Convergence in education policy : Higher vocational education as a strategic response to the challenges of the knowledge-based economy in coordinated and liberal market economies
Notice bibliographique
Résumé
This thesis approaches the intersection of education and welfare from a social policy perspective with a particular focus on current socio-economic transformations towards a knowledge-based economy. The research interest is centred on the question of how different market economies react to these transformations. To narrow down the topic, this thesis focuses on the development of higher vocational education (i.e., vocational education at tertiary level, such as dual study programs, applied degrees, or professional degrees). \nUsing Varieties of Capitalism as theoretical foundation, it is assumed that both liberal and coordinated market economies rely on an expansion of higher vocational education in order to cope with the challenges of the transformation towards a knowledge-based economy. However, the reasons for this convergence are different for each system type. Coordinated market economies traditionally rely on (secondary level) vocational education and training and have relatively low numbers of higher education graduates. Due to the increased skill demand in knowledge-based economies – even within intermediate skill sectors –, these economies are increasing the share of higher vocational education. Liberal market economies, on the other hand, face a skill deficit in the intermediate tier due to the historic decline of apprenticeship programs and therefore a current lack of vocational education. To increase the level of education focused on intermediate skills, it is expected that these economies are also developing and expanding higher vocational education. Thus, the research question for this thesis is: Which policy strategies do governments in liberal and coordinated market economies implement in regard to higher vocational education to cope with the transition towards a knowledge-based economy? \nA qualitative research design is used: The two cases of Canada (the provinces of Ontario and British Columbia) and Austria, representing each type of economy according to the Varieties of Capitalism theory, are investigated. The analysis consists of two distinct parts: (1) Secondary sources are used to determine if higher vocational education was expanded, and (2) a qualitative content analysis of legislature is used to gain insight into the governments’ strategies behind this development. The results of the analyses show that higher vocational education is expanded in Ontario and Austria, while the expansion is less clearly observable in British Columbia. The narrative of expanding higher vocational education due to the development of the knowledge-based economy is not explicitly used as a government strategy in Austria and Ontario, and it plays a minor role in British Columbia.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».