Reconstructing policy transfer in adult and vocational education and training

Abstract

The article contributes to the understanding of educational policy transfer with a particular focus on VET and labour-market related training. A review of VET policy transfer literature is followed by a description of travelling VET reforms in adult and vocational education and training around the globe. Historical foundations of VET policy transfer are described with an emphasis on lending and borrowing from the global North to the global South. Finally, contemporary forces that influence global policy transfer, derived from personal observation, are described. We aim to contribute to a better understanding of policy cycles by depicting the influence of different dynamics on decision-making for policy transfer in VET. We argue that there can be various reasons to policy transfer, not just attractiveness of a particular educational system or approach, but also global industry demands for workforce development or the influence of big data and social media.

Analysis Projection of the Fulfillment of Priority Facilities and Infrastructures for Vocational High School/Sekolah Menengah Kejuruan (SMK) Using System Dynamic to Increase School Participation Rates in Central Kalimantan Province, Indonesia

“…Students should be cultivating their core professional literacy and innovativeness, which are continuously improved [50]. Interaction between Iduka and structures of SVS programs must be built and maintained, including the contribution of the programs' structure, regional featured or key industries, changes in admission policies by the local education authority [51], and the current educational policy transfer in VET, such as changes in work and competence requirements, the influence of big data on information spreading, evidence building and policy adoption, the digital exchange of information, and digital networking and knowledge building via social media [52].…”

Ownership in international vocational education and training transfer: The example of quality development in India

“…International agencies have promoted policy transfer, especially in VET, due to its significance for economic development (King, 2020), and thus, have promoted convergence for years, specifically by their aid and reform activities in developing countries (Anderson‐Lewitt, 2003; Barabasch et al, 2021; King, 2020; Maurer & Gonon, 2014). A view on educational systems and practices worldwide reveals ongoing processes of harmonisation and alignment because of globalisation (Li & Pilz, 2021).…”

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

“…These reforms, inspired by countries such as Germany, Austria and Switzerland, who have operated a dual training model for apprenticeship for many years and are considered donor countries, also exist in many other countries and have long been the subject of academic debate (Barabasch et al, 2021; Barabasch & Heller, 2020; Federal Ministry of Education and Research [BMBF] (2013); Gonon, 2014; Li & Pilz, 2021). The debate focuses mainly on the way vocational education and training are organised at the intermediate skill level (e.g., Davoine & Deitmer, 2020; Fuller & Unwin, 2013; Gonon, 2014; Valiente & Scandurra, 2017).…”

“…This is of particular interest, as the donor has to adapt to an unfamiliar (cultural, systemic, social) environment (Fuchs, 2022; King, 2014). Previous studies have shown that not only the perspective of the actors of the host countries is relevant, but that the perception of the donor actors causes major frictions in the transfer process (Barabasch et al, 2021; King, 2014). While we know little about this issue of the donor's view, some empirical findings with regard to facilitating and inhibiting factors already do exist.…”