Innovation in European Vocational Education and Training: network learning in England, Finland and Germany
|
|
- Roger Kennedy
- 6 years ago
- Views:
Transcription
1 Research in Comparative and International Education Volume 8 Number Innovation in European Vocational Education and Training: network learning in England, Finland and Germany EILA HEIKKILÄ Helsinki, Finland ABSTRACT This article presents a comparative study of innovation in vocational education and training (VET) in three innovative European countries: England, Finland and Germany. The focus is on innovation emerging from VET practitioners (directors, teachers, project coordinators, etc.) participation in inter-organisational networks with local, regional, national, European or international reach. The concept of practitioner-driven innovation is introduced to describe the ways VET practitioners perceive participation in inter-organisational network learning to change and innovate practices in VET organisations. The findings of the comparative research, based on the literature of innovation and empirical studies in the three countries, indicate that the perceptions of VET practitioners on innovation, emerging from participation in inter-organisational networks, are largely convergent across the three European countries. The article suggests that VET practitioners perceive participation in inter-organisational network learning to enhance innovation in VET with, for example, specialisation, new training models, and professional development. While noting the limitations of the research, the article aims to contribute to present research and discussion of practice-based innovation and network learning in VET. Introduction The article is based on research carried out by the author whilst studying for the Doctor in Education (International) EdD at the Institute of Education, University of London between Innovation is defined in the study broadly as any new policies and practices in vocational education and training (VET). The term network refers to alliances, partnerships and collaborative constellations between organisations (Engeström & Kerosuo, 2007). The European Commission and the Organisation for Economic Cooperation and Development (OECD) emphasise the role of education and training in contributing to innovation for competitiveness, as well as highlighting the need for innovation within education and training systems. Education and Training 2020 sets a strategic objective of enhancing creativity and innovation, including entrepreneurship, at all levels of education and training (European Council, 2011). While there has been a great deal of research into innovation in higher education, the sector of VET has received less attention in this respect. Nevertheless, innovation research in VET is important for parity of esteem given that, for example, in Finland, 43.92% of 16-year-old students chose initial VET in The three European countries studied in the research rank high in innovation.[1] Since England (the focus of this research in the United Kingdom), Finland and Germany have different models of VET, the interest here is to compare in what ways participation in inter-organisational networks is perceived by VET practitioners to bring innovation into VET in the three countries. The purpose of this article is to study innovation in VET from two perspectives. The first approach is drawn from the approach of employee-driven innovation (EDI) to research practitioner-driven innovation and the insights on innovation perceived by VET practitioners, who 428
2 Innovation in European Vocational Education and Training are directly involved in inter-organisational networks (Harmaakorpi, 2008; Høyrup et al, 2010; Kristensen, 2010; Møller, 2010). The EDI approach questions the previous research and development (R&D) model of innovation and argues that the dynamics of innovation is undergoing profound changes, where innovation is becoming globally distributed, involving more employee groups in networked, practice-based innovation processes. Secondly, the study draws from the theory of the globalising learning economy, noting that one of the most dramatic changes in present societies is the growing importance of networking and inter-firm cooperation in connection with innovation (Lundvall & Archibugi, 2001). The involvement of VET practitioners, such as VET directors, teachers, project coordinators etc., in inter-organisational networking across borders (organisational, sectoral, national, etc.) is argued in this article to be a source of outerdriven innovation in VET. In addition, the purpose of the article is to present the findings of the comparative research across the three European countries, regarding innovation emerging from inter-organisational networks in VET, as perceived by VET practitioners. Green (2002) argues that, while comparative education has its origins in national education systems, there is a need for non-national comparative research at different societal levels: in trans-national space and in sub-national regions and communities. The research was conducted at the level of VET organisations, where VET practitioners engaged in inter-organisational networks were interviewed in the three countries. The findings of the qualitative research were compared across the three countries in terms of convergence and divergence. Two research questions were set: 1. In what ways is participation in inter-organisational networks perceived by VET professionals to bring innovation into VET in the three countries? This first question was expanded with sub-questions: What is the value of innovation and to whom? What are the processes involved? What are the drivers of participation? What are the tensions? The second research question provided comparative analysis of the data: 2. What are the convergent and divergent perceptions of VET practitioners on innovation emerging from inter-organisational networks across the three European countries? This second question was expanded with a sub-question: To what extent do differences in VET models and VET professionals own roles and involvement help to explain the similarities and differences of perceptions on innovations emerging from inter-organisational networks in VET in the three countries? The comparative findings across the three VET models and countries aim to provide a wider picture of innovation emerging from inter-organisational networks, seen from the point of view of practitioners working in the field of VET in Europe. Methodology phenomenographic approach The research adopted a qualitative approach, since the aim was to investigate empirical insights and subjective experiences of VET practitioners working in VET organisations and directly involved in inter-organisational networks with local, regional, national, European or international reach (Robson, 2002). The phenomenographic approach provided a methodology for opening up VET practitioners world of work in inter-organisational networks, to form a picture of all the qualitatively different ways in which the phenomenon of innovation was perceived, in order to achieve a collective analysis of the perceptions in each of the countries studied (Marton & Booth, 1997). As a result, the methodology of phenomenography yielded findings limited to VET practitioners perceptions of the social reality (the phenomenon of innovation), but not findings representing the social reality itself. In the phenomenographic data analysis, the statements of VET practitioners on innovation emerging from inter-organisational networks were analysed (Marton, 1981). The study used an 429
