Search Results for
"Vocational education"

This chapter draws on political economy and comparative educationalist literatures to further an understanding of dual systems of vocational education and training (VET) as essentially shaped by the particular socioeconomic relations of their countries of origin. In the case of German-speaking countries, this points to a complex web of negotiation processes between government, employers and employees – commonly referred to as tripartite social dialogue. Approaches from policy transfer analysis in comparative education are used to reflect on educational transfer as an essentially political process, framed by political and economic interests of actors in both sending and receiving countries. This is helpful in sustaining the chapter’s hypothesis that tripartite social dialogue tends to be neglected in transfer processes. The final section addresses the case of Serbia, where a dual VET track was introduced into the national VET system in 2017. An institutionalist view is applied to explore how the specific socioeconomic context has shaped the dual VET reform in Serbia with a focus on the role (or lack thereof) of tripartite social dialogue. © 2026 selection and editorial matter, Oscar Valiente, Srabani Maitra, Philipp Gonon and Matthias Pilz; individual chapters, the contributors.

This chapter focuses on German commercial providers offering vocational education and training (VET) services abroad. The attractiveness of the German dual system of apprenticeship results in a demand for services and funding related to the development of apprenticeship systems in VET. While the drivers, processes and success factors of dual system transfer are increasingly well understood by VET research, commercial VET providers as potential key actors in this process have not received much attention yet. Based on an analysis of the strengths, weaknesses, opportunities and threats (SWOT analysis), we examine to what extent they are in a position to contribute to transferring the German dual apprenticeship system abroad. The analysis is based on a document analysis complemented by 16 expert interviews conducted with representatives of internationally active German VET providers and branch experts between 2019 and 2020. © 2026 selection and editorial matter, Oscar Valiente, Srabani Maitra, Philipp Gonon and Matthias Pilz; individual chapters, the contributors.

The global spread of Dual Apprenticeships (DAs) policies is conventionally portrayed as a phenomenon indissociable from the attraction exerted by the German dual training system and portrayed as an instance of policy borrowing or transfer. However, whereas there is growing clarity on the reasons behind the emergence of the German dual system as a role model, there is a more limited understanding of the local drivers behind this. In order to grapple with these questions, this chapter examines the processes of cross-national attraction behind the adoption of DAs in two different settings: the creation of the Dual System of Training in India and the establishment of the Mexican Model of Dual Technical and vocational education and Training (TVET) in Mexico. The chapter shows that the processes of policy adoption observed in these countries exhibit a number of important differences both in the impulses behind policy borrowing dynamics and the respective foci of attraction. Our results also show that the DA notion is subject to multiple interpretations and that an excessive emphasis on the allure of the German “global role model” is analytically problematic, pointing to the need for further empirical investigation on the role of domestic agency within processes of policy transfer. © 2026 selection and editorial matter, Oscar Valiente, Srabani Maitra, Philipp Gonon and Matthias Pilz; individual chapters, the contributors.

Dual modes of vocational education and Training (VET), which include learning in the workplace and in school and especially dual apprenticeships as a systemic and long-term organised form of learning sites are today a substantial part of youth education in a lot of countries. It is nowadays a well-received concept, welcomed by stakeholders, policy makers and politicians in Europe, the US, Australia but also in many countries of the Global South. The promise of dual modes of VET is economic prosperity in reducing unemployment, guaranteeing a qualified workforce, boosting industrial development as well as being a useful instrument for poverty reduction. A main focus is social integration through a smooth transition from education to work. Furthermore, it is a pedagogical well-approved instrument for motivating young people to learn through practical tasks, thus avoiding school fatigue. © 2026 selection and editorial matter, Oscar Valiente, Srabani Maitra, Philipp Gonon and Matthias Pilz; individual chapters, the contributors.

When examining issues of transferring experiences and practices of technical and vocational education and training (TVET) from one country to another, there is a clear challenge of taking into account the context of both sides. For referencing the context, we use the concept of the typology of regulatory patterns of classical European TVET models. By this means, we look at the cultural meaning systems of a society, i.e. we can address the question of what is considered to be good vocational education and training there and what social-cultural practices have been agreed upon. At the meso level of our analysis, we look at the conditions that result from the prevailing work culture in the respective sector. We illustrate the range and the possible applications of the analytical tools with a case study on vocational education and training in Azerbaijan. We use these tools to analyse the current TVET in Azerbaijan. And we give some recommendations for future development paths of the Azerbaijan TVET towards more dual elements concerning the existing realties in the country. At the same time, we explain the methodological approach which is required for a successful processing when trying to understand previously unknown VET characteristics. © 2026 selection and editorial matter, Oscar Valiente, Srabani Maitra, Philipp Gonon and Matthias Pilz; individual chapters, the contributors.

