Complexity in Vocational Education and Training Governance

Autor/in	Oliver, Damian
Titel	Complexity in Vocational Education and Training Governance
Quelle	In: Research in Comparative and International Education, 5 (2010) 3, S.261-273 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2010.5.3.261
Schlagwörter	Governance; Vocational Education; Decision Making; Participative Decision Making; Administrative Organization; Systems Analysis; Power Structure; Program Implementation; Educational Policy; Feedback (Response); Accountability; Educational Finance; Educational Quality; Partnerships in Education; Cost Effectiveness + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausbildung; Berufsbildung; Decision-making; Entscheidungsfindung; System analysis; Systemanalyse; Politics of education; Verantwortung; Bildungsfonds; Quality of education; Bildungsqualität; Hochschulpartnerschaft; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken
Abstract	Complexity is a feature common to all vocational education and training (VET) governance arrangements, due to the wide range of students VET systems caters for, and the number of stakeholders involved in both decision making and funding and financing. In this article, Pierre and Peter's framework of governance is used to examine complexity in VET governance models. Criticism has been made of complex decision-making processes in VET governance models, whether stemming from co-determination with social partners or shared responsibilities in federations between national and sub-national governments, with the contention being that such complex processes reduce system adaptability. This article argues that the focus on decision-making processes is misguided and the effects of other complex system processes should be considered. First, debate needs to be broadened to take into account how governance frameworks emerge from historical and political differences, such as the impact of federal structures of government. Adaptability depends on more than decision-making processes. Second, international comparisons suggest that complex policy instruments, whether the result of convoluted decision-making or not, may demonstrate greater adaptability in the system but also threaten system coherence. Finally, complex processes for allocating resources and generating feedback seem to increase system accountability, although unintended consequences for other system outcomes may yet emerge. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10