Wentzel An Imperative to Adjust?

Skill Formation in England and Germany
1. Auflage 2011
ISBN: 978-3-531-92797-8
Verlag: VS Verlag für Sozialwissenschaften
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 322 Seiten, Web PDF

Reihe: Humanities, Social Sciences and Law

This book deals with education systems and the change observed within them alongside changes in the wider political economy. The research is conducted by way of a comparative case study of England and Germany. Extending the VoC approach, not only vocational education and training but also school education and higher education are analysed. The point of departure is the puzzling fact that the current reforms of the education systems of both countries are departing from the paths predicted by the VoC approach. The thesis thus argues against institutional path-dependency in the two countries, and in favour of an ideational approach based on discursive institutionalism.

Zielgruppe

Research

Autoren/Hrsg.

Wentzel, Joachim

Inhaltsverzeichnis

1;Abstract;5
2;Contents;6
3;Acknowledgements;7
4;1 Research outline;8
4.1;1.1 Preliminary considerations;8
4.2;1.2 Varieties of capitalism;8
4.3;1.3 Recent developments in education policy;9
4.4;1.4 Reasons for change;13
4.5;1.5 Procedure and basic clarifications;14
4.6;1.6 Research design and structure of the book;16
5;2 Theoretical framework;19
5.1;2.1 Introductory remarks;19
5.2;2.2 The origins of discursive institutionalism;21
5.3;2.3 Discursive institutionalism;24
5.3.1;2.3.1 Ideational component of discourses;24
5.3.2;2.3.2 Interactive component of discourses;25
5.3.3;2.3.3 Putting the pieces together: how to apprehend the nature of ideas;27
5.4;2.4 Sequences of institutional change;30
5.5;2.5 Drivers of institutional change: the policy diffusion literature;33
5.5.1;2.5.1 Constructivism;35
5.5.2;2.5.2 Learning;38
5.5.3;2.5.3 Competition;41
5.6;2.6 Discourse and ideas;44
5.6.1;2.6.1 Ideas;44
5.6.2;2.6.2 Discourse;45
5.7;2.7 How do institutions change? Five mechanisms;45
5.7.1;2.7.1 Displacement;46
5.7.2;2.7.2 Layering;46
5.7.3;2.7.3 Drift;47
5.7.4;2.7.4 Conversion;47
5.7.5;2.7.5 Exhaustion;48
5.8;2.8 Conclusion;48
6;3 Case selection: Why comparing England and Germany?;50
6.1;3.1 1st set: The ’varieties of capitalism’ and institutional complementarities;50
6.2;3.2 2nd set: Education systems;53
7;4 Education systems in England and Germany;56
7.1;4.1 School education;57
7.1.1;4.1.1 England;57
7.1.1.1;4.1.1.1 Brief historical review of the English school system;57
7.1.1.2;4.1.1.2 Basic structure of the English school system;58
7.1.1.3;4.1.1.3 Changes and developments in the English school system;60
7.1.1.4;4.1.1.4 Main features of English school education;61
7.1.2;4.1.2 Germany;62
7.1.2.1;4.1.2.1 Brief historical review of the German school system;62
7.1.2.2;4.1.2.2 Basic structure of the German school system;63
7.1.2.3;4.1.2.3 Changes and developments in the German school system;64
7.1.2.4;4.1.2.4 Main features of German school education;66
7.1.3;4.1.3 Comparing both school systems;67
7.2;4.2 Vocational education and training;68
7.2.1;4.2.1 England;69
7.2.1.1;4.2.1.1 Brief historical review of the English vocational education and training system;69
7.2.1.2;4.2.1.2 Basic structure of vocational education and training in England;71
7.2.1.3;4.2.1.3 Changes and developments in vocational education and training in England;75
7.2.1.4;4.2.1.4 Main features of the English vocational education and training system;76
7.2.2;4.2.2 Germany;77
7.2.2.1;4.2.2.1 Brief historical review of the German vocational education and training system;77
7.2.2.2;4.2.2.2 Vocational Education and Training in Germany;78
7.2.2.3;4.2.2.3 Reforms in the German vocational education and training system;80
7.2.2.4;4.2.2.4 Main features of the German vocational education and training system;84
7.2.3;4.2.3 Comparing both vocational education and training systems;85
7.3;4.3 Higher education;91
7.3.1;4.3.1 England;92
7.3.1.1;4.3.1.1 Brief historical review of the English higher education system;92
7.3.1.2;4.3.1.2 Structure of the English higher education system;94
