Useful drawers or oversimplification? Realm and aptitude of the Varieties of Capitalism approach in international comparison of investment patterns in vocational adult education

Reichart, Elisabeth; Kaufmann-Kuchta, Katrin

doi:10.1080/13636820.2020.1736605

Cited by 3 publications

(1 citation statement)

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“…National and international studies analyze education, skill formation, and labor market systems and their interrelations between the participation habits of young people and adults in lifelong learning opportunities (e.g., Dämmrich et al, 2014;Roosmaa & Saar, 2012, 2017. Attempts to explain cross-national patterns on the basis of existing typologies from economics or political science such as the welfare state system (Esping- Andersen, 1990) or the varieties of capitalism (Hall & Soskice, 2001), deviate from the ideal types of country classifications (e.g., Desjardins & Ioannidou, 2020;Knauber, 2017;Reichart & Kaufmann-Kuchta, 2021). Applications of typologies and indicators from neighboring disciplines do not seem viable (Roosmaa & Saar, 2017) and questions arise if and how structures of adult education systems correspond to them at all.…”

Section: International Research On the Regulation And Provision Of Ad...mentioning

confidence: 99%

Governance of Publicly Financed Adult Education in England and Spain – A Comparison

Bernhardt

Kaufmann-Kuchta

2022

Adult Education Quarterly

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International research on adult education systems reaches certain limitations when explaining differences between and within countries. Often, research within the multilevel system of adult education examines issues located at the macro-level, meaning policy and legal frameworks, and at the micro-level, dealing with impacts on learners. This article focuses on the meso-level of adult education in two sample countries, referring to providers and their educational offers of publicly financed basic and community education. Guided by the theoretical approaches of educational governance and neo-institutionalism, we identify governance regimes and organizational fields and analyze the impacts of legal and financial regulation on providers and their provision. Based on document review and expert interviews, relations at the national and regional levels are analyzed. We find a decentralized system supporting the regional provision of basic adult education in Spain and a mixture of national and regional regulations leading to regional provision based on learners’ needs in England.

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Section: International Research On the Regulation And Provision Of Ad...mentioning

confidence: 99%

Governance of Publicly Financed Adult Education in England and Spain – A Comparison

Bernhardt

Kaufmann-Kuchta

2022

Adult Education Quarterly

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Tertiary education as social policy: Comparative theoretical perspectives

Andres,

Jongbloed,

Pullman

et al. 2024

J. int. comp. soc. policy

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In this paper, we conduct an in-depth review of and commentary on two frameworks for international comparative work focused on education systems and skill formation – specifically, welfare regime and production regime approaches. We focus on how tertiary education is understood to function relationally within a national policy repertoire and explore the interplay between education and economic systems. Whereas the welfare regime literature illuminates why some regimes are conducive to human capital production and create more equitable educational and labour market opportunities, the production regime literature focuses on the ways that actors such as government, educational institutions, and unions optimise skill formation. These two theoretical perspectives offer both rival and complementary explanations of varying patterns in public investment, differentiation in education systems, and participation rates in tertiary education across countries. Our analytical account provides useful insights for understanding different national education policies and framing future research, including informing these perspectives with the more recent theoretical contributions of the social investment approach. In relation to changing conceptions of the knowledge economy, education, skill development, and the nature of employment, these two theoretical perspectives continue to provide useful conceptual lenses to examine the education/skill /employment nexus.

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