International education governance in the francophone microcosm

Author(s):  
Isabelle Le Mouillour

International cooperation is high on the agenda of policy makers in times of globalisation and shared challenges such as climate change, poverty, equity or digitalisation. The present paper investigates strategies and actors involved in international cooperation policy in the field of vocational education and training within the francophone area. Using a discursive institutionalism approach as an analysis frame, the article traces and identifies the development of ideas and discourses. It also examines the changes and tensions in the French public institutional set-up in that specific policy field. The analysis builds on analysis of policy documents, mission statements of actors involved (ministries, public and private actors, non-for-profit organisations, international and European actors).

2000 ◽  
Vol 20 (3) ◽  
pp. 223-245 ◽  
Author(s):  
PEPPER D. CULPEPPER

Governments in the advanced industrial countries increasingly rely on supply-side reforms to intervene in the economy. This article examines one such reform, that of vocational education and training in France, whose successful implementation required that private actors cooperate not with the state, but with each other. As demonstrated through an empirical analysis of two employment zones, theories of institutional design that underscore the necessity of sanctioning cannot explain the successful emergence of cooperation, because new sanctioning regimes lack credibility under the uncertain conditions of economic reform. The primary obstacle to successful implementation of these reforms is uncertainty about the consequences of reciprocal cooperation, and the article highlights the mutual roles of states and employers' associations in overcoming this uncertainty. Active collaboration between policymakers and employers' associations, which have uniquely good access to private information about firms, is necessary to enable state policies to target those firms which are the most likely potential cooperators.


2010 ◽  
Vol 24 (5) ◽  
pp. 381-392
Author(s):  
Tendayi Gondo ◽  
Gift Dafuleya

Technical vocational education and training (TVET) programmes have recently received increased attention as an area of priority for stimulating growth in developed and developing countries. This paper considers the situation in Ethiopia where the promotion of micro and small-sized enterprises (MSEs) has been central to the development and expansion of TVET centres throughout the country. The extent to which efforts relating to TVET made by Ethiopian policy makers, higher education institutions and MSEs have enhanced the development of the micro-enterprise sector is considered, using empirical evidence gathered from nine Ethiopian cities. It is argued that the existing relationship between TVET and micro-enterprise cannot be regarded only as one of constrained capacity, usage and transformation. The authors argue further that the development of micro and small-sized enterprises requires approaches extending beyond the simple expansion and development of TVET institutions.


2020 ◽  
pp. 42-49
Author(s):  
Liudmyla Puhovska ◽  
Snizhana Leu-Severynenko

The article analyses the EU policy for innovations in the sector of vocational education and training (VET). It reveals the activity results of the European network “Innovations in vocational education and training” leading by the European Centre for the Development of Vocational Training (Cedefop). The paper identifies main development directions in VET systems and reviews its best practices of the EU countries based on the analysis of the experience of Campus of Occupations and Qualifications (France), Centre for Management, Training and Employment of Youth (Italy) and Centres of (Vocational) Excellence (Great Britain). Additionally, the following research covers some best practices in public and private educational sectors of Ukraine e.g. two university-based models of innovations eco-system realised via innovation hubs and startup schools, STEM-centres and Fabrication Laboratories. Therefore, the main ideas of positive European experience are identified being the valuable tool for developing the modern policy for innovations and VET in Ukraine. The identified local practices in education sector can be adapted to the capacity and needs of VET sector after additional and more detailed study.


Author(s):  
Martin J Mulcahy

Why this handbook?The Handbook of vocational education and training: Developments in the changing world of work (‘the Handbook’) is as ambitious as it is significant. The editors have articulated the need for the Handbook as being a consequence of the ‘mushrooming of new journals, the expansion of the volume of research, and the widening of international cooperation by international Vocational Education and Training institutions’.5 The ambition of the Handbook is to provide a comprehensive overview of current thinking and scholarly writing in the field of vocational education and training (VET).


Author(s):  
Anna Hagen Tønder ◽  
Tove Mogstad Aspøy

Since reforms implemented in 1994, vocational education and training (VET) in Norway has been integrated and standardized as part of upper-secondary education. When young people enter upper-secondary education at the age of 15 or 16, they can choose either a vocational programme or a general academic programme. The standard model in vocational programmes is 2 years of school-based education, followed by 2 years of apprenticeship training. However, in practice, only a minority follow the standard route and acquire a trade certificate within 4 years. The average age upon completion of a vocational programme in Norway is 28 years, which is among the highest in the OECD. The purpose of this study was to explore personal trajectories within the Norwegian context to gain a better understanding of why people choose to obtain a trade certificate as young adults, instead of following the standardized route, drawn up by policy makers. Qualitative interviews were conducted with 34 people who obtained a trade certificate when they were aged between 25 and 35 years. The study showed that the opportunity to acquire formal VET qualifications through workplace learning provides an important second chance for many young adults in Norway. Based on the findings, we argue that policy makers need to see educational achievement in a long-term perspective and to design institutional structures that support learning opportunities at work, as well as in formal educational settings.


