Between pressure to act and framework for action – the actors in the German and Swiss vocational education and training systems in the face of digitalisation

Abstract

The governance of Vocational Education and Training (VET) systems in Germany and Switzerland is determined by a constellation of actors that has grown over many years. This constellation has long-term elements and at the same time it is a flexible system that is subject to constant pressure to change, just like the economic and social structures that support them. One driver of change in recent years is undoubtedly the so-called digitalisation, which has set in motion sustainable processes of change in companies, called Industry 4.0. These dynamic developments can lead to a change in the distribution of roles among the actors. An appropriate analysis contributes to highlighting the differences in the governance structures of the two systems. The article shows the relevance of the different legal frameworks for the actors’ options for action in the context of digitalisation and its consequences on the adaptability of the two VET systems. Furthermore, it points out some areas of conflict in the respective actor constellations.

Analysis Projection of the Fulfillment of Priority Facilities and Infrastructures for Vocational High School/Sekolah Menengah Kejuruan (SMK) Using System Dynamic to Increase School Participation Rates in Central Kalimantan Province, Indonesia

“…This study only has an impact on the provision of facilities and infrastructures, which are the means by which students can attend an SMK. Several other studies can be included in this study so that the facilities and infrastructures provided can be useful, such as the stakeholders who stressed the need for policy measures to improve social perceptions about SMKs, coordination between multiple public agencies as well as between the government and Iduka directly involved in SMKs, and the improvement of SMK curricula, associated funding schemes, and human resource capacity [43,44]; the positive contribution and costeffective means of using teacher assistants [45]; teaching and developing the kinds of soft skills that are suitable for Iduka demands to the students [46]; and the success of e-learning policy in Saudi Arabia [47]. In addition, a graduated student can develop a plan, including thinking to be a teacher of an SMK and continuing on to study at the university [48].…”

Exploring the professional´s perceptions on dual vocational education and training (dual VET) process of implementation in Spain

“…However, it is essential to acknowledge the importance of understanding the essence and appropriate practices of this model, based on the experience of reference countries, to ensure its success in the Spanish context and promote quality training tailored to the labor market's needs. Dual VET provides Professional s perceptions on dual VET a unique opportunity to address the challenges of youth unemployment and the lack of relevant competencies in the labor market, and its success will heavily depend on the collaboration and commitment of all stakeholders involved in its implementation and development in Spain (Echevarr ıa, 2016;Hippach-Schneider and Rieder, 2021;Izquierdo and Torres, 2022).…”