Author(s):Rainer Bremer, Vidmantas Tütlys, Muir Houston (presenting), Ayse Keser, Kiymet Selvi, Karsten Krüger (presenting), Michal Kaderka, Andreas Saniter (presenting), Yulia Shumilova

Conference:ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers

Network:02. Vocational Education and Training (VETNET)

Format:Symposium

Session Information

02 SES 13 B, Patterns of Cooperation Between Higher Education and the World of Work

Symposium

Time:2016-08-26
13:30-15:00

Room:Vet-Theatre 115

Chair:Vidmantas Tutlys

Contribution

Patterns Of Cooperation Between Higher Education And The World Of Work


Traditionally educational programmes (after compulsory school) in most European countries are rooted on two mighty pillars: Vocational Education and Training (VET) and Higher Education (HE). But a decrease of the image of VET in many countries on the one side and a gap between competencies acquired at universities and labour market needs on the other side led to a rethinking of this segregation: Vocational Education and Training, namely Work-Based-Learning (WBL) resp. the competencies of skilled (both blue and white) collar workers gain increasing relevance in Higher Education programmes; inline with the corresponding recommendations by the European parliament and council (e. g. EU 2011).

Universities in most European countries developed programmes for non-traditional students (without university entrance diploma) and/or tailor-made adult education programmes for skilled workforce and/or practical oriented programmes, recognising Learning Outcomes (LO) from workplaces – but most programmes are only locally communicated and have only a short time-span.

The project LETAE aims at structuring the approaches of the 6 European countries Spain, Finland, Germany, Czech Republic, Turkey and Scotland via analysing and comparing national strategies on tertiary lifelong learning and chosen case studies. At a glance, we found that national strategies are often weak and programmes surveyed or analysed in detail often don’t follow those strategies; beside other reasons also due to the sheer amount of different programmes (details can be found on the project’s homepage). To structure the various approaches, a typology was developed; programmes were classified according to the following 3 categories:

* Is the programme free or does the student (or his company) has to pay (extra-) fees?

* Does the programme lead to a “normal” HE-qualification or to special certificates?

* Is it open for students without university entrance diploma or not?


References

homepage: http://www.letae.eu/
EU 2011: http://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:52011DC0567&from=EN
(all visted: 15.01.2016)


Author Information

Rainer Bremer
Universität Bremen
Bremen
Vidmantas Tütlys
University of Kaunas
Muir Houston (presenting)
University of Glasgow
Glasgow
Ayse Keser
University of Anadolu
Kiymet Selvi
University of Anadolu
Karsten Krüger (presenting)
Fundación Conocimiento y Desarrollo
Barcelona
Michal Kaderka
Navreme Praha
Andreas Saniter (presenting)
Universitaet Bremen
Yulia Shumilova
University of Tampere
Tampere