International Cooperation in VET: A Case Study of Expansive Learning in a German-Greek Project on Greening VET

Context: In Germany, vocational education is popular and enjoys a good reputation. German vocational training, especially dual vocational training, is considered an “export hit” and a guarantor of high quality and reliability. To address international needs in VET cooperation, the German Federal Ministry of Education supports projects which are supposed to foster reform activities in regional or national VET systems on the one hand, and/or which establish VET products in foreign markets on the other hand. Based on the in-depth analysis of one case study, the aim of the paper is to describe and understand the educational transfer process taking place within such international VET cooperation projects.

Approach: Based on the in-depth case study of one cooperation project called GRÆDUCATION, we use Engeström’s activity theory and expansive learning approach to identify different forms of learning taking place in the transfer process. The qualitative empirical research is based on interview data and document analysis.  

Findings: Focusing on three products generated within the framework of GRÆDUCATION, we identify different types of expansive learning processes already described in Engeström & Sannino, namely a) Train-the-Trainer as Boundary Crossing; b) Girls’ day as Transformation of the Object; and c) Curriculum Development for EPAS Schools as a Formative Intervention. 

Conclusion: Engeström’s theory helps to understand the process of educational transfer and the learning processes in the sense of social policy learning. While the flexible and co-creative project management of GRÆDUCATION can be seen to support sustainable forms of educational transfer in the Greek VET system, the question whether a more linear and less participative approach to project management could also lead to expansive learning processes in the context of international VET cooperation cannot be answered yet.