IJRVET published two new articles: An Empirical Case of Education Policy Implementation in Serbian VET by Katherine Marie Caves & Maria Esther Oswald-Egg and New Higher Education Model? Degree Apprenticeships as a Strategy to Modernize Apprenticeships: Rationale, Current Development in the U.S., and a Conceptual Framework by Jooyoung Voeller. Both articles are full open access.

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Article: An Empirical Case of Education Policy Implementation in Serbian VET

Abstract

Purpose: Education policy implementation is as important as policy design. This study applies a literature-based, multi-dimensional framework for success factors and barriers to vocational education and training (VET) reform implementation in the case of a new dual VET law in Serbia. We use the framework to assess factors related to implementation, then relate these factors to actual implementation progress to determine how factors relate to progress. In this application of the framework, we examine whether implementation success requires high scores in every dimension. 

Methods: This is a mixed methods study. We conduct document analysis of key resources related to the structure and intention of the reform. We also statistically analyze a dataset of two rounds of interviews conducted during the pre- and early-implementation phases. These interviews include key stakeholders from the public and private sectors, and from national, regional, and local-level actors. We examine how the framework’s dimensions and determinants relate to implementation progress. 

Results: The implementation of the law is moving forward in Serbia, making this a successful case of progress in policy implementation. Despite this progress, the factors for implementation are not all strong. We find that the content dimension of the framework is a barrier, capacity is unclear, and context, commitment, and clients—actors’ engagement— drive implementation progress. Thus, although the implementation process is imperfect in its determinants, it is successfully progressing and already forming the new system. 

Conclusions: Based on our results we argue that—even if the framework describes factors that affect VET reform implementation—not all elements are necessary for VET reform implementation to progress. Policymakers can start without perfect implementation conditions and may benefit from striving for “good enough” across dimensions rather than perfect in any one dimension. We discuss potential mechanisms and identify pathways for future research, including moving in the direction of causal research. 

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Article: New Higher Education Model? Degree Apprenticeships as a Strategy to Modernize Apprenticeships: Rationale, Current Development in the U.S., and a Conceptual Framework

Abstract

Purpose: To better prepare young people for the increasingly complex world of work in the global knowledge economy, apprenticeships are receiving renewed attention in countries without a strong history of vocational education. One of the strategies to promote and modernize apprenticeships in these countries is to offer apprenticeships integrated into degree programs, known as degree apprenticeships at the tertiary level. However, little research has been done to explore this new degree pathway. The purpose of this study is to explore the rationales and recent development of degree apprenticeships in the U.S. and to present a conceptual framework for designing and delivering such programs.

Approach: Through an extensive literature review, this study examines the underlying justifications for the integration of apprenticeships into degree programs. Subsequently, it delves into the current progress of degree apprenticeships in the U.S., substantiating the rationales. Finally, it explores multiple facets of degree apprenticeships, offering a conceptual framework for higher education institutions to consider when implementing such programs.

Findings: This study discusses two rationales for degree apprenticeships. First, they enable permeability of vocational education credentials, one of the features of a robust apprenticeship system. Second, they also equip higher education institutions to effectively prepare young people for work in response to globalization. For these reasons, recently, community colleges, the primary vocational education providers in the U.S., have actively been implementing apprenticeships within degree programs. This study also outlines four interconnected dimensions of apprenticeships – occupational, pedagogical, relational, and aligned – as a conceptual framework for implementing degree apprenticeships.

Conclusion: By providing a useful context and framework for degree apprenticeships, this study contributes to the growing body of research on apprenticeships and provides a foundation for on-going research to advance the theory and practice concerning degree apprenticeships. Future studies can explore the process of implementing degree apprenticeships using the suggested framework and develop strategies to further modernize apprenticeships based upon this study.