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See detailNew Institutional Linkages between Dual Vocational Training and Higher Education. A Comparative Analysis of Germany, Austria and Switzerland
Ebner, Christian; Graf, Lukas UL; Nikolai, Rita

in Windzio, Michael (Ed.) Integration and Inequality in Educational Institutions (2013)

Germany, Austria, and Switzerland have traditionally provided a large proportion of their workforces with qualifications obtained in the dual vocational training system. However, due to the growing demand ... [more ▼]

Germany, Austria, and Switzerland have traditionally provided a large proportion of their workforces with qualifications obtained in the dual vocational training system. However, due to the growing demand for abstract and codified knowledge, all three countries aim at increasing the permeability and individual mobility between the dual training sector and the higher education system. In this chapter we analyse the ways in which Germany, Austria and Switzerland have tried to establish institutional linkages between dual vocational training and higher education. We begin by discussing options for creating such linkages: (1.) upgrading of vocational education and training courses, (2.) introducing dual courses of study, (3.) facilitating attendance of general upper secondary schools for people with vocational qualifications, (4.) enabling the parallel acquisition of a dual vocational training qualification and a higher education entrance qualification, (5.) allowing admission to higher education on the basis of prior dual vocational training qualifications and a certain amount of work experience, and (6.) recognising prior learning as an element in higher education programmes. Our analysis shows that, recently, Germany has relied strongly on the admission to higher education based on vocational training certificates in combination with work experience. Switzerland and Austria are rather pushing the comprehensive introduction of programmes that enable the parallel acquisition of a dual vocational training qualification and a higher education entrance qualification. Finally, we raise questions about the risk of institutional ambiguity and institutional task overload. [less ▲]

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