Reference : The Shifting Relationship between Vocational and Higher Education in France and Germa...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
http://hdl.handle.net/10993/4916
The Shifting Relationship between Vocational and Higher Education in France and Germany: Towards Convergence?
English
Powell, Justin J W mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Graf, Lukas mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Bernhard, Nadine []
Coutrot, Laurence []
Kieffer, Annick []
2012
European Journal of Education
Blackwell Publishing
47
3
405-423
Yes (verified by ORBilu)
International
0141-8211
[en] skill formation ; vocational education and training ; higher education ; France ; Germany ; institutionalization ; convergence ; Europeanization ; labor market ; federalism ; Bologna Process ; Copenhagen process
[en] For decades, the skill formation systems in France and Germany have been analysed as contrasting cases because of institutionalised differences in educational values, norms, and governance, as well as in labour markets. This comparison follows the logic of difference, comparing dissimilar skill formation systems in centralist France and federalist Germany. Cross-national variance has often been explained in terms of the institutionalization of vocational education, but higher education also differs considerably. Many typologies of vocational education and training (VET) and higher education (HE) summarise these differences. However, not only are national skill formation systems affected by the emerging European model of education via the Bologna and Copenhagen Processes, but the French and German political economies have also been greatly reconfigured in the last two decades. Comparing the present situation, we ask whether traditional education and training typologies continue to be valid. While they have served as useful heuristic devices, they may hinder recognition of contemporary institutional changes, especially incremental changes that may nevertheless be transformational because of endogenous reforms and exogenous pressures due to Europeanisation. Do these typologies continue to reflect these systems as they evolve? To what extent have the key characteristics of skill formation systems in France and Germany changed, exemplified in the relationship between VET and HE? Have these countries converged?
Wissenschaftszentrum Berlin für Sozialforschung; Centre Maurice Halbwachs, Ecole Normale Supérieure, Paris
EU Network of Excellence "EqualSoc"
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/4916
10.1111/j.1465-3435.2012.01534.x
http://www.ingentaconnect.com/content/bpl/ejed/2012/00000047/00000003/art00006

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