Can dual apprenticeships create better and more equitable social and economic outcomes for young people? A comparative study of India and Mexico

该提案的目的是支持在印度和墨西哥更有效地实施双学徒制，并加强项目伙伴在中长期内评估其学徒制的能力。双学徒制结合了学校教育的强大组成部分和综合学习计划中高度规范的以工作为基础的培训，最终获得正式资格，在德国国家已被证明是成功的。印度和墨西哥联邦政府正在引入这些措施，以提高目前提供技能的质量，改善年轻人的劳动力市场条件，并提高劳动力的生产率水平。然而，在不同政治、经济和社会背景下的政策转移提出了重要的学术、政策和实践问题：国家政府为什么以及如何采用双学徒制并将其重新纳入背景？双学徒制如何以及在什么样的背景和制度环境下为年轻人创造更好、更公平的社会和经济成果？为了回答这些问题，我们的研究开发了一种全面的研究方法，仔细研究了政策转移的不同但相互构成的阶段，从国家计划中双学徒制的采用和重新情境化到其在多个地方背景下的实施和对社会不平等的影响。结合定量和定性方法的强有力的比较和多层次方法战略将有助于推进这种创新方法。首先，我们将通过现实主义文献综述，综合关于双学徒制在低收入和中等收入国家的采用、实施和影响的国际证据。其次，我们将通过对政策文件的分析和对主要政策利益相关者的深入访谈，分析印度和墨西哥采用双学徒制的驱动因素和重新背景化。第三，我们将通过一项混合方法现实主义评估，评估双轨制学徒制的实施及其对年轻人获取机会、学习和劳动力市场结果不平等的影响，该评估将结合对印度和墨西哥学徒的全国调查，以及对学徒、教师/培训师和雇主的深入访谈。最后，我们将提供基于证据的政策建议，为当前双学徒制的设计和实施提供参考，同时加强项目合作伙伴通过创新方法评估其学徒制的能力。印度和墨西哥这两个中等收入国家面临着重要的教育和社会经济发展挑战，因此人们有理由对其双学徒制计划的影响感兴趣。印度和墨西哥高中失学青年比例高（48%,42%），非正规就业发生率高（92%,60%），基尼系数（GINI）衡量的收入不平等很大（35,48）。从政策转移的角度来看，他们在采用双学徒制方面表现出异同，这使得比较特别有趣。两国都拥有强大的改革自主权和广泛的系统范围，这已经导致两国的立法发生重大变化。另一方面，虽然印度采用双重学徒制代表了其现有学徒制模式的升级，但就墨西哥而言，这意味着在一个学校提供全部职业技术教育培训的国家创造了第一次学徒制经验。鉴于这两个联邦国家不同的职业技术教育培训传统和政治经济，预计推动和调解他们的双重学徒计划的采用、实施和影响的因素将在他们之间和地方一级有所不同。

The aim of this proposal is to support more effective implementation of dual apprenticeship in India and Mexico and to strengthen the capacity of project partners to evaluate their apprenticeships in the medium to long term. Dual apprenticeships combine a strong component of school-based education with highly regulated work-based training in integrated learning plans leading to a formal qualification and have proven successful in Germanic countries. They are being introduced by the federal governments of India and Mexico to raise the quality of current provision of skills, to improve the labour market conditions for young people, and to increase the productivity levels of the workforce. However, policy transfer across different political, economic and social contexts raise important academic, policy and practice questions: Why and how dual apprenticeships are adopted and re-contextualized by national governments? And, how and under what contextual and institutional circumstances do dual apprenticeships create better and more equitable social and economic outcomes for young people? To answer these questions, our study develops a comprehensive research approach that scrutinizes the different, but mutually constitutive stages of policy transfer, from the adoption and re-contextualization of dual apprenticeships in national programmes to their implementation and impact on social inequalities in multiple local contexts. A robust comparative and multi-level methodological strategy that combines quantitative and qualitative methods will contribute to advancing such an innovative approach. First, we will synthesise international evidence on the adoption, implementation and impact of dual apprenticeships in low and middle income countries through a realist literature review. Second, we will analyse the drivers of the adoption and re-contextualization of dual apprenticeships in India and Mexico through the analysis of policy documents and in-depth interviews with key policy stakeholders. Third, we will evaluate the implementation and impact of dual apprenticeships on inequalities of access, learning and labour market outcomes among young people through a mixed methods realist evaluation that will combine a national survey of apprentices in India and Mexico with in-depth interviews to apprentices, teachers/trainers and employers. Finally, we will provide evidence-based policy recommendations to inform current design and implementation of dual apprenticeships at the same time that will strengthen the capacity of project partners to evaluate their apprenticeships through innovative methodologies.The two middle income countries selected for the comparison, India and Mexico, face important educational and socioeconomic developmental challenges that justify the interest in the impact of their dual apprenticeship programmes. India and Mexico present high percentage of young people out of school in upper secondary education (48%, 42%), high occurrence of informal employment (92%, 60%) and large inequalities of income as measured by the GINI index (35, 48). From a policy transfer perspective, they present similarities and differences in the adoption of dual apprenticeships that make the comparison particularly interesting. Both countries share the strong national ownership of the reform and its wide systemic scope, which has already led to significant legislative changes in both countries. On the other hand, while the adoption of dual apprenticeships in India represents an upgrade of its current model of apprenticeships, in the case of Mexico it implies the creation of the first apprenticeship experience in a country where the whole TVET provision was delivered in schools. Given the different TVET traditions and political economies in these two federal countries, it is expected that the factors driving and mediating the adoption, implementation and impact of their dual apprenticeship programmes will differ between them and at local level.