Context: Vocational education and training (VET) is expected to be designed for creating learning outcomes which meet the needs for skills and competences in the labour market. Hence, identifying current and upcoming skill requirements and ensuring that these requirements are incorporated into education has long been the subject of academic and policy discussion. Governance processes keeping VET systems up-to-date have been more recently addressed as feedback mechanisms'. The term broadly summarizes the interplay of institutions, actors and processes which allows the continuous renewal of VET provision (i.e. by creating new qualifications or updating curricula). The aim of the paper is to enhance the understanding of cross-national variatio...
Vocational education analyses often compare national patterns seen to favour industry-based training...
To what extent can we speak of theory specific to vocational education and training (VET) and what i...
Based on the German example collective skills formation systems in the form of dual apprenticeship h...
Context: Vocational education and training (VET) is expected to be designed for creating learning ou...
Context: Vocational education and training (VET) is expected to be designed for creating learning ou...
The article assesses the role comparative research plays from the 1980s in understanding vocational ...
peer reviewedFor decades, the skill formation systems in France and Germany have been analysed as co...
Education, skill formation, and training continue to be important areas of consideration for both pu...
This paper is a cooperation between researchers from three areas of vocational education and trainin...
This chapter examines conflicting claims about the potential of European VET to provide a model for ...
This paper considers how far Anglo-Saxon conceptions of have influenced European Union vocational ed...
Context: An enhanced role for work-based learning is advocated increasingly widely across industrial...
Purpose– The purpose of this paper is to compare stakeholders’ roles in Germany and Switzerland when...
peer reviewedEuropeanization elicits varying responses in collective skill systems, which are still ...
The article presents a synopsis of key concepts and models developed in the course of a comprehensiv...
Vocational education analyses often compare national patterns seen to favour industry-based training...
To what extent can we speak of theory specific to vocational education and training (VET) and what i...
Based on the German example collective skills formation systems in the form of dual apprenticeship h...
Context: Vocational education and training (VET) is expected to be designed for creating learning ou...
Context: Vocational education and training (VET) is expected to be designed for creating learning ou...
The article assesses the role comparative research plays from the 1980s in understanding vocational ...
peer reviewedFor decades, the skill formation systems in France and Germany have been analysed as co...
Education, skill formation, and training continue to be important areas of consideration for both pu...
This paper is a cooperation between researchers from three areas of vocational education and trainin...
This chapter examines conflicting claims about the potential of European VET to provide a model for ...
This paper considers how far Anglo-Saxon conceptions of have influenced European Union vocational ed...
Context: An enhanced role for work-based learning is advocated increasingly widely across industrial...
Purpose– The purpose of this paper is to compare stakeholders’ roles in Germany and Switzerland when...
peer reviewedEuropeanization elicits varying responses in collective skill systems, which are still ...
The article presents a synopsis of key concepts and models developed in the course of a comprehensiv...
Vocational education analyses often compare national patterns seen to favour industry-based training...
To what extent can we speak of theory specific to vocational education and training (VET) and what i...
Based on the German example collective skills formation systems in the form of dual apprenticeship h...