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The European research and development project 'The acquisition of integrated qualifications for professional work and study - an assessment of innovative approaches in seven European countries (INTEQUAL)' examined postcompulsory education schemes combining vocational training and general education.

The dual qualifications schemes investigated by the European Commission's INTEQUAL project in England, Norway, Sweden, Germany, France, the Netherlands, and Austria, share a common purpose in their dual orientation towards employment and higher education. In this chapter, the author compares the various dual qualifications schemes according to a number of criteria: the dimension of the schemes, their place within upper secondary education, the balance of dual orientation, the level of vocational training, the access to higher education, the target groups, the organisation of learning, the support agencies, and the stage of implementation. The aim is to identify the range of solutions provided for the common function of dual orientation. The schemes are than assessed comparatively in terms of the determining factors for their development, the essential aspects of their structure, contents and didactics, and their impact. The comparative analysis suggests that the schemes need careful, ongoing implementation and revision in order to successfully carry out their dual role.

The volume of papers is indexed at TD/TNC 62.480. Show less

This publication is based on the results of a major European research and development project on 'The acquisition of integrated qualifications for professional work and study - an assessment of innovative approaches in seven European countries (INTEQUAL)'. This project was sponsored by the European Commission's Leonardo da Vinci program and investigates how to increase the attractiveness and status of initial vocational education and training. The report includes contributions from a number of authors who analysed dual qualification schemes in Austria, France, Germany, England, the Netherlands, Norway and Sweden. The schemes enable vocational students to gain qualifications for university entrance along with their vocational qualifications through the combination or integration of general and vocational education. The comparative investigation covered various schemes within the education systems of the countries. Chapter two contains seven papers describing the schemes from each country; chapter three provides a comparative investigation of the schemes; the next four chapters explore selected issues of qualifications with dual orientation; chapter eight presents a comparative survey of the major lessons drawn from investigation of the schemes; and the final chapter reflects on the project's contribution to the debate on dual qualification schemes at national and international level. The report contains the following chapters: Introduction / Alan Brown and Sabine Manning; National schemes of qualifications - GNVQ: England / Alan Brown; MBO: The Netherlands / Trudy Moerkamp and Eva Voncken; Pilot projects of double qualification: Germany / Rainer Bremer and Werner Kusch; The vocational baccalaureat: France / Henri Eckert and Jean-Louis Kirsch; Vocational programmes: Sweden / Goran Arman, Robert Hoghielm and Owe Liljefelt; Vocational streams: Norway / Tor Bergli, Egil Froyland and Lillian Larsen; The WIFI Academies: Austria / Monika Thum-Kraft; Comparison of qualification schemes / Sabine Manning; Integrated learning processes: Germany, Norway and Sweden / Goran Arman, Tor Bergli, Rainer Bremer, Egil Froyland, Gerald Heidegger, Robert Hoghielm, Lillian Larsen and Owe Liljefelt; Possible role for synoptic assessment: England / Alan Brown; Facilitating progression to higher education: England and the Netherlands / Alan Brown, Trudy Moerkamp and Eva Voncken; Tracing careers: Austria, France and Germany / Henri Eckert, Jean-Louis Kirsch, Werner Kusch and Monika Thum-Kraft; Lessons of mutual learning / Sabine Manning; Postscript / Pekka Kamarainen.

Selected papers are indexed from TD/TNC 62.481 to TD/TNC 62.494. Show less

This paper examines the initiatives of seven European countries to integrate university entry qualifications and vocational qualifications with the aim of achieving parity of esteem between vocational and academic education, and between work-based and knowledge-based learning. Three issues of dual qualifications are explored: how to promote dual competencies and integrated learning processes; steps that can be taken to support transitions to higher education by students with vocational qualifications; and tracing the career paths of participants with dual qualifications. The paper concludes with a discussion on the possibility of collaborative research in a LEONARDO partnership.

