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The Challenges of Policy Transfer in Vocational Skills Development

National Qualifications Frameworks and the Dual Model of Vocational Training in International Cooperation

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Edited By Markus Maurer and Philipp Gonon

In the context of renewed global interest in the development of vocational skills, policy makers in many countries as well as representatives of technical organisations often hope to reform existing training systems by borrowing models and policies that seem to work elsewhere. One of these prominent models is that of ‘National Qualifications Framework’, the use of which now spans the entire globe. On a much smaller scale, the ‘Dual Model’ of vocational training – a systematic combination of school and workplace-based learning that is common in a number of countries in Western Europe – has also gained attention in international cooperation.
Bringing together contributions from authors involved in both the theory and practice of vocational skills training development, this volume analyses the challenges that are tied to the transfer of these two dominant models in the context of international cooperation, sheds light on how they are being implemented, and discusses alternatives to the standard approaches to policy transfer.
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The challenges of policy transfer in vocational skills development: An introduction: Markus Maurer, Philipp Gonon

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MARKUS MAURER & PHILIPP GONON

The challenges of policy transfer in vocational skills development: An introduction1

Recently, after some years in which general education was accorded the most importance in development policy and research, the role of vocational education and training (nowadays often referred to as “vocational skills development” in the literature) has been given a greater degree of importance. Parallel to this re-emerging interest in vocational skills is the widespread practice of transferring VSD policies and models to developing countries, particularly as part of development cooperation. It is the main objective of this book to analyse this practice of VSD model transfer, with a particular focus on two specific models: the Dual Model of Vocational Training, and National Qualifications Frameworks.

In order to provide a theoretical context to the book, we first, discuss key terms and relevant debates in comparative education, and make some brief notes on the history of policy transfer in vocational skills development. This is followed by an overview of all the chapters in the book.

1.The re-emergence of TVET and the role of policy transfer

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