Comparative Vocational Education Research - Enduring Challenges and New Ways Forward
Comparative Vocational Education Research - Enduring Challenges and New Ways Forward
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比较职业教育研究——持久的挑战和前进的新途径
DOI：
10.1007/978-3-658-29924-8_10
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Valiente O
中科院分区：
文献类型：
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作者：
Valiente O
学徒制的双重模式已引起全球各国政府的关注，特别是在低收入和中等收入国家。虽然国际社会广泛认为双重模式对本国青年就业产生积极影响，但几乎没有证据表明该方案在受援国取得预期成果所需的环境条件。借鉴现实主义的评估方法，我们的目标是测试模型的基本假设，并在什么样的背景条件下，该方案的机制运作或不为墨西哥的情况下，其受益人口的经验审查。我们通过定量和定性的方法分析学徒的行为特征、动机和逻辑，以及塑造他们决策过程的环境条件，来测试这些假设。结果表明，许多参与者并没有受到双重模式所提供的情境学习机会的内在激励，培训的质量在不同公司之间存在很大差异，学校努力将理论和实践学习整合到课程中，并且继续学习是一些学徒非常希望的结果。我们的研究有助于比较教育的辩论如何机构，社会和经济环境条件影响德国的双重学徒模式的有效性时，转移到不同的国家设置，它通知更好的方案管理和决策在受援国。
The dual model of apprenticeships has attracted the attention of national governments globally, particularly in low- and middle-income countries. While there is wide international consensus about the positive effects of the dual model on youth employment in its home countries, there is little evidence on the necessary contextual conditions for the programme to deliver its expected results in recipient countries. Drawing on the realist evaluation approach, we aim to test the underlying assumptions of the model and to empirically scrutinise under what contextual conditions the programme mechanisms operate or not for its beneficiary population in the case of Mexico. We test these assumptions by analysing, through quantitative and qualitative methods, the characteristics, motivations and logics of action of apprentices and the contextual conditions that shape their decision-making process. The results show that many of the participants are not intrinsically motivated by the situated learning opportunities offered by the dual model, that the quality of the training varies largely across companies, that schools struggle to integrate theoretical and practical learning within the programme, and that continuation of studies is a highly desired outcome for some of the apprentices. Our research contributes to the comparative education debate on how institutional, social and economic contextual conditions affect the effectiveness of the German model of dual apprenticeships when transferred to different national settings, and it informs better programme management and policymaking in the recipient countries.