3 Eila Heikkilä inductive approach where statements found to be of interest for the research questions were selected and narrowed down into fewer words (dimensions of variation). Next, the dimensions of variations were analysed and sorted into main categories (categories of description), according to the first research question and sub-questions. Finally, the categories of description were interpreted with regard to the context which they were taken from (Sherman & Webb, 1988; Dall Alba & Hasselgren, 1996). The next level of analysis addressed the second research question and included comparison of the outcomes of the first level of analysis, in terms of categories of description, across the three European countries and models of VET. In the comparison, the research benefited from the analytic methods of parallel demonstration of theory and the contrast of context to study the similarities and differences across the findings from the three country contexts of VET (Skocpol & Somers, 1980; Marginson & Mollis, 2001). The comparative study presents the convergent and divergent perceptions of VET practitioners, regarding in what ways inter-organisational networks bring innovation into VET, across the three European countries (Green et al, 1999). Profile of Sample VET practitioners from England, Finland and Germany The data collection method included in-depth interviews with purposive sampling, where the aim of the researcher was to work together with the interviewees (VET practitioners) toward an articulation of experiences and perceptions on innovation emerging from inter-organisational networks, as completely as possible (Marton & Booth, 1997). The empirical data were collected with semi-structured questionnaires in English in face-to-face and Skype interviews with VET professionals from England, Finland and Germany during the period The criteria for research participation were defined as: (a) the participants worked in VET organisations in the countries studied; (b) had experience of involvement in networks (local, regional, national, European, international); and (c) had the English language skills for discussion in the interview. The research subjects were invited to participate in the interviews through the author s networks in the three countries (the Finnish Association for Vocational Education and Training [AIKE], the Federal Institute for Vocational Education and Training [BIBB] in Germany, and the Institute of Education in England). The interviewees contacted the researcher to volunteer to participate in the research. The researcher did not know any of the research participants or their organisations before the interviews, to ensure confirmability (Miles & Huberman, 1994). The interviewees presented different job profiles in VET organisations, for example, director, researcher, project manager, international coordinator, teacher, etc. An agreement of confidentiality was made with the research participants in accordance with the ethical principles of the research. Within the scope of the thesis research, the data collection was limited to three to four in-depth interviews in each country. Despite the small sample size in the study, the in-depth interviews produced rich data of experiences and perceptions of VET practitioners on innovation emerging from engagement in inter-organisational networks in the context of their work in VET organisations in the three European countries. Theoretical Framework: practitioner-driven innovation in VET and globalising learning economies The theoretical framework for the research was drawn from a review of the literature on innovation. Innovation research helped to define the broad setting for the research of innovation in inter-organisational networks, where innovation is argued to result from collaboration, interdependence and continuing interaction of VET organisations and the practitioners with other organisations, such as companies, public authorities, universities, small and medium enterprises (SMEs), other VET colleges, and non-governmental organisations (NGOs). Due to the interdisciplinary nature of innovation research, it was argued that no single theory could explain the processes of innovation in inter-organisational networks (Fagerberg et al, 2005). Therefore, the research was broadly framed according to two main sets of theories: practitioner-driven innovation drawn from EDI and network learning in the globalising learning economy. 430
4 Innovation in European Vocational Education and Training The research introduces the concept of practitioner-driven innovation as being suited for VET practitioners who are engaged in inter-organisational networks in VET. The research emphasises the link between innovation and learning in the context of VET practitioners work in inter-organisational networks. Learning in inter-organisational networks is seen to include different forms of learning: informal and formal learning, learning by participation, reflection, experimentation, etc. As a result, this kind of learning can bring about significant changes in the organisation of work in VET; it can challenge routines and structures and call into question the accepted knowledge and culture that hold organisations together, including VET organisations (Høyrup et al, 2010). Innovations are increasingly seen to emerge in practice-based processes, combining both practical and scientific knowledge. These innovation processes are typically cooperative, non-linear processes, where knowledge production is triggered by different kinds of sources and where scientific theoretical approaches are an exception (Harmaakorpi, 2008). In this study, inter-organisational networks, with local, regional, national, European and international reach, are seen as spaces for learning and outer-driven innovation in VET. Consequently, interorganisational networks are argued to provide innovation sources from different kinds of organisations, practices and cultures for VET practitioners to learn, create knowledge and bring back new knowledge, change and innovation into their VET organisations. The theory of the globalising learning economy points out the importance of building innovative networks with other organisations, such as suppliers, users, and competitors, for competence building and innovation in a new knowledge-based economy. Networking is required in the knowledge economy because of a highly developed division of labour, and the fact that products and technologies have become more complex regarding their knowledge base. As a result, no single firm can control all the elements necessary to develop a new product, process or service, and, therefore, competence building has become a collective effort for formally separate organisations (Lundvall & Archibugi, 2001). It is argued in the study that, especially in VET, where the training provision needs to keep up with the latest technological advancements in different sectors of the economy (for example, construction, health services, the travel industry), there is a need for inter-organisational networking with different kinds of organisations, such as companies, universities and public authorities, for competence-building and innovation. The study suggests that networking is one way how VET organisations can respond to the challenges of competence building in globalising learning economies. Further, Wenger (2000) argues that the success of organisations depends on their ability to design themselves as social learning systems and to participate in broader learning systems, such as an industry, a region or a consortium. The participation of VET organisations and their practitioners in social learning systems, locally, regionally, nationally or internationally, ensures the development of quality vocational training provision and processes in collaboration with network partners in a knowledge economy. Engeström notes the role of individual people in network learning and argues that changes must be initiated and nurtured by real, identifiable people, individuals and groups. Engeström continues that, in important transformations of our lives and organisational practices, we must learn new forms of activity that are not yet there: they are literally learned as they are being created and, therefore, there is no competent teacher. Concepts, such as co-configuration, collaborative learning, or even social production, are examples of efforts to conceptualise the ongoing historical transformations in work and organisations, also in the field of VET (Engeström, 2001). 431 Comparative Analysis of Findings across England, Finland and Germany In What Ways is Participation in Inter-organisational Networks Perceived by VET Professionals to bring Innovation into VET in the Three European Countries? The logical approach to compare the categories of description and dimensions of variation across the data from the three countries is to analyse them according to the research questions, starting with the first research question: in what ways is participation in inter-organisational networks perceived by VET professionals to bring innovation into VET in the three European countries?. The study shows that participation in inter-organisational networks is perceived by VET practitioners to bring innovation into VET in largely convergent ways across the three countries.
