An Imperative to Adjust?

Wiesbaden : VS Verlag für Sozialwissenschaften , 2011

1 online resource (313 p.)

Description based upon print version of record.. - Abstract; Contents; Acknowledgements; 1 Research outline; 1.1 Preliminary considerations; 1.2 Varieties of capitalism; 1.3 Recent developments in education policy; 1.4 Reasons for change; 1.5 Procedure and basic clarifications; 1.6 Research design and structure of the book; 2 Theoretical framework; 2.1 Introductory remarks; 2.2 The origins of discursive institutionalism; 2.3 Discursive institutionalism; 2.3.1 Ideational component of discourses; 2.3.2 Interactive component of discourses; 2.3.3 Putting the pieces together: how to apprehend the nature of ideas. - 2.4 Sequences of institutional change2.5 Drivers of institutional change: the policy diffusion literature; 2.5.1 Constructivism; 2.5.2 Learning; 2.5.3 Competition; 2.6 Discourse and ideas; 2.6.1 Ideas; 2.6.2 Discourse; 2.7 How do institutions change? Five mechanisms; 2.7.1 Displacement; 2.7.2 Layering; 2.7.3 Drift; 2.7.4 Conversion; 2.7.5 Exhaustion; 2.8 Conclusion; 3 Case selection: Why comparing England and Germany?; 3.1 1st set: The 'varieties of capitalism' and institutional complementarities; 3.2 2nd set: Education systems; 4 Education systems in England and Germany; 4.1 School education. - 4.1.1 England4.1.1.1 Brief historical review of the English school system; 4.1.1.2 Basic structure of the English school system; 4.1.1.3 Changes and developments in the English school system; 4.1.1.4 Main features of English school education; 4.1.2 Germany; 4.1.2.1 Brief historical review of the German school system; 4.1.2.2 Basic structure of the German school system; 4.1.2.3 Changes and developments in the German school system; 4.1.2.4 Main features of German school education; 4.1.3 Comparing both school systems; 4.2 Vocational education and training; 4.2.1 England. - 4.2.1.1 Brief historical review of the English vocational education and training system4.2.1.2 Basic structure of vocational education and training in England; 4.2.1.3 Changes and developments in vocational education and training in England; 4.2.1.4 Main features of the English vocational education and training system; 4.2.2 Germany; 4.2.2.1 Brief historical review of the German vocational education and training system; 4.2.2.2 Vocational Education and Training in Germany; 4.2.2.3 Reforms in the German vocational education and training system. - 4.2.2.4 Main features of the German vocational education and training system4.2.3 Comparing both vocational education and training systems; 4.3 Higher education; 4.3.1 England; 4.3.1.1 Brief historical review of the English higher education system; 4.3.1.2 Structure of the English higher education system; 4.3.1.3 Reforms in the English higher education system; 4.3.1.4 Main features of the English HE system; 4.3.2 Germany; 4.3.2.1 Brief historical review of the German higher education system; 4.3.2.2 Structure of the German HE system; 4.3.2.3 Reforms in the German higher education system. - 4.3.2.4 Main features of the German HE system. - This book deals with education systems and the change observed within them alongside changes in the wider political economy. The research is conducted by way of a comparative case study of England and Germany. Extending the VoC approach, not only vocational education and training but also school education and higher education are analysed. The point of departure is the puzzling fact that the current reforms of the education systems of both countries are departing from the paths predicted by the VoC approach. The thesis thus argues against institutional path-dependency in the two countries, and in favour of an ideational approach based on discursive institutionalism. This book is essential reading for researchers in the social sciences, comparative political sciences and educational sciences.

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