Dual vocational education and training and policy transfer in the European Union policy: the case of work-based learning and apprenticeships

Abstract

AbstractIn the search for solutions to national skill formation challenges, the central and northern Europeans models of good practices in dual vocational education and training (VET) permeated the imaginary of the southern countries. Particularly, the German dual VET system has been predominant in the discourse of policy-makers. This research analyses the role played by the European Union (EU) in the promotion of this model as the reference for the reforming Member States during the policy transfer stage of cross-national attraction. This paper develops a reflexive Thematic Analysis among the fundamental documentation related to VET resulting from the EU Governance Triangle. Its aim is to interpret the EU proposal for the reform of VET, with a focus on the characteristics which shape the way in which the training is developed. This Thematic Analysis reveals that the EU promotes a VET training model based in work-based learning as a pillar, preferably articulated in the form of apprenticeships. This, along with the general principles for the regulation of apprenticeships promoted by the EU, proves the agency role exercised by the EU in the dissemination of dual VET as a model of good practice.

Keywords

• Education policy
• comparative education
• policy transfer
• vocational education and training
• collective skill formation
• apprenticeships