Katz (2023) argues in his article ¿Quo vadis, América Latina? that local universities and vocational schools in Latin American should be particularly supported in order to promote the training of skilled workers such as engineers and technicians. After all, adequately trained specialists in highly technologised industries could help Latin America's economies to take advantage of opportunities in promising market segments. The argument of strengthening the vocational training system is nothing new. The World Bank report from 1990 already recommended investing in specific areas of vocational training. However, this meant less full-time school-based programmes, as these tended to be considered too expensive and inefficient (Haddad et al. 1990). Then and now, the focus is on vocational education and training programmes, which are partly carried out in companies and therefore have a stronger connection to the world of work than full-time school-based programmes (Álvarez-Galván 2015).

In this context, the transfer of dual training modalities from Germany is sometimes at the center of attention (Gessler/Fuchs/Pilz 2019). In the current discourse, these are addressed as a panacea against structural labour market and social problems (Álvarez-Galván 2015). In light of this, a bilateral agreement was concluded between the German and Costa Rican governments in 2016 at the level of international vocational education and training cooperation. Following the successful completion of the pilot phase of dual training programmes and corresponding adaptation measures to the regional characteristics, the so-called Educación y Formación Técnica Profesional Dual (EFTP Dual) was integrated into the existing VET system as a further option (Láscarez Smith/Baumann 2020).

Although, in particular, dual training programmes such as the EFTP Dual are considered to have enormous potential, certificates of initial vocational training - unlike in Germany - appear to have a low exchange value on the Costa Rican labour market. This phenomenon manifests itself particularly in unequally structured societies in the global South with weakened vocational education and training systems (Allais 2020). In view of this, a dichotomy can be observed between higher education and vocational education and training (Reichenbach 2021). On the one hand, there is the area of general and tertiary education. On the other hand, vocational education and training, which is often seen as a second-best choice at best compared to general and tertiary education (Clement 2014) and has always targeted vulnerable social groups in particular (Beirute Brealey 2018). The tendency towards negative social perceptions of vocational education and training and the resulting low exchange value of the corresponding certificates on the labour market are the focus of this study, which is why the following research questions are investigated:

What structures and recognition mechanisms of certification can be identified for Costa Rica and Germany in initial vocational education and training? How is the current examination process organised in Costa Rica and which instruments are used to measure performance? To what extent do Costa Rican stakeholders in initial vocational education and training see a need to reform the examination and certification system?

A multidimensional methodological approach was chosen for this study. This is divided into different survey methods, such as desk research based on secondary and document analyses. This means that figures from the National Institute for Statistics and Census (INEC), legal texts, reports, articles, studies etc. are included in the comparative context analysis. In addition, cultural artefacts, such as caricatures, literary works, etc., are examined, as these allow an alternative approach to the cultural context of Costa Rica (Hunink 2021; Lueger 2010; Lueger/Froschauer 2018). In addition, empirical data is collected in the form of guideline-based group interviews and participant observations. The participant observations took place in 2023 as part of three delegation visits to the Ministry of Public Education (MEP), companies, chambers, trade unions, the National Training Institute (INA), etc. in Costa Rica. The group interviews were conducted at the vocational schools CTP San Pedro de Barva and CTP Atenas with the apprentices, teachers and coordinators of the 1st generation of EFTP Dual. The transcribed audio material was analysed both deductively and inductively using MAXQDA 2020. The coding paradigm, in the sense of open, axial and selective coding, is based on the research style of the Grounded Theory Methodology (GTM) (Strauss/Corbin 1996).

The underlying conditions in Costa Rica and Germany differ significantly. This also applies to initial vocational training. Both countries show considerable differences in terms of the structures, logics of action and processes of the qualification system. Furthermore, the empirical material shows that the stakeholders in vocational education and training are not satisfied with the examination instrument currently used (single-choice). This is oriented towards knowledge and does not measure vocational competences. In this context, the desire is expressed for an examination instrument that is orientated towards vocational practice. In addition, it is considered appropriate to involve the social partners in the design of the examination with the aim of ensuring that vocational education and training certificates are collectively recognised in the medium and long term and, as a result, achieve an adequate exchange value on the labour market.

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