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Hybrid Qualifications: Structures and Problems in the Context of European VET Policy

structures and problems in the context of european vet policy


Edited By Thomas Deissinger, Josef Aff, Alison Fuller and Christian Helms Jørgensen

Against the background of increasing qualification needs there is a growing awareness of the challenge to widen participation in processes of skill formation and competence development. At the same time, the issue of permeability between vocational education and training (VET) and general education has turned out as a major focus of European education and training policies and certainly is a crucial principle underlying the European Qualifications Framework (EQF). In this context, «hybrid qualifications» (HQ) may be seen as an interesting approach to tackle these challenges as they serve «two masters», i.e. by producing skills for the labour market and enabling individuals to progress more or less directly to higher education. The specific focus of this book is placed on conditions, structures and processes which help to combine VET with qualifications leading into higher education.
This volume assembles articles by researchers from Switzerland, the Netherlands, France, Australia, Canada, Scotland, England, Denmark, Austria and Germany.


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Part Three 241


241 Part Three THOMAS DEISSINGER, JOSEF AFF, ALISON FULLER & CHRISTIAN HELMS JØRGENSEN Policy Implications and Recommendations: When do hybrid qualifications work and what benefits can be expected from them? Our project was set out with the intention, besides delivering a Eu- ropean survey of current practice in the field of hybrid qualifica- tions (HQ), to investigate and clarify, through an empirical approach, perceptions of learners, lecturers, and other stakeholders concern- ing the nature and value of these qualifications. The final aim has been to develop recommendations for policy and practice based on our research outcomes. One “guideline” for the pragmatic dimen- sion of the project lies in the identification of “best practice” in one or more of the participating countries. Based on the results of the first country reports of our Leonardo project, but above all of the second ones (cf. ), we now try to point to implica- tions and messages for the responsible actors in the field of educa- tion policy. Any “innovation transfer” using experiences with HQ, has inevitably to refer to “best practice approaches”. Two reserva- tions, however, remain: First, the adaptation of the premises of the European Qualifications Framework, from which our project topic has emerged, can be largely different between countries, even between those with similar VET traditions; second, the fact that hybridity works (well) and fits into the “landscape” of a national education and training system is always dependent on the “environ- ment” in the respective country, socially, politically and economi- cally, even...

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