5 Eila Heikkilä The study yields some similar categories of description, for example specialisation, new training models and professional development. Specialisation developed in inter-organisational networks is perceived by VET practitioners to innovate VET provision in all the three countries. Also new training models are perceived by VET practitioners to be developed in networks, according to training needs of customers, like companies. Networks of VET organisations with universities are perceived by VET practitioners to provide professional development opportunities for VET staff. In addition, international networks in VET are perceived to provide internationalisation skills, language skills, and skills for working abroad for VET organisations and their staff, especially in Finland and Germany. On the other hand, the study yielded also divergent categories of description regarding the first research question. In the data from Germany, VET professionals refer to curriculum and its adaptation in partnership with companies to address the labour market needs and to innovate VET provision. However, in the data from England and Finland, the concept of curriculum is not mentioned. This difference can be explained by the different VET system in Germany (the dual system) and its governance style with the regulation of curricula. Another divergence relates to the category of description labelled new training paths to enter higher education, which was not perceived in the data from Finland. This divergence is most likely due to the sample. Finland implemented a reform by introducing a level of vocational higher education in universities of applied sciences or polytechnics in 1996 (International Standard Classification of Education, 1997 [ISCED 1997], level 5A). VET organisations involved in the study in Finland were vocational adult education institutions, where the focus is on initial and continuing vocational education and training, but not preparing for higher education studies, where the vocational higher education institutions would be the normal route. Finally, internationalisation developed in interorganisational networks was perceived by VET practitioners to innovate VET in Finland and Germany, but not discussed with the same emphasis in the data from England. This could be explained by the roles of the VET practitioners involved in the study in England, who were involved in inter-organisational networks, but not in international networks in their VET organisations. What is the Value of these Innovations and to Whom? The first sub-question of question 1 inquired: what is the value of the innovations and to whom?. There were some convergent categories of description regarding beneficiaries of innovation emerging from inter-organisational networks, such as VET students, companies and VET organisations. Divergent categories of description were related to the beneficiaries: employees, community and society. VET practitioners from all three countries perceived VET students to benefit from innovation developed in inter-organisational networks. There were a number of dimensions to the variations in how innovations were perceived by VET practitioners to benefit VET students, for example, with improved employability, improved quality of VET provision and qualifications and even special training. Companies were perceived by VET practitioners to benefit from theoretical knowledge and skilled students in all three countries. VET organisations and their staff were perceived by VET practitioners to benefit from inter-organisational networks in similar ways across the three countries, for example financially, but also with professional development as described earlier. The data from all countries make reference to the economic sectors in which VET organisations are working (for example, the hospitality industry, logistics, transportation). In the data from England and Finland, inter-organisational networks were perceived to benefit communities and societies with improved employment, entrepreneurship and taxation. While VET practitioners from Germany did not explicitly describe the benefits of innovation emerging from inter-organisational networks for the community and society, the importance of the dual VET system as an integral part of German society for centuries was pointed out in the interviews. What are the Processes Involved? The categories of description answering the second sub-question of question 1 what are the processes involved? were convergent across the three countries, factoring people, learning and 432
6 Innovation in European Vocational Education and Training partner relations. In the data from all of the three countries, the importance of individual people in the processes of innovation in inter-organisational networks was perceived by VET practitioners in a similar way, confirming the approach of practitioner-driven innovation. As it was noted in one of the statements from Finland, the institutes are not cooperating, but the people from the institutes are cooperating, and the results are coming to the institute. The relationships between people participating in networks of VET were described as having trust, friendship and collaboration with people who think alike and who work well together. Learning is perceived by VET practitioners as a central element in innovation processes in a convergent way across all the countries studied. Learning is described with a number of dimensions of variation in the data, for example, sharing, peer learning, benchmarking, mutual learning, skills development, interchange of ideas. Learning is perceived to take place in a variety of ways. Informal learning is perceived to take place in exchanges of ideas between colleagues, but there is also formal learning perceived in the context of student and teacher exchanges and mobility programmes. Some of the formal learning was perceived by VET practitioners to be organised with the support of information and communications technology (ICT) across the national borders; for example, the continuing professional development of teachers. Partner relations are perceived to be important in a convergent way across the three countries. Dimensions of variation in data emphasise the importance of finding suitable network partners, knowing the network partners well and having existing, long-term relations with network partners. What are the Drivers for Participation? The categories of description answering the third sub-question of question 1 what are the drivers for participation? were convergent and divergent across the three countries. The drivers for participation were perceived by VET practitioners as external, such as student, customer and stakeholder needs, as well as internal, such as the needs of VET organisations. For example, the need to develop new vocational training products and processes with companies was perceived by VET practitioners as a driving force in all VET organisations studied in the research. VET organisations were also perceived by VET practitioners to