7.3.1.3;4.3.1.3 Reforms in the English higher education system;96
7.3.1.4;4.3.1.4 Main features of the English HE system;96
7.3.2;4.3.2 Germany;97
7.3.2.1;4.3.2.1 Brief historical review of the German higher education system;97
7.3.2.2;4.3.2.2 Structure of the German HE system;98
7.3.2.3;4.3.2.3 Reforms in the German higher education system;102
7.3.2.4;4.3.2.4 Main features of the German HE system;104
7.3.3;4.3.3 Comparing both higher education systems;104
7.4;4.4 Conclusion;107
8;5 Governmental paper analysis;110
8.1;5.1 Textual discourse analysis;110
8.2;5.2 Analysis of governmental papers in England;114
8.2.1;5.2.1 Green Paper "The Learning Age: a renaissance for a new Britain"(DfEE, 1997b);115
8.2.2;5.2.2 White Paper "Excellence in schools" (DfEE, 1997a);119
8.2.3;5.2.3 White Paper "Learning to Succeed: a new framework for post-16learning" (DfEE, 1999);122
8.2.4;5.2.4 White Paper "Schools – Achieving success" (DfES, 2001);126
8.2.5;5.2.5 White Paper "14-19: Opportunity and Excellence" (DfES, 2003a);130
8.2.6;5.2.6 White Paper "The Future of Higher Education" (DfES, 2003c);133
8.2.7;5.2.7 White Paper "21st Century Skills: Realising our Potential" (DfES, 2003b);135
8.2.8;5.2.8 White Paper "14-19 Education and Skills" (DfES, 2005a);138
8.2.9;5.2.9 White Paper "Getting on in business, getting on at work" (DfES, 2005b);144
8.2.10;5.2.10 White Paper "Higher Standards, Better Schools For All: More choice forparents and pupils (DfES, 2005c);147
8.2.11;5.2.11 White Paper "Further Education: Raising Skills, Improving LifeChances" (DfES, 2006);149
8.3;5.3 Analysis of governmental papers in Germany;153
8.3.1;5.3.1 Government declaration by the Federal Chancellor Gerhard Schröder inParliament (10.11.1998; Schröder 1998);154
8.3.2;5.3.2 Mut zur Veränderung: Deutschland braucht moderne Hochschulen –Vorschläge für eine Reform (BMBF, 1999);156
8.3.3;5.3.3 Regierungserklärung von Bundeskanzler Schröder zum Thema Bildung und Innovation (Schröder, 2002);159
8.3.4;5.3.4 Rede der Bundesministerin für Bildung und Forschung Edelgard Bulmahn anlässlich der Aussprache zur Regierungserklärung des Bundeskanzlers (Bulmahn, 2002);162
8.3.5;5.3.5 Bildung, Forschung, Innovation – der Zukunft Gestalt geben (BMBF,2002);164
8.3.6;5.3.6 Egoismus überwinden – Gemeinsinn fördern: Unser Weg zu neuer Stärke(Schröder, 2004);168
8.3.7;5.3.7 Aufstieg durch Bildung – Qualifizierungsinitiative der Bundesregierung (BMBF, 2008a);169
8.4;5.4 Comparison;172
8.4.1;5.4.1 Visions and aims: the discursive foreground;175
8.4.1.1;5.4.1.1 The English case;175
8.4.1.2;5.4.1.2 The German case;179
8.4.2;5.4.2 Underlying assumptions: the discursive background;183
8.4.2.1;5.4.2.1 Underlying assumptions that guide pursuance of aims – the English case;184
8.4.2.2;5.4.2.2 Underlying assumptions that guide pursuance of aims – the German case;189
8.4.2.3;5.4.2.3 Summary of the English and German basic assumptions;192
8.4.3;5.4.3 Order of discourse;194
8.4.3.1;5.4.3.1 The English order of discourse;195
8.4.3.2;5.4.3.2 The German order of discourse;198
8.4.3.3;5.4.3.3 Summary to the English and German order of discourse;201
8.5;5.5 Critique of argumentation;202
8.5.1;5.5.1 Knowledge-based society;202
8.5.2;5.5.2 About the correlation between skills and productivity;206
8.5.3;5.5.3 Skill levels and education participation rates;208
9;6 Educational reforms: process tracing and evaluation;212
9.1;6.1 Policy reforms in England – three cases and their selection;214
9.1.1;6.1.1 School education: Curriculum 2000;216
9.1.2;6.1.2 Further Education: Apprenticeships;227
9.1.3;6.1.3 Higher Education: Foundation degrees;244
9.2;6.2 Policy reforms in Germany – three cases and their selection;257
9.2.1;6.2.1 School education – G8;258
9.2.2;6.2.2 Vocational education and the dual apprenticeship system;265
9.2.3;6.2.3 Initiative of excellence;279
10;7 Conclusion;290
11;8 Bibliography;298
12;Journalistic sources;311

Über Autor(innen)

Joachim Wentzel is currently employed as a research associate at the German University of Administrative Sciences, Speyer, where he is affiliated to the Chair for Administrative Sciences and Public Law.