Why Triple Helix governance is useful to dual apprenticeship systems

Abstract

<jats:p> Apprenticeship is a contractual form of work-based learning that has existed for centuries, but despite its historical impact on innovation and competitiveness, it has been perceived as a system for the shop floor or low-skill jobs. The dual apprenticeship system combines school study with training on the job. Well developed in several European countries it can lead to highly qualified jobs, so attracting the interest of universities and other higher education institutions. Academic, business and government stakeholders working together enact a Triple Helix (TH) framework. This article analyses how the TH is suitable for the governance of apprenticeship systems and discusses the implications of the model. </jats:p>

Los retos de la colaboración público-privada en la implementación de la formación profesional dual. Una revisión sistemática

“…Lange (2012) aboga por comprender la relación entre instituciones públicas, el mundo empresarial y los sindicatos antes de iniciar la transferencia del modelo. Establecer un trabajo previo en cuestiones como la capacidad de organización, diálogo y cooperación entre los agentes sociales es fundamental (Coletti, 2019;Deissinger, 2015) dado que una masa crítica de oferta y demanda, no puede ser creada de forma artificial ni instantánea (Eichhorst et al, 2015). Partiendo de esta premisa, la colaboración público-privada afronta numerosos retos centrados en el acceso, la cooperación en red, el marco legislativo, la tensión entre productividad y formación y la respuesta a las recesiones económicas.…”

“…Un buen desarrollo de la formación profesional dual descansa en la alta coordinación de los actores implicados en sus gobernanza (Scepanovic & Martín-Artiles, 2020). La cooperación en red permite maximizar el uso de los recursos de los que dispone cada agente, aumentando la eficiencia interna a través de la potenciación del diálogo intrasectorial e intersectorial (Coletti, 2019;Savchenkov, 2017). La calidad del cooperación dependerá de la existencia de una institución moderadora con la capacidad de ejecutar el rol de coordinador (INAP, 2013;Remington, 2018) y velar por la mejora y adaptación del sistema en aspectos organizativos, formativos, de calidad y empleabilidad (Mongkhonvanit, 2017).…”

Work-learn balance – a new concept that could help bridge the divide between education and working life?

“…Work-integrated learning is an umbrella term for approaches integrating theory and practice within the curriculum through authentic learning experiences (Ferns et al, 2014). Apprenticeship education is a "systematic long-term training, alternating periods at the workplace and in an education institution or training centre" (CEDEFOP, 2018: p.19), and where students typically get a salary (Coletti, 2019). Service-learning situates curricular concepts in real-life situations in a way that gives equal emphasis on learning goals and service goals (Desplaces et al, 2009;Furco, 1996).…”

The Challenges for Indonesia to Integrate Dual Vocational Education and Training System

“…Cooperation between the numerous actors engaged in a dual VET programme's governance (essentially, public institutions, the corporate world, and labour unions) is one of the primary challenges to the successful introduction and growth of such a programme. Numerous studies (Bolli et al, 2018;Coletti, 2019;Deissinger, 2015;Lange, 2012;Mongkhonvanit, 2017;O'higgins, 2001) have highlighted the need to develop the capacity for organization, participation, and cooperation among all the agents involved to address the relationship between demand and supply of skills in the labour market.…”