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 ‘need’ approach for curriculum development in the TVET cooperation with developing countries – CBET meets work-process oriented curriculum design: Stefan Wolf
The ‘need’ approach for curriculum development in the TVET cooperation with developing countries – CBET meets work-process oriented curriculum design
For more than five decades TVET policy transfer was the main focus of German development cooperation with foreign countries (Wolf, 2009, pp. 49 ff.). At the turn of the millennium, new actors (besides development agencies) came into the picture. The development field was dominated by state agencies, e. g. the ministry of education and ministry of labour, and their support and advisory was organised by German international development agencies, e. g. the German International Cooperation Agency (formerly GTZ, now reorganised under the name GIZ). In the past ten years, more and more economically oriented players from Germany have entered the field of TVET policy transfer with developing countries, specifically German business companies offering TVET concepts, signifying the entry of new players into the field with different and new interests. The international market of economically driven cooperation in TVET with developing countries is very competitive, and it is dominated by Anglo-Saxon agencies and companies. The German newcomers, e. g. SME business companies or craft organisations deploying training in the international TVET transfer market, needs support and advisory from scientific institutions to compete successfully in the field. Many different players have also emerged in developing countries. Besides public agencies and state institutions, more and more private companies from developing countries are entering the TVET field and demanding training for their employees. To sum up,...