Actor networks are relevant to provide vocational education and training. Many studies have focused on such networks without a clear regional focus. Suggesting a conceptual approach of regional actor networks based on contributions of business education and economic geography, this study analyses the regional actor network in the tourism sector in Cancún (Mexico). Methodologically, the study follows an exploratory qualitative approach. The results illustrate that there are two dominant axes within the regional network, which comprise on the one hand hotels cooperating with applied universities, and on the other hand hotels cooperating with vocational schools. This local actor network has impacts on the practical relevance that vocational education and training provides to the learners, and generates a particular, and rather vulnerable, way of regional development.

Purpose: Recently, high-quality vocational education and training has attracted much attention in Mexico. In this context, more practically applied skills are taught “on a dual basis”, combining classroom-based training with practical, on the job, training within the company. Dual practices are expected to modernize the skills formation system, and simultaneously support companies, while ensuring provision of skilled workers. For this reason, the vocational training system has been reformed in recent years. Hence, it is necessary that schools and universities, as well as companies, closely interact and coordinate their activities. It is also important that there is successful cooperation between vocational training organizations and companies, to contribute to the modernization of vocational training. The aim of this paper is to examine the cooperation between learning venues of vocational education in the hotel industry in Cancún (Quintana Roo, Mexico), one of the most important tourism destinations in Latin America. Research in vocational education and training, reveals a particular focus on the principles that are necessary for successful cooperation between learning venues. This study examines whether the setting of common goals, communication between companies and training organizations and governance are equally important. Methods: In an exploratory approach, based on a qualitative framework, ten face-to-face expert interviews were conducted in Cancún. The interviews were then fully transcribed and evaluated using qualitative methods. The survey is complemented by further document analysis. Findings: The results show that for successful cooperation between learning venues, the coordination of a common goal (to secure the availability of skilled workers) between different actors, and communication between companies and vocational training organizations, are particularly important for successful cooperation. Furthermore, it seems that companies are taking on a more dominant role, so that vocational training organizations must be more in line with the wishes of the hotels. The results indicate that partnership-based action is not very obvious. Accordingly, the aspect of governance plays a subordinate role. Conclusion: The study shows that cooperation between learning venues in other regions and industries, requires certain principles to be successful. In this respect, the duration of the relationship as well as the specificity of a region or sector can influence the required principles. Therefore, the cooperation partners should agree on the principles in advance.

A focus of economic geography is on how actors promote the local knowledge base. Studies usually show that companies act as recipients of locally generated knowledge, and not as producers of knowlege. Recruiting graduates of local vocational schools and universities enables the companies to play this role. However, companies sometimes also act as providers of knowledge, in the sense that they offer apprenticeships or comprehensive internships for pupils and students. This article focuses on this interface of ‘dual’ actvities, which connect the companies with vocational schools and universities. Recently, the concept of the skills ecosystem, which addresses this interface within the local actor network, has become popular. Starting with this concept and embedding it into the debate of economic geography, this contribution focusses on Mexico and investigates how the local actors integrate companies in dual activities. Based on qualitative methods, the study illustrates that there is a two-part skills ecosystem in Mexico’s Central Highland. The smaller part consists of dual vocational education and training and is found in the technological ‘high-road’ part of the economy. The other part mainly comprises low-tech and mostly smaller companies that do not engage in dual practices. The conclusion discusses the contribution of a skills ecosystems-approach to future research.

The transfer of the German dual vocational education and training to other countries is much discussed. The reduction of youth unemployment, in particular, is considered as a central motive. Similarly, some promoting factors and challenges that influence the transfer of vocational education are already known. The focus of this study is on the reform of the Mexican vocational education system and the facilitating and inhibiting factors faced by the different actors from German-speaking countries involved. The study is based on 22 expert interviews that were analysed using qualitative content analysis. The results show that there are factors that have both a positive and a negative impact on transfer in Mexico.