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.

The twin transition to a green and digital economy is linked to the need for new skills in the workforce. However, given the scale and speed of change, it is challenging for policymakers, employers, and educational institutions to predict what skills will be in demand and how to create them. In addition to strategic uncertainty, European policymakers are confronted with a diversity of national and regional skills systems and a multi-polar power distribution. Based on our governance framework combining the concept of skills ecosystems with experimentalist governance, we find that policymakers rely on experiments to create and sustain transnational skills ecosystems. These enable local actors to cooperate in a bottom-up way and to develop novel skills solutions. We draw on the iterative policy cycle of experimentalist governance to conceptualize the components necessary for governing transnational skills ecosystems. The expanding European Centers of vocational Excellence are analyzed to illustrate our argument. © 2025 The Author(s). Regulation & Governance published by John Wiley & Sons Australia, Ltd.

Background: Various problems, such as a shortage of teachers, especially in certain outlying and underdeveloped provinces, unequal distribution of teachers, low teacher competency, and mismatch between educational qualifications and scientific fields, as well as the demands of increasingly dynamic developments in science and technology, resulting in the need for professional development for elementary school teachers to improve teacher professionalism in Indonesia. These background as a basis for the government to create teacher professional education program for elementary school teachers continuously. It is hoped that it will be able to answer the educational problems facing the Indonesian nation. This research explores the opinions of elementary school teachers who have participated in teacher professional development activities through the in-service teacher professional education program. Methods: We collected data through a written survey of 24 elementary school teachers, as well as article documents relevant to the research topic. Data were analyzed using thematic analysis. Result: The research produced two main themes: increasing teacher competencies and sustainable teacher development programs. Increasing teacher competency related to social competence, pedagogical competence and professional competence. The sustainable teacher development program is related to the guaranteeing the instructional quality of post-program and multi-sectoral collaboration. Conclusion: Developing teacher professionalism through teacher professional education program in elementary schools in Indonesia positively impacts teachers’ becoming professional teachers. Teacher professional education program is an indication of improving teacher professionalism, especially in developing teaching skills, improving the quality of instruction, teacher motivation and individual development in dealing with various problems in instruction in the classroom, especially in elementary schools, so that the instructional objectives that have been set can be achieved. The professionalism of elementary school teachers will improve if there are sustainable programs such as mentoring programs from the government, universities and parties that focus on improving the quality of education in Indonesia. ©: © 2025. R et al.

The evolving landscape of engineering practice necessitates robust frameworks that define, measure, and foster professional competence holistically. While the International Engineering Alliance (IEA) Graduate Attributes and Professional Competencies (GAPC) framework sets a global standard for engineering qualification outcomes, challenges persist in assessing these attributes holistically. Competence extends beyond discrete skills and requires integrated, context-sensitive evaluation. This paper explores a competence measurement strategy by aligning the IEA GAPC framework with the Competence Measurement (COMET) model, a three-dimensional framework originally developed in vocational education. The IEA GAPC framework (2021) reflects contemporary imperatives, including sustainable development, diversity, ethics, and emerging technologies. It establishes individually assessable graduate attributes that indicate potential for professional practice. However, true competence encompasses the ability to perform professional activities to the expected standards in independent practice, requiring a more holistic approach. The COMET model, rooted in educational psychology, enables structured, multi-dimensional assessment of professional competence. By integrating the COMET model with the IEA framework, this study proposes an enhanced evaluation approach that captures the interconnected nature of engineering competencies. This integration facilitates a more nuanced understanding of competence development in engineering education, ensuring assessments reflect real-world professional performance. By bridging the IEA GAPC framework with the COMET model, this paper presents a novel approach to measuring and fostering engineering competence in higher education. This synthesis offers an improved strategy for evaluating engineering graduates, ensuring their readiness for professional practice in a rapidly evolving field. This paper is therefore presented as a conceptual approach to engage in its relevance before a formal pilot project is implemented. © 2025 IEEE.

This study aims to design and implement the Problem-Based Learning Factory (PBLF) learning model in Welding Engineering courses in vocational education. The research approach uses the Dick and Carey model which focuses on systematic instructional design, including needs analysis, goal formulation, learning strategy development, implementation, and formative evaluation. The validity of the model was tested through Focus Group Discussion (FGD) with experts, while its practicality and effectiveness were measured through observation and questionnaires to students and lecturers. The results showed that the PBLF model was valid with an average Aiken’s V of 0,85, practical with an achievement level of 87 %, and effective in improving student learning outcomes with an average increase in value of 25 %. This model integrates theories and practices that are relevant to the industrial world, while improving students’ cognitive, psychomotor, and affective skills. Formative evaluation showed that model iterations resulted in significant improvements in the learning module. © 2025; Los autores.