Continental selections? Institutional actors and market mechanisms in post-16 education in England

References

• Becker, G. 1964. Human Capital. Chicago: University of Chicago Press.
   Google Scholar
• Busemeyer, M.R., and C. Trampusch. 2012. The Political Economy of Collective Skill Formation. Oxford: Oxford University Press.
   Google Scholar
• Cantor, L.M., and I.F. Roberts. 1972. Further Education in England and Wales. 2nd ed. London: Routledge and Kegan Paul.
   Google Scholar
• Capoccia, G., and R.D. Kelemen. 2007. “The Study of Critical Junctures: Theory, Narrative and Counterfactuals in Historical Institutionalism.” World Politics 59: 341–369. doi:10.1017/S0043887100020852.
   Web of Science ®Google Scholar
• Casey, P. 2013. The Vocational Education and Training System in Netherlands. Wath-upon-Dearne: UK Commission for Employment and Skills.
   Google Scholar
• Conran, J., and K. Thelen. 2016. “Institutional Change.” In The Oxford Handbook of Historical Institutionalism, edited by O. Fioretos, T.G. Falleti, and A. Sheingate, 51–70. Oxford: Oxford University Press.
   Google Scholar
• Crouch, C., D. Finegold, and M. Sako. 1999. Are Skills the Answer? the Political Economy of Skill Creation in Advanced Industrial Countries. Oxford: Oxford University Press.
   Google Scholar
• DBIS (Department for Business, Innovation and Skills)/DfE (Department for Education). 2016. Post-16 Skills Plan. London: DBIS/DfE.
   Google Scholar
• DfE. 2018. “Industry Placement Capacity and Delivery Fund: Principles for High Quality Industry Placements.” Accessed 12 September 2018. https://www.gov.uk/guidance/work-placement-capacity-and-delivery-fund-principles-for-high-quality-work-placements
   Google Scholar
• DiMaggio, P.J., and W.W. Powell. 1983. “The Iron Cage Revisited: Institutional Isomorphism and Collective Rationality in Institutional Fields.” American Sociological Review 48: 147–160. doi:10.2307/2095101.
   Web of Science ®Google Scholar
• Esmond, B. 2018. “‘They Get a Qualification at the End of It, I Think’: Incidental Workplace Learning and Technical Education in England.” Journal of Vocational Education and Training 70 (2): 193–211. doi:10.1080/13636820.2017.1393000.
   Web of Science ®Google Scholar
• Esmond, B. 2019. “Apprenticeship Practitioner Roles in England: Conceptualising the Subaltern Educator.” Vocations and Learning.
   Google Scholar
• Esmond, B., and H. Wood. 2017. “More Morphostasis than Morphogenesis? the ‘Dual Professionalism’ of English Further Education Workshop Tutors.” Journal of Vocational Education and Training 69 (2): 229–245. doi:10.1080/13636820.2017.1309568.
   Web of Science ®Google Scholar
• Evans, B. 1992. The Politics of the Training Market: From Manpower Services Commission to Training and Enterprise Councils. London: Routledge.
   Google Scholar
• Finegold, D., and D. Soskice. 1988. “The Failure of Training in Britain: Analysis and Prescription.” Oxford Review of Economic Policy 4 (3): 21–53. doi:10.1093/oxrep/4.3.21.
   Google Scholar
• Fioretos, O., T.G. Falleti, and A. Sheingate. 2016. “Historical Institutionalism in Political Science.” In The Oxford Handbook of Historical Institutionalism, edited by O. Fioretos, T.G. Falleti, and A. Sheingate, 3–28. Oxford: Oxford University Press.
   Google Scholar
• Fuller, A., and L. Unwin. 2009. “Change and Continuity in Apprenticeship: The Resilience of a Model of Learning.” Journal of Education and Work 22 (5): 405–416. doi:10.1080/13639080903454043.
   Google Scholar
• Gehin, J.-P. 2007. “Vocational Education in France: A Turbulent and Peripheral Role.” In Vocational Education: International Approaches, Developments and Systems, edited by L. Clarke and C. Winch, 34–48. Abingdon: Routledge.
   Google Scholar
• Gospel, H., and T. Edwards. 2011. “Transformation and Muddling Through: Industrial Relations and Industrial Training in the UK.” SKOPE Research Paper No. 106. Oxford: Centre on Skills, Knowledge and OrganisationalPerformance.
   Google Scholar
• Green, A., and N. Lucas. 1999. Further Education and Lifelong Learning: Realigning the Sector for the Twenty-First Century. London: Institute of Education.
   Google Scholar
• Greinert, W.-D. 2005. Mass Vocational Education and Training in Europe: Classical Models of the 19th Century and Training in England, France and Germany during the First Half of the 20th. Luxembourg: Cedefop.
   Google Scholar
• Grytnes, R., M. Grill, A. Pousette, M. Törner, and K.J. Nielsen. 2018. “Apprentice or Student? the Structures of Construction Industry Vocational Education and Training in Denmark and Sweden and Their Possible Consequences for Safety Learning.” Vocations and Learning 11 (1): 65–87. doi:10.1007/s12186-017-9180-0.
   Web of Science ®Google Scholar
• Hall, P.A., and D. Soskice. 2001. Varieties of Capitalism: The Institutional Foundations of Competitive Advantage. Oxford: Oxford University Press.
