This article explores the variation of vocational education and training systems in Eu ropean countries. From a survey of experts in I 5 European countries, we develop a typology alo ng two dimensions: employer involvement and public commitment. In a second step, we expl ain th e variety of skill formation systems, highlighting the importance of partisan power and econom ic coordination. The causal argument is applied in three illustrative case studies of Germany, Sweden and the UK. In particular, we argue that a high degree of economic coordination in creases the re levance of training relative t o academic educati on. H ow ever, differences within the cluster of coordinated market eco nomi es are related to different legacies of partisan power in t he post-war decades.
How are evaluative reactions pertaining post-national citizenship identities interrelated and what are the potential mechanisms how post-national identities evolve? Previous efforts to operationalize and measure post-national citizenship identities leave it open how people’s stances on different issues are related and suffer from a variety of theoretical and methodological shortcomings regarding the nature of political attitudes and ideologies. A recently proposed approach conceptualizes ideologies as networks of causally connected evaluative reactions to individual issues. Individual evaluative reactions form the nodes in a network model, and these nodes can influence each other via linked edges, thereby giving rise to a dynamic thoughts system of networked political and identity-related views. To examine this system at large, we apply network analysis to data from the European Values Study. Specifically, we investigate 33 evaluative reactions regarding national and supra-national identity, diversity, global empathy, global environmentalism, immigration, and supra-national politics. The results reveal a strongly connected network of citizenship identity-related attitudes. A community analysis reveals larger clusters of strongly related evaluative reactions, which are connected via bridges and hub nodes. Centrality analysis identifies evaluative reactions that are strategically positioned in the network, and network simulations indicate that persuasion attempts targeted at such nodes have greater potential to influence the larger citizenship identity than changes of more peripheral attitude nodes. We lastly show that socio-demographic characteristics are not only associated with the overall level of post-national citizenship, but also with the network structure, suggesting that these structural differences can affect the network function as people develop national or post-national citizenship identities, or respond to external events. These results provide new insights into the structure of post-national identities and the mechanism how post-national identities might evolve. We end with a discussion of future opportunities to study networked attitudes in the context of civic and citizenship education.
Equality of education is often seen as the fundament of the overall equality of opportunity in modern societies. However, no reliable and comprehensive cross-national comparison of educational inequality hitherto exists. The aim of the present paper is to provide a cross-national comparative outline of diverse dimensions of educational inequality in the OECD world. We estimate the effects of three highly influential aspects of socioeconomic background on educational achievement in each OECD country in order to create a ranking of educational inequality in 30 capitalist countries. The central finding is that we indeed cannot identify a single cross-national ranking but three dimensions of education inequality: educational inequality based on economic, educational, and migration background at home. Capitalist economies thus do not only differ with regard to the degree of inequality but, first and foremost concerning the predominant patterns of inequality and the main distributive keys.
Effizienz und Gleichheit in der Bildung: Die Wirksamkeit der Bildungspolitik in den deutschen Bundesländern Abstract: The central goal of this paper is to examine the effectiveness of education policy in the German federal states with regard to two central educational outcomes: educational efficiency and equality. Applying a two-stage multi-level analysis, the degrees of efficiency and equality in the German Länder are estimated before the effects of sub-national education policy on these two outcomes are evaluated. A primary finding of the paper is that there is no "efficiency-versus-equality trade-off" in Germany's school education. By contrast, both outcomes are interdependent. Furthermore, education policy has very different impacts on efficiency and equality: Equality of education is mainly determined by early childhood education. Efficiency, however, is affected by the strict tripartite tracking system.
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