Author(s):  
Victòria ALSINA BURGUÉS ◽  
Eduardo GONZÁLEZ DE MOLINA

Laburpena: Espainiako erakundeen testuinguruan lankidetza publiko-pribatuak arrakasta izan duen hiru kasu ditu aztergai artikulu honek. Adibide horiek erakusten dute mota horretako lankidetza berrikuntza-bektore argia dela administrazio publikoetan datozen hamarkadetan sortuko diren erronka handiei aurre egiteko. Lankidetzaren eta berrikuntzaren arteko lotura aztertu dugu, gure abiapuntua izanik lankidetza publiko-pribatua zer den definitzen eta haren perimetroa mugatzen duen esparru teorikoa: lankidetza hori diskrezionalitate partekatuaren kontzeptuaren barruan sartzen dugu, eta horrek berekin dakar eragile publikoek eta pribatuek erabakiak elkarrekin hartzeko gaitasuna izan beharra, lankidetza diseinatzeko, ezartzeko eta ebaluatzeko orduan, harreman egonkor batean erantzukizunak eta arriskuak partekatuz. Hautatutako hiru kasuak oinarri hartuta, alegia, etxebizitza-eskubidea bermatzea helburu duen Bartzelonako co-housing programa, Madrid Foro Empresa delakoaren inguruko enpresen parte-hartzea eta Alianza Shire, errefuxiatuei energia eskuratzeko aukera emateko nazioarteko lankidetza-programa, erakutsi dugu elkarlaneko gobernantza-eredu honek berrikuntza sustatzeko bide ematen duela, balio publikoa sortze aldera. Resumen: Este artículo analiza, en el contexto institucional español, tres casos de éxito de colaboración público-privada formalizada que muestran que este tipo de colaboraciones son un claro vector de innovación ante los enormes retos que las Administraciones Públicas deben afrontar en las próximas décadas. Partiendo de un marco teórico que define y limita el perímetro de lo que debemos entender por colaboración público-privada, emmarcándola dentro del concepto de discrecionalidad compartida que implica la capacidad de co-decisión entre los actores públicos y privados en el diseño, implementación y evaluación de la colaboración, compartiendo responsabilidades y riesgos en un marco de relación estable, exploramos el link entre colaboración e innovación. En los tres casos seleccionados, el programa de co-housing de Barcelona para garantizar el derecho a la vivienda, la participación empresarial articulada alrededor de Madrid Foro Empresa y Alianza Shire, un programa de cooperación internacional para dar acceso a la energía a la población refugiada, mostramos como este modelo de gobernanza colaborativa permite fomentar la innovación para la creación de valor público. Abstract: This article analyses, in the Spanish institutional context, three successful cases of formalized public-private partnerships that show that this type of collaboration is a clear vector of innovation to face the enormous challenges Public Administrations need to face in the forthcoming decades. After establishing a theoretical framework that defines and limits the perimeter of what we should understand by a public-private partnership, framing it within the concept of shared discretion that implies the capacity for co-decision between public and private actors in the design, implementing and evaluating of the collaboration, sharing responsibilities and risks in a framework of a stable relationship, we explore the link between collaboration and innovation. In the three selected case studies, the co-housing program of Barcelona to guarantee the right to housing, the business participation articulated around Madrid Foro Empresa and Alianza Shire, an international cooperation program to guarantee energy access to refugees, we show how this model of collaborative governance allows us to foster innovation for creating public value.


Author(s):  
Seamus Needham

Technical and vocational education and training (TVET) policy in South Africa since 1994 has stressed the vital importance of this sector in contributing to economic growth and alleviating socio-economic inequities. Twenty years after these policies were first set down and replicated in subsequent legislation, South Africa’s TVET sector has not been able to contribute to the key policy priority of reducing unemployment. Moreover, the sector has had a limited impact on achieving the nation’s economic goals. From the perspective of developing human capital, significant state investment in this sector has realised very low economic returns. There is extensive literature on the privatisation of education and the effects this has had on education and training policies and systems. This article draws on theoretical approaches that analyse the internal and external changes to public education and training systems as a result of privatisation. Furthermore, the article argues that both public and private TVET providers have been subjected to differing endogenous and exogenous privatisation approaches as defined by Ball and Youdell (2007). These dual approaches have affected the ability of the TVET college sector to respond effectively to South Africa’s education and training needs for economic growth, despite the prioritisation of this sector in government policy.


Author(s):  
Kira Solveig Larsen ◽  
Lars Højsgaard Andersen ◽  
Britt Østergaard Larsen

Abstract Objectives To examine the short-term effects of admission requirements for upper secondary vocational education and training (VET) on enrollment and criminal offending among academically low-achieving boys. Methods We apply multi-group difference-in-differences models to full population data and analyze an educational policy reform in Denmark (N = 60,759). Results The reform caused a 16 percentage points lower enrollment in VET among academically low-achieving boys, and their risk of being charged with a crime increased by up to two percentage points 9 months after the end of compulsory school. However, after 12 months, the effect on criminal charges disappeared. Conclusion In the education-crime nexus, educational enrollment in upper secondary education is an understudied margin, which has important implications for both scholars and policy-makers. Limitations include the short follow-up period and that the analyses examine effects for boys only.


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