   Google Scholar
• Hall, P.A., and D. Soskice. 2003. “Varieties of Capitalism and Institutional Change: A Response to Three Critics.” Comparative European Politics 1 (2): 241–250. doi:10.1057/palgrave.cep.6110010.
   Google Scholar
• Heikkinen, A., and L. Lassnigg. 2015. Myths and Brands in Vocational Education. Newcastle, UK: Cambridge Scholars Publishing.
   Google Scholar
• Hodgson, A., and K. Spours. 2016. “Restrictive and Expansive Policy Learning – Challenges and Strategies for Knowledge Exchange in Upper Secondary Education across the Four Countries of the UK.” Journal of Education Policy 31 (5): 511–525. doi:10.1080/02680939.2015.1132012.
   Web of Science ®Google Scholar
• Independent Panel on Technical Education. 2016. Report of the Independent Panel on Technical Education. London: Department for Education.
   Google Scholar
• Keep, E. 2007. “The Multiple Paradoxes of State Power in English Education and Training.” In Vocational Education: International Approaches Developments and Systems, edited by L. Clarke and C. Winch, 161–175. Abingdon: Routledge.
   Google Scholar
• Kupfer, A. 2010. “The Socio-Political Significance of Changes to the Vocational Education System in Germany.” British Journal of Sociology of Education 31 (1): 85–97. doi:10.1080/01425690903385519.
   Web of Science ®Google Scholar
• Lassnigg, L. 2015. ‘Muddling Through’ and Historical Institutionalism – Explanatory Devices for the Long Term Development of the Dualistic Austrian VET System. Sociological Series 108. Vienna: Institute for Advanced Studies.
   Google Scholar
• Lauder, H. 2001. Innovation, Skill Diffusion and Social Exclusion. Oxford: Oxford University Press.
   Google Scholar
• Leblebici, H., G.R. Salancik, A. Copay, and T. King. 1991. “Institutional Change and the Transformation of Interorganizational Fields: An Organizational History of the U.S. Radio Broadcasting Industry.” Administrative Science Quarterly 36 (3): 333–363. doi:10.2307/2393200.
   Web of Science ®Google Scholar
• Lindblom, C. 1959. “The Science of Muddling Through.” Public Administration Review 19 (2): 79–88. doi:10.2307/973677.
   Web of Science ®Google Scholar
• Mincer, J. 1974. Schooling, Experience and Earnings. New York: Columbia University Press.
   Google Scholar
• Ministry of Labour. 1964. Industrial Training Act. London: HMSO.
   Google Scholar
• Newton, B., L. Miller, J. Williams, J. Buzzeo, and R. Hinks. 2014. Process Evaluation of the Apprenticeship Trailblazers: Final Report. London: Department of Business, Innovation and Skills.
   Google Scholar
• Ofqual (Office of Qualifications and Examinations Regulation). 2017. Apprenticeship End-Point Assessments: Ofqual’s Approach to External Quality Assurance. Coventry: Ofqual.
   Google Scholar
• Petrini, F. 2004. “The Common Vocational Training Policy in the EEC from 1961 to 1972.” Vocational Training 32 (2): 45–54.
   Google Scholar
• Raffe, D. 2011. Policy Borrowing or Policy Learning? How (Not) to Improve Education Systems. CES Briefing, No. 57. Edinburgh: Centre for Educational Sociology, University of Edinburgh.
   Google Scholar
• Richard, D. 2012. The Richard Review of Apprenticeships. London: Department of Business, Innovation and Skills.
   Google Scholar
• Ryan, P., H. Gospel, and P. Lewis. 2007. “Large Employers and Apprenticeship Training in Britain.” British Journal of Industrial Relations 45 (1): 127–153. doi:10.1111/bjir.2007.45.issue-1.
   Web of Science ®Google Scholar
• Schickler, E. 2001. Disjointed Pluralism: Institutional Innovation and the Development of the U.S. Congress. Princeton, NJ: Princeton University Press.
   Google Scholar
• Scott, W.R. 1995. Institutions and Organizations. Thousand Oaks, CA: Sage.
   Google Scholar
• Streeck, W. 1989. “Skills and the Limits of Neo-Liberalism: The Enterprise of the Future as a Place of Learning.” Work, Employment and Society 3 (1): 89–104. doi:10.1177/0950017089003001006.
   Google Scholar
• Streeck, W. 1992. Social Institutions and Economic Performance: Studies of Industrial Relations in Advanced Capitalist Economies. London: Sage.
   Google Scholar
• Thelen, K. 2004. How Institutions Evolve: The Political Economy of Skills in Germany, England, the United States and Japan. Cambridge: Cambridge University Press.
   Google Scholar
• Thelen, K., and M.R. Busemeyer. 2008. From Collectivism Towards Segmentalism: Institutional Change in German Vocational Training. MPIfG Discussion Paper 08/13. Cologne: Max Planck Institute for the Study of Societies.
   Google Scholar
• Thelen, K., and S. Steinmo. 1992. “Historical Institutionalism in Comparative Politics.” In Structuring Politics: Historical Institutionalism in Comparative Analysis, edited by S. Steinmo, K. Thelen, and F. Longstreth, 1–31. Oxford: Oxford University Press.
   Google Scholar
• UK Government. 2015. “English Apprenticeships: Our 2020 Vision.” BIS/15/604. London: Department of Business, Innovation and Skills.
   Google Scholar
• Wolf, A. 2011. Vocational Education: The Wolf Report. London: Department for Education.
   Google Scholar