<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322024000100050</article-id>
<article-id pub-id-type="doi">10.22458/ie.v26i40.4944</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[&#8220;Training - Made in Germany&#8221; - Made in Costa Rica. Dual Apprenticeship Transfer from the Perspective of State and Parastatal Actors in Costa Rica]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;Training - Made in Germany&#8221; - Hecho en Costa Rica. La transferencia del aprendizaje dual desde la perspectiva de los actores estatales y paraestatales de Costa Rica]]></article-title>
<article-title xml:lang="pt"><![CDATA[Training - made in Germany&#8221; - Fabricado em Costa Rica. Transferência de aprendizado duplo sob a perspectiva de atores estatais e paraestatais da Costa Rica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schmees Norwegian]]></surname>
<given-names><![CDATA[Johannes Karl]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Láscarez Smith]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Science and Technology  ]]></institution>
<addr-line><![CDATA[Trondheim ]]></addr-line>
<country>Norway</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Técnica Nacional  ]]></institution>
<addr-line><![CDATA[Alajuela ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<numero>40</numero>
<fpage>50</fpage>
<lpage>61</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322024000100050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322024000100050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322024000100050&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article analyzes the discussions on the German dual apprenticeship model during the tripartite social dialogue held in Costa Rica between February 27 and September 1, 2017. This dialogue arena, moderated by the International Labour Organization, was attended by representatives of companies, trade unions, and the government. The analysis focuses on the social representations and intersubjective references specifically developed by state and parastatal actors on the characteristics and potentials of the German dual apprenticeship model to solve certain social problems in Costa Rica. For this purpose, semi-structured interviews were conducted with state representatives who participated in the dialogue, as well as with parastatal representatives who were involved in the discussions on the topic. As a result, one of the main findings is that within the dynamics of political cooperation, the German dual apprenticeship model is treated as an &#8220;export/import&#8221; product capable of solving problems such as youth unemployment and poverty among young people. The reference to the German best practice model and to Germany as such is used to limit the adequate participation of actors and the understanding of social problems.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo analiza las discusiones sobre el modelo alemán de aprendizaje dual durante el diálogo social tripartito celebrado en Costa Rica entre el 27 de febrero y el 1 de setiembre de 2017. A este escenario de diálogo, moderado por la Organización Internacional del Trabajo, asistieron representantes de empresas, sindi- catos y el gobierno. El análisis se centra en las representaciones sociales y referencias intersubjetivas elaboradas específicamente por actores estatales y paraestatales sobre las características y potencialidades del modelo alemán de aprendizaje dual para resolver determinados problemas sociales en Costa Rica. Para ello, se realizaron entrevistas semiestructuradas a representantes estatales que participaron en el diálogo, así como a representantes paraestatales que intervinieron en las discusiones sobre el tema. Como resultado, uno de los principales hallazgos es que, dentro de la dinámica de cooperación política, el modelo alemán de aprendizaje dual es tratado como un producto de &#8220;exportación/importación&#8221; capaz de resolver problemas como el desempleo juvenil y la pobreza entre los jóvenes. La referencia al modelo alemán de buenas prácticas y a Alemania como tal se utiliza para limitar la adecuada participación de los actores y la comprensión de los problemas sociales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo analisa as discussões sobre o modelo alemão de aprendizagem dupla durante o diálogo social tripartite realizadona Costa Rica entre 27 de fevereiro e 1º de setembro de 2017. Essa arena de diálogo, moderada pela Organização Internacional do Trabalho, contou com a participação de representantes de empresas, sindicatos e do governo. A análise se concentra nas representações sociais e nas referências intersubjetivas especificamente desenvolvidas por atores estatais e paraestatais sobre as características e os potenciais do modelo alemão de aprendizagem dupla para resolver determinados problemas sociais na Costa Rica. Para isso, foram realizadas entrevistas semiestruturadas com representantes do Estado que participaram do diálogo, bem como com representantes paraestatais que estiveram envolvidos nas discussões sobre o tema. Como resultado, uma das principais constatações é que, na dinâmica da cooperação política, o modelo alemão de aprendizagem dual é tratado como um produto de &#8220;exportação/importação&#8221; capaz de resolver problemas como o desemprego juvenil e a pobreza entre os jovens. A referência ao modelo alemão de melhores práticas e à Alemanha como tal é usada para limitar a participação adequada dos atores e a compreensão dos problemas sociais.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Youth Employment]]></kwd>
<kwd lng="en"><![CDATA[Technical and Vocational Education and Training]]></kwd>
<kwd lng="en"><![CDATA[Education Policy]]></kwd>
<kwd lng="en"><![CDATA[Costa Rica]]></kwd>
<kwd lng="en"><![CDATA[Dual Apprenticeship]]></kwd>
<kwd lng="es"><![CDATA[Empleo de jóvenes]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza técnica]]></kwd>
<kwd lng="es"><![CDATA[Política educativa]]></kwd>
<kwd lng="es"><![CDATA[Costa Rica]]></kwd>
<kwd lng="es"><![CDATA[Formación dual]]></kwd>
<kwd lng="pt"><![CDATA[Emprego para jovens]]></kwd>
<kwd lng="pt"><![CDATA[Educação e treinamento técnico e profissional]]></kwd>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="pt"><![CDATA[Costa Rica]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem dual]]></kwd>
</kwd-group>
</article-meta>
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