have policies and to set goals, as well as existing needs to participate, work and learn in inter-organisational networks. There were some accentuations regarding the driving forces which were divergent in the data. Efficiency was a dimension of variation with similar notions coming out of the data from England and Finland, but not with the same emphasis from the German data, where keeping up with the development of labour market needs was emphasised. Internationalisation was perceived as a driving force to participate in inter-organisational networks in the data from Finland and Germany, but not in the data from England, which can be explained by the sample of interviewees from England, as described earlier. What are the Tensions? The response to the fourth sub-question provided largely convergent perceptions by VET practitioners, noting tensions related to learning and innovation in inter-organisational networks of VET in all the three countries. Resistance to organisational change and resistance to participation in inter-organisational networks were perceived as a tension in a similar way across the data from the three countries. As it was noted in the data from England: we had to change over the last two years and turn all around and say, look, you [company] say what you want and how you want it delivered, so there were tensions culturally to us [VET college] as an organisation. Competition was perceived by VET practitioners similarly in the data from England and Finland, but not in the data from Germany. For example, it was noted in the data from England that there are other VET colleges in the network, so partly we are competing with them and partly we are collaborating with them, so it depends on the issue. The voluntary nature of participation in European and international networks was perceived to cause a gap between those VET professionals who are interested in participation in inter-organisational networking and those who are not. In the data, one VET professional from Germany estimated that around 50% of teachers are actively involved 433
7 Eila Heikkilä in international networks in the college. One explanation for the resistance to participation was suggested to be the lack of language skills. Implications of the Study The research aims to contribute to innovation research in the specific area of inter-organisational networks in VET. The research has studied perceptions of VET practitioners on innovation emerging from inter-organisational networks in three European countries. VET organisations were perceived by VET practitioners to form inter-organisational networks with different kinds of organisations in their locality, region and country, but also in other countries, in all the three countries. VET practitioners perceived inter-organisational networks to bring innovation into VET organisations and to improve education and training provision with, for example, specialisation, new training models and professional development. According to VET practitioners perceptions, innovation and learning in networks is organised within the different economic and vocational sectors, which the VET organisations provide training in. It can be concluded from the study that VET organisations are perceived to change and innovate their VET provision and processes and to attract new opportunities, customers and income, even with international reach, through the participation of VET practitioners in inter-organisational networks. The practitioner-driven approach of the study has aimed to bring empirical insight into innovation in VET, in the context of inter-organisational networks in the three European countries. The findings of the research suggest that VET practitioners perceive their participation in interorganisational networks to bring innovation into VET organisations training provision and processes. The study reveals the important role of individual VET practitioners in innovating VET organisations through their participation in inter-organisational network learning with local, regional, national or international reach. The human agency and the learning acquired in interorganisational networks may challenge and change the routines and question accepted practices and bring about innovation in VET organisations. The practitioner-driven approach of innovation adopted in the study will have implications for VET in general. It is argued that the informal learning of individual VET practitioners in inter-organisational networks and the potential of innovation could be more valued and shared for organisational learning in VET organisations. In addition, the study indicates tension between those VET professionals who participate in international networks and those who do not. The research suggests that there is a need for preservice and in-service training to facilitate participation, learning and innovation of VET practitioners in inter-organisational networks in European and international contexts. The findings of the study suggest that inter-organisational networks are becoming increasingly important for learning, competence building and innovation also in VET organisations. VET organisations are perceived to build networks with a variety of organisations ranging from companies, which are their customers, to other education and training organisations, which are their competitors, both locally, regionally, nationally and internationally. It can be argued that VET provision is becoming more complex and specialised in its knowledge base, and therefore, competence building and networking with other organisations are needed. The research findings suggest that, at the heart of network learning, there is collaboration, interdependence and continuing interaction related to innovation processes in inter-organisational networks in VET. VET practitioners are learning from others, informally or formally, in inter-organisational networks and bringing learning and innovation back in VET provision and the processes of their organisations. The study has looked at the level of practice in VET in three European countries and researched VET practitioners perceptions on innovation emerging from inter-organisational networks with comparisons across the three countries. This study has produced findings of externally sourced innovation, where purposive inflows and outflows of knowledge and learning are accelerating international innovation in VET organisations. In this research, networking with other organisations is perceived to bring value and benefits to a number of target groups: VET students and companies, as well as VET organisations and staff, as perceived by VET practitioners. It is argued that networking is one way in which VET organisations can transform their systems and practices internally, while also contributing to innovation and growth in society at large. The 434
