Conditions for cross-border policy transfer and cooperation: Analysing differences between higher education and vocational training

Abstract

Against the backdrop of an increasingly interconnected world as well as the growing role of inter- and supranational organizations, policy transfer has become a widespread phenomenon, not least in the realm of education. While policy transfer research has focused predominantly on isolated education sectors, less is known about the overall institutional conditions that favour or inhibit policy movement in different education sectors. We argue that the conditions for cross-border policy synthesis, as a central form of policy transfer, differ systematically between the two main education sectors preparing for labour market entry, namely higher education (HE) and vocational education and training (VET). Taking the case of the cross-border region of France, Germany and Switzerland as an example, the institutional analysis shows that demand-side, programmatic, contextual and application conditions are more favourable towards cross-border policy synthesis in HE than VET.

Navigating the policy borrowing process of general education among the eight publicly funded universities in Hong Kong

“…Followed by these policymakers' conscious and deliberate adoption of a policy that originates in one context to another, a series of terminologies have been emerging in the literature due to their varying theoretical and analytical perspectives as well as metaphorical foci, such as policy copying, transfer, importation, appropriation, and assimilation (Marsh & Sharman, 2009). Meanwhile, these policy-makers will put emphasis on various policy attributes, which are usually in the form of goals, structure and content, ideologies, administrative arrangements, institutions, ideas and attitudes, as well as lessons and implications (Graf & Lohse, 2021). Nonetheless, one should not neglect or undermine the context-specific diversity as any common policy agenda can play out differently across systems with their own histories, cultures, politics, and social structures (Braun et al, 2011).…”

Evaluation of Curriculum Implementation Effectiveness of Higher Vocational Education Based on Collaborative Filtering Algorithm

“…The scientific demonstration effect of its logic theory is concentrated in the aspect of curriculum evaluation, which provides a scientific orientation for teaching curriculum theory. The promotion of professional courses is related to many variables such as students' learning ability, teachers' professional ability, students' professional skills, and learning process [11,22,5].…”

Actors and factors in the international transfer of dual training approaches: The coordination of vocational education and training in Mexico from a German perspective

“…Until now, studies that analyse these kinds of transfers with regard to Mexico have mainly been from the perspective of German companies (Fuchs, 2022; Vogelsang & Pilz, 2021; Wiemann, 2022; Wiemann & Fuchs, 2018; Wiemann & Pilz, 2020). There has also been discussion about what generally promotes and hinders the transfer of dual practices (Graf & Lohse, 2021; Kühn et al, 2020; Li & Pilz, 2021; Oeben & Klumpp, 2021). However, there has not been discussion from the perspective of the different actors from German‐speaking countries involved, such as development agencies such as the German Corporation for International Cooperation (GIZ) or the Austrian Development Agency (ADA), commercial education providers and companies.…”