Framework for Measuring the Robustness of Social Institutions in Vocational Education and Training

A range of definitions and concepts of social institutions can be found in the social sciences. We define social institutions as relatively stable joint behaviour patterns designed to help solve fun-damental social problems. Hence, social institutions are always geared towards the fulfilment of a specific function. For instance, the VET institution per se fulfils the function of conferring the qualifications young people need to directly enter professional life while also giving them access to further education careers.

Theoretical framework for measuring the robustness of social institutions

Social institutions can be described with the help of a number of characteristics and dimensions. Their characteristics firstly include their function, structure, culture and sanctions. While the function is the defining characteristic of any institution, its structure describes all internal roles, re-sponsibilities and rules as well as their relationships to each other. Culture comprises the attitudes, values and standards associated with the institution; sanctions refer to the consequences of any infringement against the institutional rules and standards.

Secondly, social institutions are characterised by their spatial dimension, i.e. the size of their sphere of influence and hence their representativeness. Thirdly, we can measure an institution’s development over time based on the stage it has reached in the institutionalisation process. This process ranges from a few players’ adoption of common behaviour patterns in response to a social problem all the way to the consolidation of such patterns through wide-spread acceptance and stability over time.

KOF’s contribution to this field of research consists of combining these characteristics and dimensions in a theoretical framework that serves as a basis for the future measurement of the robustness of social institutions in vocational education and training. Overall, one infers from this institutional theory framework that social institutions are robust when they have clearly defined characteristics, are highly representative and are strongly institutionalised. It is also assumed that to fulfil their function effectively, social institutions must be robust.

Methodological approach to measuring social institutions in vocational education and training

According to this methodological approach to measuring the robustness of social institutions, such institutions are identified via their functions. Field-specific theories and concepts should be consulted in the identification of these functions in specific social fields. Taking into account curriculum theories and the special characteristics of the social field of VET, seven functions which social institutions must fulfil along the VET process have been defined: qualification standards, selection mode, matching of students to training positions, provision of resources, selection, information gathering and update timing.

Institutions in various VET programmes may fulfil these functions in different ways which are nevertheless functionally equivalent. For instance, implementation of the selection mode function may follow different approaches, depending on the profession and the culture of the supporting organisation. In some programmes the principle of ‘Wer lehrt, prüft’ (teacher is examiner) applies, i.e. the teachers have ample leeway in designing the examinations. In others, the trade organisations choose uniform national examinations or a combination of examinations during the course as well as at its end.

One special characteristic of VET programmes is the requirement to prepare students simultaneously for a career on the labour market and in the education system. This requirement necessitates collaboration between the actors in the education and employment systems. Consequently, aside from clearly defined characteristics, a high degree of representativeness and strong institutionalisation, robust social institutions also require clear assignment of roles and responsibilities and the cultural establishment of cooperation between the two groups of actors.

Empirical application - outlook

In the future, this theoretical framework and methodological approach will be used to identify social institutions in various VET programmes and measure their robustness. Moreover, the theoretical and methodological framework can also be used to research institutions in other education programmes and social fields.

With a view to evidence-based policy making, future reforms of VET programmes may benefit from measurements of the robustness of the social institutions involved. Such reforms require deeper understanding of the conditions under which social institutions in the field of VET, and hence the efficiency of VET programmes, can be improved¹.

---------------------------------------------------------------------------------------------------

^{1 The researchers would like to thank the Swiss National Fund (SNF) and the Swiss Agency for Development and Cooperation (DEZA) for their financial support.}