8 Innovation in European Vocational Education and Training research has covered three different models of VET in three highly innovative countries in Europe. The findings based on VET practitioners perceptions suggest that innovation and learning processes in inter-organisational networks are largely convergent across the VET models and countries in Europe. The convergence could indicate that the processes of innovation in interorganisational networks have some global patterns, which are similar across the three European countries. There are also divergent findings in the study, which are explained with the different roles of the VET professionals included in the study, as well as the different VET models in the countries. The limitations of the research findings relate to the qualitative approach of the research and the limited number of research participants involved in the small-scale study. In addition, the empirical findings of the research need to be read bearing in mind that they are based on VET practitioners perceptions. It is also important to note that the researcher acted as an interpreter of the realities, constructed by the VET practitioners, and the theories developed in the research (Bogdan & Biklen, 1982). Based on the findings of the research, the aim here is to provide recommendations for academic research, policy-making and practice in VET. The approach of practitioner-driven innovation brings new insight into the research and understanding of innovation in VET. Given the EDI approach, innovation research in education should not be exclusive to higher education, but should include also other sectors in education, and especially VET, for parity of esteem. The approach of practitioner-driven innovation studied here has aimed to bring new insight into the research and understanding of innovation in inter-organisational networks of VET at the level of practice. The findings suggest that educational policy-making, both European and national, should more strongly support the networking of VET organisations with other organisations, customers and stakeholders locally, regionally, nationally and internationally, in order to enhance innovation in VET. While noting the limited scope of the research, it is recommended that policies and funding instruments should facilitate and support the long-term inter-organisational network learning of VET organisations for innovation. Based on the findings of the research, organisations working in the field of VET and their management are encouraged to support the participation of their staff and teachers in inter-organisational networking to learn and further transform the practices of their organisations. It is also recommended that VET professionals and teachers would be better prepared through pre-service and in-service teacher training to cope with the changes in VET and new professional challenges in terms of participation in networking, especially regarding international networks. The facilitation of human resource development and participation in interorganisational learning is a key factor for VET organisations wishing to benefit from innovation emerging from inter-organisational networks in VET within their countries, in Europe and beyond. Notes [1] Innovation by country at: References Bogdan, R.C. & Biklen, S.K. (1982) Qualitative Research for Education: an introduction to theory and methods. Boston: Allyn & Bacon. Dall Alba, G. & Hasselgren, B. (Eds) (1996) Reflections on Phenomenography: toward a methodology. Göteborg: Acta Universitatis Gothoburgensis. Engeström, Y. (2001) Expansive Learning at Work: toward an activity theoretical reconceptualization, Journal of Education and Work, 14, Engeström, Y. & Kerosuo, H. (2007) From Workplace Learning to Inter-Organizational Learning and Back: the contribution of activity theory, Journal of Workplace Learning, 19(6), European Council (2011) Council Conclusions on the Role of Education and Training in the Implementation of the Europe 2020 Strategy, Official Journal of the European Union, 54(March), C 70/1. Fagerberg, J., Mowery, D.C. & Nelson, R.R. (Eds) (2005) Oxford Handbook of Innovation. Oxford: Oxford University Press. 435
9 Eila Heikkilä Green, A. (2002) Education, Globalisation and the Role of Comparative Research. Stevenage: Peartree Press. Green, A., Leney, T. & Wolf, A. (1999) Convergence and Divergence in European Education and Training Systems. London: Institute of Education, University of London. Harmaakorpi, V. (2008) Knowledge Production in Networked Practice-based Innovation Processes interrogative model as a methodological approach, Interdisciplinary Journal of Information, Knowledge and Management, 3, Høyrup, S., Møller, K. & Rocha, R.S. (2010) Editorial, Transfer, 16(2), International Standard Classification of Education (ISCED) (1997) Kristensen, P.H. (2010) Transformative Dynamics of Innovation and Industry: new roles for employees?, Transfer, 16(2), Lundvall, B.Å. & Archibugi, D. (Eds) (2001) The Globalising Learning Economy. New York: Oxford University Press. Marginson, S. & Mollis, M. (2001) The Door Opens and the Tiger Leaps: theories and reflexivities of comparative education for a global millennium, Comparative Education Review, 45, Marton, F. (1994) Phenomenography: describing conceptions of the world around us, Instructional Science, 10, Marton, F. & Booth, S. (1997) Learning and Awareness. Mahwah, NJ: Lawrence Erlbaum. Miles, M.B. & Huberman, A.M. (1994) Qualitative Data Analysis. London: Sage. Møller, K. (2010) EDI-Europe Network, Transfer, 16(2), Robson, C. (2002) Real World Research: a resource for social scientists and practitioner-researchers. Oxford: Blackwell. Sherman, R. & Webb, R. (Eds) (1988) Qualitative Research in Education: focus and methods. East Sussex: Falmer. Skocpol, T. & Somers, M. (1980) The Uses of Comparative History in Macrosocial Inquiry, Comparative Studies in Society and History, 22(2), Wenger, E. (2000) Communities of Practice and Social Learning Systems, Organization, 7(2), EILA HEIKKILÄ (EdD International, MA, MBA) is a researcher and expert of education with long professional experience in vocational adult education in Finland and in European lifelong learning programmes. Dr Heikkilä has graduated from the Doctor in Education (International) EdD at the Institute of Education, University of London. Correspondence: eilaheikkila@hotmail.com 436
The recognition, evaluation and accreditation of European Postgraduate Programmes.
1 The recognition, evaluation and accreditation of European Postgraduate Programmes. Sue Lawrence and Nol Reverda Introduction The validation of awards and courses within higher education has traditionally,
More informationInterview on Quality Education
Interview on Quality Education President European University Association (EUA) Ultimately, education is what should allow students to grow, learn, further develop, and fully play their role as active citizens
More informationModule Title: Teaching a Specialist Subject
MOTIVATE Project MODULE DOCUMENT Module Title: Teaching a Specialist Subject Institutional Specific Module Data: 1 Name of institution: Budapest Polytechnic Name of Department: Centre for Teacher Training
More informationDid we get to the right train?
