and outline the core of this theoretical framework. The concepts, mechanisms and tools used so far facilitate our understanding of institutional change but remain theoretically isolated from one another.

This is "channelled" learning. Moreover "learning" requires actors collect and consider information in order to identify success stories and which political economies are recognised as cultural reference groups, according to which they can render less complicated the choice of which policies to adopt. 5 Drivers of institutional change: the policy diffusion literature 45 higher education system to provide a model for Germany and the German vocational education and training system to serve as an example for English initiatives in this area, whereas the development of school education is not entirely predictable, as both countries seem – at first glance – to learn particular aspects from each other.

Ideas as "public philosophies" sit at the most abstract level of generality. These are the most profound and subtle ideas. By the same token, however, they are also the least salient ones. These philosophies, values and principles show up clearly in policies and programmes; yet, the philosophies remain, relative to the two other types of ideas, in the background. ). Consequently, policies and programmes are more easily detectable, as they are discussed and debated whereas philosophies remain more hidden.

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