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By Lars Valerian Ahlfors, Lipman Bers

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This is also in line with Van Lieshout (2007), who argues that the Dutch skills systems in many aspects constitute “some sort of middle ground” between the US and Germany (ibid, 261). I therefore argue that the Dutch VET system constitutes an example for an own distinct type of VET regime. The following three countries are selected as case studies: the United Kingdom (England),32 Germany and the Netherlands. These countries are chosen to be representative for a LME, a CME, and for a third type of school-based training which is positioned between LMEs and CMEs.

Such a fundamental change would constitute a “third order change” (Hall 1993) or a “transformative change” (Trampusch 2010a). In order to identify the different categories of change, I need to define which factors are decisive for the institutional set-up of national VET systems. Without doing so, I would not be able to distinguish if a change is in line with the given institutional set-up (small-scale change) or if it constitutes a fundamental change. From the political economy literature, it is possible to derive core features of national VET institutions.

Process tracing is especially useful for this research project because it is a powerful tool in establishing causal relationships in complex processes while avoiding spuriousness (Mahoney 2004: 89; George and Bennett 2005: 205–216). For discovering causal chains and causal mechanisms, process tracing is very well suited (George and Bennett 2005: 207). With the help of process tracing it is possible to take into account reciprocal and dynamic processes which are characteristic for Europeanisation (see Sect.

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