What Does Globalization Have to Do with the Erosion of Welfare States? Sorting Out the Issues. CES Germany & Europe Working Papers, No. 07.5, 1996

Is it really true that the economic processes described as globalization are eroding West European and North Ameri­ can welfare states (WS) ? This paper is a first step in a project aimed at answering the question. Focusing on conflict­ ing arguments about the economic mechanisms which generate pressures on WS, it groups them into three answers to the title question: globalization has everything, nothing, or something to do with it. Tentatively concluding that the third answer, that domestic and international economic mechanisms do interact in specific ways to strain WS, it sets the stage for the second stage of the project. That is to analyze the political mechanisms shaping the policy re­ sponses to those strains and perhaps themselves contributing to those strains. To expore the issues to be addressed in this second step. a brief preliminary exploration of recent social policy patterns suggests that domestic political fac­ tors go a long way toward explaining them without much recourse to globalization, especially in the U.S. but also, if to a lesser extent, in Western Europe.

Skill formation in Britain and Germany: Recent developments in the context of traditional differences. CES Germany & Europe Working Papers, No.06.1, 2006

This paper proposes a comparison of skill formation in Germany and Britain over the last decades. Taking historical trends into account, the two cases can be regarded as representing different types of skill production regimes. Institu-tional features include a relatively low degree of standardization of training and a larger amount of on-the-job training in Britain. In Germany, post-compulsory training has been conducted predominantly within the dual system of vocational training, underlining the vocational specificity of a large part of the labor market. As a consequence, international differences in individual skill investments, transitions from school to work and other life-course patterns can be observed. At least in Britain, however, the situation seems to have changed considerably during the 1990s. The paper argues that the divergence in more recent developments can still be understood as an expression of historical path-dependency given the traditional connections between the post-compulsory training system and the broader societal context in which it is embedded. These concern, in particular, links with the system of general and academic education as the basis for – and also a possible competitor with – vocational training; links with the labor market as they are indicated by specific skill requirements and returns to qualifications; and, links with the order of social stratification in the form of the selective acquisition and the social consequences of these qualifications. The links manifest themselves as typical individual-level consequences and decisions. Founded on the basis of these distinctions, the aim of this paper is to investigate the preceding conditions for recent developments in the qualification systems of Britain and Germany, which have adapted to specific challenges during the last decades.