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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


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 transfer of dual vocational training: Experiences from German development cooperation: Reinhard Stockmann



The transfer of dual vocational training: Experiences from German development cooperation


Dual vocational training is a successful model, considered to offer many positive outcomes. A few of these (though not all) are examined here: low youth unemployment, transference of high levels of expertise, strong practice-orientation, reduced state spending on education, a socially accepted alternative to academic training, a clearly-structured system of training (proven to be flexible and adaptable, even in times of crisis), etc.

It is not surprising that other countries with differently organised vocational training, such as full-time schooling or on-the-job training schemes, have long shown an interest in the dual training system model, considering its numerous beneficial features. As a consequence, for decades now, the introduction of ‘dual’ or ‘cooperative’ system elements, and even the transfer of the dual system in its entirety, have been part of the portfolio of German and Swiss efforts to promote vocational training.

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