Did we get to the right train? Seija Mahlamäki-Kultanen Dean, HAMK School of Professional Teacher Education Adjunct Professor seija.mahlamaki-kultanen@hamk.fi Finland joined European Union 1995 What are
More informationCareer Practitioners Ways of Experiencing Social Media in Career Services
Career Practitioners Ways of Experiencing Social Media in Career Services Jaana Kettunen and Raimo Vuorinen, University of Jyväskylä, Finland & James P. Sampson Jr. Florida State University, USA CDAA Conference
More informationStudy on the implementation and development of an ECVET system for apprenticeship
Study on the implementation and development of an ECVET system for apprenticeship Thomas Reglin Gabriele Fietz Forschungsinstitut Betriebliche Bildung (f-bb) ggmbh Nuremberg Isabelle Le Mouillour BIBB,
More informationHigher education is becoming a major driver of economic competitiveness
Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls
More informationRegional Bureau for Education in Africa (BREDA)
United Nations Education, Scientific and Cultural Organization Regional Bureau for Education in Africa (BREDA) Regional Conference on Higher Education in Africa (CRESA) 10-13 November 2008 Preparatory
More informationQuality in University Lifelong Learning (ULLL) and the Bologna process
Quality in University Lifelong Learning (ULLL) and the Bologna process The workshop will critique various quality models and tools as a result of EU LLL policy, such as consideration of the European Standards
More informationEUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009
EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009 Copyright 2009 by the European University Association All rights reserved. This information may be freely used and copied for
More informationAUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES
AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUGUST 2001 Contents Sources 2 The White Paper Learning to Succeed 3 The Learning and Skills Council Prospectus 5 Post-16 Funding
More informationKnowledge for the Future Developments in Higher Education and Research in the Netherlands
Knowledge for the Future Developments in Higher Education and Research in the Netherlands Don F. Westerheijden Contribution to Vision Seminar Higher education and Research 2030 Helsinki, 2017-06-14 How
More informationBSc (Hons) Banking Practice and Management (Full-time programmes of study)
BSc (Hons) Banking Practice and Management (Full-time programmes of study) The London Institute of Banking & Finance is a registered charity, incorporated by Royal Charter. Programme Specification 1. GENERAL
More information1. Programme title and designation International Management N/A
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation International Management 2. Final award Award Title Credit value ECTS Any special criteria equivalent MSc
More informationOECD THEMATIC REVIEW OF TERTIARY EDUCATION GUIDELINES FOR COUNTRY PARTICIPATION IN THE REVIEW
OECD THEMATIC REVIEW OF TERTIARY EDUCATION GUIDELINES FOR COUNTRY PARTICIPATION IN THE REVIEW JUNE 2004 CONTENTS I BACKGROUND... 1 1. The thematic review... 1 1.1 The objectives of the OECD thematic review
More informationHEPCLIL (Higher Education Perspectives on Content and Language Integrated Learning). Vic, 2014.
HEPCLIL (Higher Education Perspectives on Content and Language Integrated Learning). Vic, 2014. Content and Language Integration as a part of a degree reform at Tampere University of Technology Nina Niemelä
More informationSharing Information on Progress. Steinbeis University Berlin - Institute Corporate Responsibility Management. Report no. 2
Sharing Information on Progress - Institute Corporate Responsibility Management Report no. 2 Berlin, March 2013 2 Renewal of the commitment to PRME As an institution of higher education involved in Principles
More informationNote: Principal version Modification Amendment Modification Amendment Modification Complete version from 1 October 2014
Note: The following curriculum is a consolidated version. It is legally non-binding and for informational purposes only. The legally binding versions are found in the University of Innsbruck Bulletins
More informationFACULTY OF PSYCHOLOGY
FACULTY OF PSYCHOLOGY STRATEGY 2016 2022 // UNIVERSITY OF BERGEN STRATEGY 2016 2022 FACULTY OF PSYCHOLOGY 3 STRATEGY 2016 2022 (Adopted by the Faculty Board on 15 June 2016) The Faculty of Psychology has
More informationReferencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework
Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 2011 Referencing the
More informationThe International Baccalaureate Diploma Programme at Carey
The International Baccalaureate Diploma Programme at Carey Contents ONNECT What is the IB? 2 How is the IB course structured? 3 The IB Learner Profile 4-5 What subjects does Carey offer? 6 The IB Diploma
More informationKey concepts for the insider-researcher
02-Costley-3998-CH-01:Costley -3998- CH 01 07/01/2010 11:09 AM Page 1 1 Key concepts for the insider-researcher Key points A most important aspect of work based research is the researcher s situatedness
More informationEvaluation Report Output 01: Best practices analysis and exhibition
Evaluation Report Output 01: Best practices analysis and exhibition Report: SEN Employment Links Output 01: Best practices analysis and exhibition The report describes the progress of work and outcomes
More informationINQUIRE: International Collaborations for Inquiry Based Science Education
INQUIRE: International Collaborations for Inquiry Based Science Education Alla Andreeva, Costantino Bonomi, Serena Dorigotti and Suzanne Kapelari M.V. Lomonosov Moscow State University Botanic Garden MUSE,
More informationPROGRAMME SYLLABUS International Management, Bachelor programme, 180
PROGRAMME SYLLABUS International Management, Bachelor programme, 180 Programmestart: Autumn 2015 Jönköping International Business School, Box 1026, SE-551 11 Jönköping VISIT Gjuterigatan 5, Campus PHONE
More informationA European inventory on validation of non-formal and informal learning
A European inventory on validation of non-formal and informal learning Finland By Anne-Mari Nevala (ECOTEC Research and Consulting) ECOTEC Research & Consulting Limited Priestley House 12-26 Albert Street
More informationMaster s Programme in European Studies
Programme syllabus for the Master s Programme in European Studies 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-03-09 2 1. Degree Programme title and
More informationProgramme Specification
Programme Specification Title: Crisis and Disaster Management Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science
More informationOCR Teaching in the Lifelong Learning Sector Qualification Units
OCR Teaching in the Lifelong Learning Sector Qualification Units Unit 25 Level 5 Developing and Managing Resources within the Lifelong Learning Sector Level 5 QCA Accreditation Number J/500/9902 Unit description
More informationINSTRUCTION MANUAL. Survey of Formal Education
INSTRUCTION MANUAL Survey of Formal Education Montreal, January 2016 1 CONTENT Page Introduction... 4 Section 1. Coverage of the survey... 5 A. Formal initial education... 6 B. Formal adult education...
