In the realm of reconfiguring Chinese vocational education and training (VET) the country is collaborating with Germany which provides guidance and support for the development of a dual system in China. The article outlines the circumstances that need to be considered in such a policy transfer and possible scenarios for the development of a modern VET system. The VET systems in both countries are explained and compared before the authors examine implications for a policy transfer.

This article focuses on the methodological approaches used in the European Centre for the Development of Vocational Training (Cedefop) research project 'Learning for Career and Labour Market Transitions -individual biographies'. In particular, it illuminates how biographical approaches were employed to help the in-depth understanding of career transitions and work identities as biographical narratives highlight the complex processes of learning, labour market experiences and working-life transitions. Within Europe, biographical approaches in terms of interviewing and analysis are used differently as a result of historical, intellectual and cultural traditions, and this was the case in this study. However, although different approaches were utilised, the stories generated rich data which enabled comparisons to take place across the five countries.

This introductory article offers not only a synthesis of methodological approaches, methods, conceptual considerations and theoretical frameworks that are introduced in the various articles in this special issue, it also reaches beyond this collection in referring to interdisciplinary approaches to the study of vocational education and training (VET) governance. The latter are specifically intended to assist in analysing the role of the individual, political groups or networks in governing VET and potentially determining a VET policy transfer process. The author explains how the study of governance is directly connected to the study of policy transfer and specifically introduces categories derived from the behavioural science in order to substantiate the thesis that existing governance studies have not paid attention to the essential category of the human or social factor. Introduction Experience hath shown, that even under the best forms (of government) those entrusted with power have, in time, and by slow operations, perverted it into tyranny. (Thomas Jefferson) No free government, or the blessings of liberty, can be preserved to any people but by a firm adherence to justice, moderation, temperance, frugality, and virtue; and by a frequent recurrence to fundamental principles. (Patrick Henry) These provocative theses of Jefferson and Henry are intended to underline the significant role that politicians, or, more generally, stakeholders in power positions play in determining and enforcing policies and shaping governance in a country as much as in a system, such as a vocational education and training (VET) system. The success of established governance structures and processes can be measured in terms of the outcomes of a VET system, and in this sense conclusions about the functionality of a VET system would be possible. Nevertheless, it is challenging to entangle which aspects of governance ultimately play a crucial role for the success of a system and which do not. In the end, according to Henry, the balance of various factors determines the democratic functionality of a governance system and allows, in the best case, for its self-renewal. This article is concerned with methodological approaches, methods, conceptual considerations and theoretical frameworks in the study of VET governance. The relationship between governance

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This paper introduces the results of an evaluation of the Forum-theatre workshop method, which was designed within the framework of a resilience-building intervention. About 230 in-service vocational school teachers in Canton of Ticino participated in the study. A mixed-methods research design was applied to investigate potentialities of the Forum-theatre technique in generating a better understanding about interpersonal conflicts at school while fostering active coping strategies. Data were collected by means of participatory observation and a self-reported questionnaire. The findings indicate a perceived positive impact in terms of proactive participation, critical awareness and activated reflectivity. In addition, the interactive drama technique encouraged participants to activate a dialog between multiple perspectives, thus enlarging the perceived spectrum of possible actions during relational conflicts. The paper concludes with implications for creativity and resilience research.