How Country Size Matters for Institutional Change: Comparing Skill Formation Policies in Germany and Switzerland

Autor/in	Graf, Lukas
Titel	How Country Size Matters for Institutional Change: Comparing Skill Formation Policies in Germany and Switzerland
Quelle	In: Comparative Education, 57 (2021) 4, S.474-495 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graf, Lukas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2021.1961354
Schlagwörter	Organizational Change; Educational Change; Educational Cooperation; Apprenticeships; Knowledge Economy; Academic Education; Educational Policy; Comparative Education; Foreign Countries; Handicrafts; Industrial Education; Vocational Education; Economic Factors; Commercialization; Governance; Social Systems; Higher Education; Case Studies; Bachelors Degrees; Switzerland; Germany + Suchen Sie Ihr Suchwort? Organisationswandel; Bildungsreform; Education; cooperation; Kooperation; Apprenticeship; Lehre; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Akademische Bildung; Politics of education; Bildungspolitik; Vergleichende Erziehungswissenschaft; Ausland; Handwerk; Ausbildung; Berufsbildung; Ökonomischer Faktor; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Social system; Soziales System; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; 'Bachelor''s degrees'; Bachelor-Studiengang; Schweiz; Deutschland
Abstract	This paper argues that country size can play a crucial role in shaping the type of gradual change observed in collective skill formation systems. Collectively governed dual-apprenticeship training has its base in the industrial and crafts sectors of the economy and builds on the decentralised cooperation of multiple public and private stakeholders. As a result, it tends to be strongly path dependent, which favours gradual over radical forms of change. However, in recent years, dual-apprenticeship training has been increasingly challenged by the rise of the knowledge and service economy and the growing popularity of academic forms of education. In this context, I compare policy responses in Switzerland and Germany, which represent one small and one large collective skill formation system, respectively. The historical-institutionalist analysis finds that the dominant trajectory of change is conversion in Switzerland but layering in Germany, with different implications for the future viability of collective skill formation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01