This chapter contributes to the literature on educational borrowing and lending by examining how one specific country, Switzerland, chooses whether and how to promote its dual VET model of education and training internationally. It analyses how such a choice comes about, how different actors position themselves in this debate and for what reasons, and how these actors coordinate among themselves in order to ultimately arrive at a consolidated, jointly defined position. The central finding of the analysis is that, in the case of Switzerland, a consistent position is difficult to achieve because different authorities develop their own positions against the background of their mandates and the regulations in their respective fields of policy. Conflicts between these independent positions are especially evident when it comes to implementing actual projects, which to a certain extent have to be assessed simultaneously from the perspective of different policy fields. © 2026 selection and editorial matter, Oscar Valiente, Srabani Maitra, Philipp Gonon and Matthias Pilz; individual chapters, the contributors.
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