National Qualifications Frameworks and the Dual Model of Vocational Training 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.
The challenges of policy transfer in vocational skills development: An introduction: Markus Maurer, Philipp Gonon
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