The volume of collected papers is indexed at TD/TNC 64.443 and individual papers are indexed from TD/TNC 64.444 to TD/TNC 64.464. Show less

This book addresses the key leadership concepts and change strategies that face contemporary educators and trainers. Globally, education is changing in response to a more demand-driven market and increasing expectations of greater accessibility, flexibility, quality, relevance and efficiency. In addition, new information and communications technologies are transforming the delivery and content of education and training. This environment requires transformational leadership, both at the organisational and the operational level, to change work cultures and to create systems that are responsive and sustainable. The contributions in this book bring together the experience of 18 educational leaders and innovators from around the world. The following issues are critically examined: global developments and trends in open and flexible education and training; the changes, challenges and choices confronting all educators and trainers; the development of an entrepreneurial culture; and the processes of organisational change and of successful leadership. The chapters are: Open and flexible learning: an environmental scan / Colin Latchem and Donald E. Hanna (p. 1-14); Changes, challenges and choices / Colin Latchem and Donald E. Hanna (p. 15-26); Developing an entrepreneurial culture / Colin Latchem and Donald E. Hanna (p. 27-40); Processes of organizational change / Colin Latchem and Donald E. Hanna (p. 41-52); Leadership in open and flexible learning / Colin Latchem and Donald E. Hanna (p. 53-62); The University of South Australia: providing leadership in flexible learning / Denise Bradley (p. 63-71); The University of the South Pacific: leading change in a multinational, multimodal university / Rajesh Chandra (p. 73-81); Alverno College: transforming the institution to an ability-based curriculum and flexible learning / Joel Read (p. 83-91); Leading and managing innovation in UK university contexts / Roger Lewis (p. 93-100); The University of Twente: leading and managing change via a Web-based course-management system / Betty Collis (p. 101-109); Washington State University: a US rural land-grant university responds to its changing environment / Muriel Oaks (p. 111-119); Western Governors University: a competency-based virtual university / Robert C. Albrecht (p. 121-129); The American Distance Education Consortium: from rural provision to virtual organization / Janet Poley (p. 131-138); The UK Open University: managing success and leading change in a mega-university / John Daniel (p. 139-146); Indira Gandhi National Open University and the Distance Education Council: institution and system building in India / Abdul Khan (p. 147-156); Athabasca University: change management in a non-traditional university setting / Dominique Abrioux (p. 157-165); University of Wisconsin-Extension: exercising leadership in complex organizations / Donald E. Hanna (p. 167-175); Partnerships for change / Dato' Gajaraj Dhanarajan (p. 177-185); Leading change in the expanded K-12 classroom / Brian Talbott (p. 187-195); Leadership in institution building: the National Open School of India / Marmar Mukhopadhyay (p. 197-205); Treading a fine line: consultancy in open and distance learning / Bernadette Robinson (p. 207-215); The International Extension College: leadership beyond the mainstream / Barbara Spronk (p. 217-224); Jones International University: converging marketplace entrepreneurship and education / Glenn R. Jones (p. 225-233); Lessons for the future / Colin Latchem and Donald E. Hanna (p. 235-240). Show less

The European research and development project 'The acquisition of integrated qualifications for professional work and study - an assessment of innovative approaches in seven European countries (INTEQUAL)' examined postcompulsory education schemes combining vocational training and general education.

This chapter provides a comparative survey of the major lessons drawn from the analysis of dual qualification schemes operating in France, England, Germany, Austria, Norway, Sweden and the Netherlands. Dual qualification schemes enable students of vocational programs to acquire qualifications for access to higher education alongside their vocational qualifications. The schemes are based on varying approaches to the integration of general and vocational education. Graduates have the option of taking up skilled employment or progressing to higher education. The survey aims to identify best practice rather than evaluate the schemes themselves. The lessons were grouped according to three major aspects: the design of the scheme in terms of curriculum, learning process, practical training and course structure; the impact of the scheme with a particular focus on the pathways and careers of the students; and the context of the educational system and policy within which the scheme operated.

The volume of papers is indexed at TD/TNC 62.480. Show less