
Contents
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12.1 Introduction 12.1 Introduction
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12.2 Conceptual framework: four dimensions of institutional permeability and their governance through cooperation 12.2 Conceptual framework: four dimensions of institutional permeability and their governance through cooperation
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12.2.1 The four dimensions of institutional permeability 12.2.1 The four dimensions of institutional permeability
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12.2.2 Cooperation on institutional permeability 12.2.2 Cooperation on institutional permeability
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12.3 Dual vocational training with Abitur in Germany: key characteristics, case selection, and methods 12.3 Dual vocational training with Abitur in Germany: key characteristics, case selection, and methods
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12.4 Case study: integrating vocational and academic worlds of learning 12.4 Case study: integrating vocational and academic worlds of learning
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12.4.1 Institutional division between HE and VET in Germany 12.4.1 Institutional division between HE and VET in Germany
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12.4.2 Introducing dual vocational training with Abitur in Saxony in the context of institutional permeability 12.4.2 Introducing dual vocational training with Abitur in Saxony in the context of institutional permeability
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12.4.3 The historical origins of the DuBAS programme 12.4.3 The historical origins of the DuBAS programme
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12.4.4 The four institutional permeability dimensions in DuBAS and its governance 12.4.4 The four institutional permeability dimensions in DuBAS and its governance
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12.4.4.1 Access to education 12.4.4.1 Access to education
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12.4.4.2 Recognition and validation 12.4.4.2 Recognition and validation
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12.4.4.3 Organizational integration 12.4.4.3 Organizational integration
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12.4.4.4 Dealing with heterogeneous needs 12.4.4.4 Dealing with heterogeneous needs
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12.4.4.5 DuBAS and permeability to the post-secondary educational level 12.4.4.5 DuBAS and permeability to the post-secondary educational level
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12.4.4.6 Key findings and summary 12.4.4.6 Key findings and summary
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12.5 Outlook 12.5 Outlook
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References References
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12 Enhancing Permeability through Cooperation: The Case of Vocational and Academic Worlds of Learning in the Knowledge Economy
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Published:September 2022
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Abstract
Given rising skill demands on the part of business and the increasing aspirations of young people for higher skills, the relationship between vocational and academic worlds of learning has become a major policy challenge in collective skill formation systems. While the need to enhance institutional permeability between these two worlds of learning is increasingly felt by all stakeholders, the actual building of programmes that promote such permeability is highly demanding as it often requires the cooperation of actors who have been largely isolated from each other and often have diverging interests. How is permeability made possible through cooperation? While various initiatives to increase permeability have recently been launched, little is known about how actors cooperate in the establishment and implementation of these permeability-enhancing projects. This chapter develops a conceptualization combining institutional permeability and types of cooperation in collective skill formation systems. This enables exploring the intensity of cooperation between key actors from the largely separate worlds of vocational and academic learning—which contributes to understanding how actors in collective skill formation systems adapt to the demands of the knowledge economy. Based on document analysis and expert interviews, the chapter provides an in-depth study of double qualification programmes in Germany in which vocational and academic learning are systematically combined. It is shown that increasing permeability is by no means a trivial task and that a fine-grained understanding of both permeability and cooperation can help uncover how actors take a differentiated approach to enhancing institutional permeability in collective skill formation.
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