Details
| Original language | English |
|---|---|
| Title of host publication | Trends in Vocational Education and Training Research, Vol. III. |
| Subtitle of host publication | Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET) |
| Editors | Christof Nägele, Barbara E. Stalder, Natasha Kersh |
| Pages | 186-193 |
| Publication status | Published - 2020 |
Abstract
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Trends in Vocational Education and Training Research, Vol. III. : Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET). ed. / Christof Nägele; Barbara E. Stalder; Natasha Kersh. 2020. p. 186-193.
Research output: Chapter in book/report/conference proceeding › Contribution to book/anthology › Research
}
TY - CHAP
T1 - On the Dominance of the Apprenticeship-System in Switzerland
T2 - Insights into Governance Mechanisms in the Institutionalisation of Upper-Secondary-Education
AU - Leemann, Regula Julia
AU - Esposito, Raffaella Simona
AU - Imdorf, Christian
PY - 2020
Y1 - 2020
N2 - The aim of this paper is to reconstruct governance mechanisms that are responsible for the fact that, despite international trends towards the academisation of education, in Switzerland the ap-prenticeship-system has remained dominant in comparison to a more general school-based pathway. To this end, we analyse how, in the process of institutionalisation of upper secondary education from 1970 onwards representatives and advocates of dual VET intervened against the institutionalisation of the Specialised School – a more general education-oriented and school-based education – as a third federally recognised educational pathway. To analyse the govern-ance processes that underlie these educational policy debates, we apply the social mechanisms and logics described by Mahoney (2000) that can explain both reproduction and path-dependent development as well as institutional change and reconstruct them for two situations of central historical importance.
AB - The aim of this paper is to reconstruct governance mechanisms that are responsible for the fact that, despite international trends towards the academisation of education, in Switzerland the ap-prenticeship-system has remained dominant in comparison to a more general school-based pathway. To this end, we analyse how, in the process of institutionalisation of upper secondary education from 1970 onwards representatives and advocates of dual VET intervened against the institutionalisation of the Specialised School – a more general education-oriented and school-based education – as a third federally recognised educational pathway. To analyse the govern-ance processes that underlie these educational policy debates, we apply the social mechanisms and logics described by Mahoney (2000) that can explain both reproduction and path-dependent development as well as institutional change and reconstruct them for two situations of central historical importance.
U2 - 10.5281/zenodo.4274067
DO - 10.5281/zenodo.4274067
M3 - Contribution to book/anthology
SN - 9798588960984
SP - 186
EP - 193
BT - Trends in Vocational Education and Training Research, Vol. III.
A2 - Nägele, Christof
A2 - Stalder, Barbara E.
A2 - Kersh, Natasha
ER -