An Imperative to Adjust?: Skill Formation in England and Germany

Cover......Page 1
An Imperative\rto Adjust?......Page 4
ISBN 9783531180632......Page 5
Abstract......Page 6
Contents......Page 8
Acknowledgements......Page 10
1.2 Varieties of capitalism......Page 12
1.3 Recent developments in education policy......Page 13
1.4 Reasons for change......Page 17
1.5 Procedure and basic clarifications......Page 18
1.6 Research design and structure of the book......Page 20
2.1 Introductory remarks......Page 24
2.2 The origins of discursive institutionalism......Page 26
2.3.1 Ideational component of discourses......Page 29
2.3.2 Interactive component of discourses......Page 30
2.3.3 Putting the pieces together: how to apprehend the nature of ideas......Page 32
2.4 Sequences of institutional change......Page 35
2.5 Drivers of institutional change: the policy diffusion literature......Page 38
2.5.1 Constructivism......Page 40
2.5.2 Learning......Page 43
2.5.3 Competition......Page 46
2.6.1 Ideas......Page 49
2.7 How do institutions change? Five mechanisms......Page 50
2.7.2 Layering......Page 51
2.7.4 Conversion......Page 52
2.8 Conclusion......Page 53
3.1 1st set: The ’varieties of capitalism’ and institutional complementarities......Page 56
3.2 2nd set: Education systems......Page 59
4 Education systems in England and Germany......Page 62
4.1.1.1 Brief historical review of the English school system......Page 63
4.1.1.2 Basic structure of the English school system......Page 64
4.1.1.3 Changes and developments in the English school system......Page 66
4.1.1.4 Main features of English school education......Page 67
4.1.2.1 Brief historical review of the German school system......Page 68
4.1.2.2 Basic structure of the German school system......Page 69
4.1.2.3 Changes and developments in the German school system......Page 70
4.1.2.4 Main features of German school education......Page 72
4.1.3 Comparing both school systems......Page 73
4.2 Vocational education and training......Page 74
4.2.1.1 Brief historical review of the English vocational education and training system......Page 75
4.2.1.2 Basic structure of vocational education and training in England......Page 77
4.2.1.3 Changes and developments in vocational education and training in England......Page 81
4.2.1.4 Main features of the English vocational education and training system......Page 82
4.2.2.1 Brief historical review of the German vocational education and training system......Page 83
4.2.2.2 Vocational Education and Training in Germany......Page 84
4.2.2.3 Reforms in the German vocational education and training system......Page 86
4.2.2.4 Main features of the German vocational education and training system......Page 90
4.2.3 Comparing both vocational education and training systems......Page 91
4.3 Higher education......Page 97
4.3.1.1 Brief historical review of the English higher education system......Page 98
4.3.1.2 Structure of the English higher education system......Page 100
4.3.1.4 Main features of the English HE system......Page 102
4.3.2.1 Brief historical review of the German higher education system......Page 103
4.3.2.2 Structure of the German HE system......Page 104
4.3.2.3 Reforms in the German higher education system......Page 108
4.3.3 Comparing both higher education systems......Page 110
4.4 Conclusion......Page 113
5.1 Textual discourse analysis......Page 116
5.2 Analysis of governmental papers in England......Page 120
5.2.1 Green Paper \"The Learning Age: a renaissance for a new Britain\"(DfEE, 1997b)......Page 121
5.2.2 White Paper \"Excellence in schools\" (DfEE, 1997a)......Page 125
5.2.3 White Paper \"Learning to Succeed: a new framework for post-16learning\" (DfEE, 1999)......Page 128
5.2.4 White Paper \"Schools – Achieving success\" (DfES, 2001)......Page 132
5.2.5 White Paper \"14-19: Opportunity and Excellence\" (DfES, 2003a)......Page 136
5.2.6 White Paper \"The Future of Higher Education\" (DfES, 2003c)......Page 139
5.2.7 White Paper \"21st Century Skills: Realising our Potential\" (DfES, 2003b)......Page 141
5.2.8 White Paper \"14-19 Education and Skills\" (DfES, 2005a)......Page 144
5.2.9 White Paper \"Getting on in business, getting on at work\" (DfES, 2005b)......Page 150
5.2.10 White Paper \"Higher Standards, Better Schools For All: More choice forparents and pupils (DfES, 2005c)......Page 153
5.2.11 White Paper \"Further Education: Raising Skills, Improving LifeChances\" (DfES, 2006)......Page 155
5.3 Analysis of governmental papers in Germany......Page 159
5.3.1 Government declaration by the Federal Chancellor Gerhard Schröder inParliament (10.11.1998; Schröder 1998)......Page 160
5.3.2 Mut zur Veränderung: Deutschland braucht moderne Hochschulen –Vorschläge für eine Reform (BMBF, 1999)......Page 162
5.3.3 Regierungserklärung von Bundeskanzler Schröder zum Thema Bildung und Innovation (Schröder, 2002)......Page 165
5.3.4 Rede der Bundesministerin für Bildung und Forschung Edelgard Bulmahn anlässlich der Aussprache zur Regierungserklärung des Bundeskanzlers (Bulmahn, 2002)......Page 168
5.3.5 Bildung, Forschung, Innovation – der Zukunft Gestalt geben (BMBF,2002)......Page 170
5.3.6 Egoismus überwinden – Gemeinsinn fördern: Unser Weg zu neuer Stärke(Schröder, 2004)......Page 174
5.3.7 Aufstieg durch Bildung – Qualifizierungsinitiative der Bundesregierung (BMBF, 2008a)......Page 175
5.4 Comparison......Page 178
5.4.1.1 The English case......Page 181
5.4.1.2 The German case......Page 185
5.4.2 Underlying assumptions: the discursive background......Page 189
5.4.2.1 Underlying assumptions that guide pursuance of aims – the English case......Page 190
5.4.2.2 Underlying assumptions that guide pursuance of aims – the German case......Page 195
5.4.2.3 Summary of the English and German basic assumptions......Page 198
5.4.3 Order of discourse......Page 200
5.4.3.1 The English order of discourse......Page 201
5.4.3.2 The German order of discourse......Page 204
5.4.3.3 Summary to the English and German order of discourse......Page 207
5.5.1 Knowledge-based society......Page 208
5.5.2 About the correlation between skills and productivity......Page 212
5.5.3 Skill levels and education participation rates......Page 214
6 Educational reforms: process tracing and evaluation......Page 218
6.1 Policy reforms in England – three cases and their selection......Page 220
6.1.1 School education: Curriculum 2000......Page 222
6.1.2 Further Education: Apprenticeships......Page 233
6.1.3 Higher Education: Foundation degrees......Page 250
6.2 Policy reforms in Germany – three cases and their selection......Page 263
6.2.1 School education – G8......Page 264
6.2.2 Vocational education and the dual apprenticeship system......Page 271
6.2.3 Initiative of excellence......Page 285
7 Conclusion......Page 296
8 Bibliography......Page 304
Journalistic sources......Page 317