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Government policies that promote Year 12 completion are based on a recognition that, on average, the completion of senior secondary schooling leads to better labour market outcomes. Completing senior secondary schooling is not, however, for everyone, particularly not for those who are less academically inclined or who are unsuited to the institutionalised nature of schools. Given this, it makes sense to talk about a vocational equivalent to senior secondary schooling. This report investigates the notion of a vocational equivalent to Year 12 completion in terms of the volume of learning, the educational complexity of courses, and ultimately labour market and other outcomes (various aspects of employment, satisfaction with aspects of life and further study). The report finds that no vocational pathway can be considered to be equivalent to Year 12 in a literal sense; vocational pathways form an alternative to Year 12 but are not equivalent. Show less

Social change in Britain since the Second World War has led to the apprenticeship route being misperceived as second best to that from compulsory education through higher education. Many level 2 qualifications, which dominate in newer apprenticeship sectors, do not provide a platform for further study, whether an advanced or higher apprenticeship or progression to higher education or employment, as they do in some other European countries. The author examines what progression routes should look like for English apprentices, and how to improve the transferability of apprenticeship qualifications across sectors. Show less

The research dimension of higher education programmes is usually discussed in association with doctoral studies. Against a background of scarce literature investigating research in a Master's degree, this article aims to analyse the place of research in Master's qualifications, first, as envisaged by official European and national documents acting as reference frameworks for degree design (i.e. qualification frameworks) and, second, in its practical manifestations in Master of Science (MSc) degrees in Physics in three national contexts (England, Portugal and Denmark). It highlights different understandings of the importance and roles assigned to research in Master's degrees by national policy actors in the three countries. Simultaneously, it argues that research is an essential component of MSc degrees in Physics, perceived as a gateway to a Physics research profession on account of disciplinary specificity. Research translates into a number of concrete practices, of which the Master's thesis is the main manifestation, with, however, variation in the purpose of research (instrumental or an end in itself). The article discusses implications of these different understandings and expressions of research in Master's programmes for the comparability of higher education degrees and ensuing recognition and student mobility in the European Higher Education Area, as envisaged by the Bologna process reforms. It is suggested that similar studies could be performed in other disciplines to make up for the gap in evidence and scholarship on the research dimension of Master's programmes and their degree of convergence.

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The theme of this conference, held jointly in Helsinki (19-21 August) and St Petersburg (22-23 August) was 'Internationalisation of [vocational education and training] VET'. The St Petersburg presentations are as follows: [Opening of the conference]: International conference 'internationalisation of vocational education and training', 22-23.08.2014, St. Petersburg / Olga Oleynikova; The transformative power of TVET / Borhene Chakroun; Recognition and validation of informal learning in Finnish vocational adult education / [Markku] Kantonen; Skills development using international experience: Estonian case / Kulli All; Enhanced VET attractiveness through improved public policies performance / Madlen Serban; 'Integration processes and international cooperation in VET': Copenhagen process and its implementation / Raimo Sivonen; Key competencies of Finnish VET teachers / Pia Tolonen; ECVET: a European tool for transnational mobilities / Risto Virkkunen; Validation and recognition of prior learning: how to get it right! / Lesley Wemyss; Modernisation of VET in the Russian Federation in the context of internationalisation / Natalya Zolotareva. In addition, a panel discussion, 'Increasing the attractiveness of vocational education and training', was held involving participants from Australia, the UK, Canada, Finland and Belarus. Round tables held were: Integration processes and international cooperation in VET; Organization of work based learning; Comparability and compatibility of VET curricula and qualifications; Competences of VET teachers. Show less

Prepared to gain comment from Australian and New Zealand industry on whether mutual recognition of vocational education and training should be established and, if so, how that recognition is best implemented. The paper explains the meaning of 'mutual recognition' and plaaces the concept in the wider context of the 1983 Australia New Zealand Closer Economic Relations Trade Agreement (ANZCERTA) and the 1996 Trans Tasman Mutual Recognition Arrangement (TTMRA). Covers reasons why, from a broad policy perspective, mutual recognition might be expected to be successful. Notes outcomes of projects which have tested aspects of mutual recognition. Gives two options for implementing mutual recognition and summarises range of issues on which industry views are sought. Show less

The rapid changes in international higher education complicate the decision process, regarding transfer of credits when students cross national boundaries. Since it is costly to maintain in-house expertise in the evaluation of foreign programs, it is natural for universities and employers to seek the analyses of outside experts. How is a corporate personnel office to tell the difference between the legitimate [agency] and the bogus agency?

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Ontario's provincial government recognizes college to university transfer as increasingly important. The challenge that Ontario faces is that its college and university systems were created as binary structures, with insufficient credit transfer opportunities for college students who wish to access universities with appropriate advanced standing. This paper discusses Fanshawe College's consequent attempt to create new pathways for its students within the European Higher Education Area, whose Bologna Process provides an integrated credit transfer system that is theoretically very open to student mobility.

This unique project is intended to act as an exemplar for other Ontario colleges seeking similar solutions, and to support an articulation agreement between Fanshawe's Advanced Diploma in Architectural Technology and a Building Sciences Master's program at Victoria University of Wellington in New Zealand. This paper discusses the significance of Fanshawe's project and of relevant international legislation that governs the European system. It describes the two key European transfer and mobility tools: the European Credit Transfer and Accumulation System (ECTS) and the Diploma Supplement. It considers challenges facing the recognition of an Ontario Advanced Diploma in Europe, especially whether this qualification could be equivalent to a European first cycle qualification (a bachelor's). It then maps the Ontario Advanced Diploma and the Provincial Standards for an Advanced Diploma in Architectural Technology to the two overarching European frameworks; this mapping supports the conclusion that the Ontario qualification can legitimately equate with a European bachelor's. Finally, it provides concrete recommendations for realizing the potential of this project.

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This article reviews the launch of the Guiding principles for the assessment and recognition of overseas skills and qualifications. The document is intended to be a guide to cover a wide variety of occupations, and is compatible with existing frameworks and principles. Show less

In Germany the recognition of foreign qualifications and competences is of high political relevance due to the severe problem of a skills shortage. Thus, in April 2012 the Federal Recognition Act entered into force in order to improve the assessment and recognition of vocational qualifications achieved abroad. The presented research project [models and procedures for the recognition of vocational qualifications and competences acquired abroad] MoVA reflects the implementation of this Act by analyzing the strategies, concepts and practices of other countries regarding recognition of vocational competences and qualifications. In this contribution [the authors] focus on the present status in Germany and counter it with the approaches implemented in Denmark, Canada and Australia.

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This keynote paper describes the history of the attempts of the European Union to achieve a common vocational training policy and to harmonise educational and training standards. Three stages have been identified. The paper starts with the harmonisation stage from 1957 to 1973, moves onto the approximation of training levels stage from 1974 to the end of the 1980s, and ends with the stage of convergency. Despite some advances in the recognition and comparability of professional and vocational qualifications, at the political level progress has been limited. This paper ends with a few recommendations for the work that still needs to be done. Show less