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Education policy: Mapping the landscape and scope

Edited By Sandra Bohlinger, Thi Kim Anh Dang and Malgorzata Klatt

This book maps recent developments in the landscape of education policy in higher and vocational education, the returns of education, curriculum design and education reforms, driven by social, economic, political and cultural factors. Contributed by over twenty authors from five continents, this collection provides diverse, innovative and useful perspectives on the ways education policy is researched, implemented and enacted. It helps researchers, policy makers, students and practitioners to better understand processes of policy making, its theory, practice and outcomes. Despite national differences, many shared features and challenges emerge from this book as education systems face the common need to reinvent their existing systems and processes.

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Tertiarisation of Vocational Education and Training and its implications – problems and issues in Germany and France

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In many countries there is growing pressure that Vocational Education and Training (VET) should not only produce portable skills for the labour market, but also enable individuals to progress to Higher Education (HE). At the same time, new forms of “tertiary” VET have emerged, both in countries with a more market-orientated VET system (such as England and Australia), and in those with a more traditional orientation along the apprenticeship model, such as Germany and Switzerland. The functionality of VET qualifications and underlying pathways is therefore embedded within a more general debate on flexibility and permeability, in which both “vocationalisation” of HE and “tertiarisation” of VET find their places. This also includes the notion of “hybrid qualifications” (HQ) and with it “diversification” of VET. Both issues, in political and pedagogical terms, are obviously rather underrepresented in the German VET context, while Switzerland and Austria, for example, have either undertaken reforms in this area or are able to build on more or less traditional imprints in their respective VET systems.

Since HQs are a tool to serve official government policy by “bringing” more young people into Higher Education against the background of the Lifelong Learning policy and in the face of the notion of permeability and progression, these and other instruments supporting “tertiarisation” clearly have implications for the future status of conventional VET pathways, such as the dual system of apprenticeship training in Germany. This chapter points out different forms of tertiarisation and their implications for VET, and...

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