Policy borrowing: lessons from European attempts to transfer training practices

Turbin, Jill

doi:10.1111/1468-2419.00125

Cited by 24 publications

(13 citation statements)

References 30 publications

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“…As the Swiss experience shows, such regulation need not be very comprehensive but it would nevertheless imply institutional change that would require a strong political commitment. Even with such support, the inherent difficulties could be hard to overcome, as numerous examples show (Turbin, 2001). This leads to a final suggestion for future research.…”

Section: Policy Implications and Suggestions For Future Researchmentioning

confidence: 99%

Vocational education and training – an engine for economic growth and a vehicle for social inclusion?

Nilsson

2010

Int J Training Development

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Vocational education and training (VET) has in recent years enjoyed a revival for two major reasons. Firstly, it is regarded as a suitable means of promoting economic growth. Secondly, it is seen as a potentially powerful tool for fostering social inclusion. In this review, these assumed effects are critically examined on the basis of the vastly expanding literature in the field. Evidence of the productivity-enhancing effects of VET at company level is quite solid, but evidence of the effect on overall economic growth is far from conclusive. The effects on social inclusion are uncertain because reform of VET systems has not been sufficient and because it has proved difficult to bring about the necessary institutional change. The review identifies policy implications and makes some suggestions for future research.

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Section: Policy Implications and Suggestions For Future Researchmentioning

confidence: 99%

Vocational education and training – an engine for economic growth and a vehicle for social inclusion?

Nilsson

2010

Int J Training Development

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“…Social networks that exist between policy makers, consultants, business representatives and members of development organizations play a major role in the decision about policy transfers but are difficult to reach. Cultural incompatibilities or dependency issues could additionally impede the policy process (Turbin 2001).…”

Section: Introductionmentioning

confidence: 99%

Planned policy transfer: the impact of the German model on Chinese vocational education

Barabasch

Huang

Lawson

2009

Compare: A Journal of Comparative and International Education

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In the realm of reconfiguring Chinese vocational education and training (VET) the country is collaborating with Germany which provides guidance and support for the development of a dual system in China. The article outlines the circumstances that need to be considered in such a policy transfer and possible scenarios for the development of a modern VET system. The VET systems in both countries are explained and compared before the authors examine implications for a policy transfer.

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“…ii For further reading on system transfer, see Steiner-Khamsi (2002a, 2002b; and Amos, Keiner, Proske, and Radtke (2002); Turbin (2001); and, Cossa 2008.…”

Section: Suggestions For Further Researchmentioning

confidence: 99%

System Transfer, Education, and Development in Mozambique

Cossa¹

2011

IJEPL

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In this study the author used conceptual historical method to assess the phenomenon of system transfer and the association between education and development in Mozambique. The assessment was administered through critical analysis of documents pertaining to the Salazar (1924-1966), Machel (1975-1986), and Chissano (1986-2005) administrations. The findings were that (a) the colonial government created economic and educational systems for colonizing Mozambique, whereas the Machel and Chissano administrations adapted foreign systems of government and education (i.e., Socialism, Soviet, Democracy, Portuguese, etc.), to their particular context without altering the inherent theoretical basis of the systems transferred; (b) the Machel and Chissano administrations, implicitly or explicitly, perceived the relationship between education and development as circular causality rather than a unidirectional linear causality, while the Salazar administration perceived it as unidirectional linear causality; and (c) while the Machel and Chissano administrations focused on primary education, literacy campaigns, and education of women and girls, they differed in the reasons for such focus.

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Policy borrowing: lessons from European attempts to transfer training practices

Cited by 24 publications

References 30 publications

Vocational education and training – an engine for economic growth and a vehicle for social inclusion?

Vocational education and training – an engine for economic growth and a vehicle for social inclusion?

Planned policy transfer: the impact of the German model on Chinese vocational education

System Transfer, Education, and Development in Mozambique

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