In this chapter, we analyse the role evaluation methods have typically played so far in the field of VET and argue that the adaptation of newer evaluation approaches helps to clarify the learning dimension within VET partnerships between industry and public VET schools. Ideally, these partnerships should trigger processes of mutual learning and allow an improved understanding between the different partners from industry and the VET schools. We will show that by using specific evaluation instruments, the collaboration between work and school partners can be improved in order to achieve substantial collaboration that goes beyond the mere co-existence of enterprises and schools. First, we briefly describe the arrangements that underlie the German dual VET system, the difficulties inherent in establishing more vigorous cooperation, and how these are being addressed. In Germany, a reform was introduced in 1996 to centre learning in VET schools around Lernfelder (learning areas or learning arenas) that follow work processes, replacing the old idea of school subjects. New curricula were constructed to strengthen this kind of learning and foster co-operation on the local level between schools and companies. Nevertheless, the existing collaboration is often rather weak. One aim is to develop this collaboration into workplace learning partnerships (WLPs). These WLPs would then form the backbone of curricula in which learning at school and workplace is better integrated. In this context, we discuss secondly, the role evaluation might play to sustain these partnerships. Network evaluation can become a new focus for improving the functioning and management of such co-operative activities. Typically, evaluation has been used to ensure the quality of the products of this kind of co-operation. But the way co-operation works needs to be investigated as well, particularly in terms of the degree of integrating theoretical and workplace-based knowledge.We will argue that new approaches are needed regarding the evaluation of these VET partnerships, more specifically to determine to what extent they improve the collaborative dimension of learning. As these networks typically cross organisational boundaries and comprise many different actors, they cannot be evaluated using tools which centre on single learner/teacher frameworks. Thirdly, in the later parts of this chapter, we present examples of new evaluation tools (EE tool and SEVALAG) that may be up to the task of getting insight into this kind of multi-actor structures. Finally, we look both at the benefits that might be obtained from these evaluation methods and the problems they face.©Springer Science+Business Media B.V. 2009.
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