More informationUniversity of Plymouth. Community Engagement Strategy
University of Plymouth Community Engagement Strategy 2009 2012 The University is at the top spot in the national People and Planet green university league table. The Active in Communities project has run
More informationNottingham Trent University Course Specification
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course
More informationCOMMISSION OF THE EUROPEAN COMMUNITIES RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL
EN EN EN COMMISSION OF THE EUROPEAN COMMUNITIES Brussels, 9.4.2008 COM(2008) 180 final 2008/0070 (COD) RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL on the establishment of the European
More informationEuropean Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process. 1. Introduction
European Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process. 1. Introduction The Bologna Declaration (1999) sets out the objective of increasing the international
More informationAccounting & Financial Management
Accounting & Financial Management Your Guide to Academic and Professional Success School Leaver with minimum 3 x C at A-Level or equivalent and IELTS of 6.0 2-year undergraduate degree programme at the
More information03/07/15. Research-based welfare education. A policy brief
03/07/15 Research-based welfare education in the Nordics A policy brief For information on obtaining additional copies, permission to reprint or translate this work, and all other correspondence, please
More informationExploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment
Exploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment Ron Oliver, Jan Herrington, Edith Cowan University, 2 Bradford St, Mt Lawley
More informationPROJECT DESCRIPTION SLAM
PROJECT DESCRIPTION SLAM STUDENT LEADERSHIP ADVANCEMENT MOBILITY 1 Introduction The SLAM project, or Student Leadership Advancement Mobility project, started as collaboration between ENAS (European Network
More informationDEPARTMENT OF SOCIAL SCIENCES
Department of Social Sciences Operations Manual 1 (12) DEPARTMENT OF SOCIAL SCIENCES Operations Manual 1.0 Department of Social Sciences Operations Manual 2 (12) CHANGE PAGE This is the change page of
More informationSchool Inspection in Hesse/Germany
Hessisches Kultusministerium School Inspection in Hesse/Germany Contents 1. Introduction...2 2. School inspection as a Procedure for Quality Assurance and Quality Enhancement...2 3. The Hessian framework
More informationHigher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College
Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...
More informationUNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE
UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE 2011-2012 CONTENTS Page INTRODUCTION 3 A. BRIEF PRESENTATION OF THE MASTER S PROGRAMME 3 A.1. OVERVIEW
More informationProgramme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences
Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationVOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009
Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Regulation 17/011/2009 Publications 2013:4 Publications 2013:4 Requirements for Vocational Qualifications
More informationMSc Education and Training for Development
MSc Education and Training for Development Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty of Life Sciences Programme length: 6 month Postgraduate
More information2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY
2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY Policy and Criteria for the Registration of Qualifications and Part Qualifications on the National Qualifications Framework Compiled and produced by:
More informationCONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS
CONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS Pirjo Moen Department of Computer Science P.O. Box 68 FI-00014 University of Helsinki pirjo.moen@cs.helsinki.fi http://www.cs.helsinki.fi/pirjo.moen
More informationEMPIRICAL RESEARCH ON THE ACCOUNTING AND FINANCE STUDENTS OPINION ABOUT THE PERSPECTIVE OF THEIR PROFESSIONAL TRAINING AND CAREER PROSPECTS
Persefoni Polychronidou Department of Accounting and Finance TEI of Central Macedonia, Serres, Greece E-mail: polychr@teicm.gr Stephanos Nikolaidis Department of Accounting and Finance TEI of East Macedonia
More informationCurriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.
Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,
More informationMASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE
MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE University of Amsterdam Graduate School of Communication Kloveniersburgwal 48 1012 CX Amsterdam The Netherlands E-mail address: scripties-cw-fmg@uva.nl
More informationInitial teacher training in vocational subjects
Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it
More informationWITTENBORG UNIVERSITY
WITTENBORG UNIVERSITY WITTENBORG University of Applied Sciences - Business School - Research Centre Wittenborg University 1 Founded in 1987, Wittenborg University is one of the most international and diverse
More informationImproving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Held in Brasilia
Image: Brett Jordan Report Improving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Thursday 17 Friday 18 November 2016 WP1492 Held in
More informationBold resourcefulness: redefining employability and entrepreneurial learning
Title Type URL Bold resourcefulness: redefining employability and entrepreneurial learning Report Date 2008 Citation Creators http://ualresearchonline.arts.ac.uk/671/ Ball, Linda (2008) Bold resourcefulness:
More informationThe European Higher Education Area in 2012:
PRESS BRIEFING The European Higher Education Area in 2012: Bologna Process Implementation Report EURYDI CE CONTEXT The Bologna Process Implementation Report is the result of a joint effort by Eurostat,
More informationTeacher Education and Co-Operation with Enterprises and Industries
Teacher Education and Co-Operation with Enterprises and Industries Educational Experiences in Finland III Seminário Internacional de Educação, FIESC 20.-21.10. 2015, Florianópolis, Brazil Dr. Essi Ryymin
More informationPolitics and Society Curriculum Specification
Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction
More informationGREAT Britain: Film Brief
GREAT Britain: Film Brief Prepared by Rachel Newton, British Council, 26th April 2012. Overview and aims As part of the UK government s GREAT campaign, Education UK has received funding to promote the
More informationProgramme Specification. MSc in International Real Estate
Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained
More informationAssessment and national report of Poland on the existing training provisions of professionals in the Healthcare Waste Management industry REPORT: III
Assessment and national report of Poland on the existing training provisions of professionals in the Healthcare Waste Management industry REPORT: III DEVELOPING AN EU STANDARDISED APPROACH TO VOCATIONAL
More informationMODERNISATION OF HIGHER EDUCATION PROGRAMMES IN THE FRAMEWORK OF BOLOGNA: ECTS AND THE TUNING APPROACH
EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM (ECTS): Priorities and challenges for Lithuanian Higher Education Vilnius 27 April 2011 MODERNISATION OF HIGHER EDUCATION PROGRAMMES IN THE FRAMEWORK OF
More informationHE and VET, partnering for ensuring portability of qualifications and permeability among education and training systems
HE and VET, partnering for ensuring portability of qualifications and permeability among education and training systems Seija Mahlamäki Kultanen Dean, HAMK School of Professional Teacher Education Adjunct
More informationMASTER S COURSES FASHION START-UP
MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving
More informationSummary and policy recommendations
Skills Beyond School Synthesis Report OECD 2014 Summary and policy recommendations The hidden world of professional education and training Post-secondary vocational education and training plays an under-recognised
More informationOnline Master of Business Administration (MBA)
Online Master of Business Administration (MBA) Dear Prospective Student, Thank you for contacting the University of Maryland s Robert H. Smith School of Business. By requesting this brochure, you ve taken
More informationCurriculum for the Academy Profession Degree Programme in Energy Technology
Curriculum for the Academy Profession Degree Programme in Energy Technology Version: 2016 Curriculum for the Academy Profession Degree Programme in Energy Technology 2016 Addresses of the institutions
More informationSuccess Factors for Creativity Workshops in RE
Success Factors for Creativity s in RE Sebastian Adam, Marcus Trapp Fraunhofer IESE Fraunhofer-Platz 1, 67663 Kaiserslautern, Germany {sebastian.adam, marcus.trapp}@iese.fraunhofer.de Abstract. In today
More informationTowards sustainability audits in Finnish schools Development of criteria for social and cultural sustainability
Towards sustainability audits in Finnish schools Development of criteria for social and cultural sustainability Erkka Laininen Planning Manager The OKKA Foundation The OKKA Foundation Is a foundation for
More information3 of Policy. Linking your Erasmus+ Schools project to national and European Policy
1 2 3 of Policy Linking your Erasmus+ Schools project to national and European Policy 1 2 what is policy? Policy is the set of values and objectives that guide the work of organisations or bodies. This
More informationVOCATIONAL EDUCATION AND TRAINING THROUGH ONE S LIFETIME
VOCATIONAL EDUCATION AND TRAINING THROUGH ONE S LIFETIME NEW APPROACHES AND IMPLEMENTATION - AUSTRALIA Paper presented to the KRIVET international conference on VET, Seoul, Republic of Korea October 2002
More informationProgramme Specification. BSc (Hons) RURAL LAND MANAGEMENT
Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained
More informationPost-16 transport to education and training. Statutory guidance for local authorities
Post-16 transport to education and training Statutory guidance for local authorities February 2014 Contents Summary 3 Key points 4 The policy landscape 4 Extent and coverage of the 16-18 transport duty
More informationImpact of Educational Reforms to International Cooperation CASE: Finland
Impact of Educational Reforms to International Cooperation CASE: Finland February 11, 2016 10 th Seminar on Cooperation between Russian and Finnish Institutions of Higher Education Tiina Vihma-Purovaara
More informationDOES OUR EDUCATIONAL SYSTEM ENHANCE CREATIVITY AND INNOVATION AMONG GIFTED STUDENTS?
DOES OUR EDUCATIONAL SYSTEM ENHANCE CREATIVITY AND INNOVATION AMONG GIFTED STUDENTS? M. Aichouni 1*, R. Al-Hamali, A. Al-Ghamdi, A. Al-Ghonamy, E. Al-Badawi, M. Touahmia, and N. Ait-Messaoudene 1 University
More informationFair Measures. Newcastle University Job Grading Structure SUMMARY
Outline Level I Roles in this family are wholly or mainly focused on research and teaching. They may combine elements or research, teaching or management, but the relative emphasis on these elements and
More informationPROVIDENCE UNIVERSITY COLLEGE
BACHELOR OF BUSINESS ADMINISTRATION (BBA) WITH CO-OP (4 Year) Academic Staff Jeremy Funk, Ph.D., University of Manitoba, Program Coordinator Bruce Duggan, M.B.A., University of Manitoba Marcio Coelho,
More informationSwinburne University of Technology 2020 Plan
Swinburne University of Technology 2020 Plan science technology innovation Swinburne University of Technology 2020 Plan Embracing change This is an exciting time for Swinburne. Tertiary education is undergoing
More informationHARPER ADAMS UNIVERSITY Programme Specification
HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:
More informationUNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum
UNIVERSITY OF DERBY JOB DESCRIPTION JOB TITLE DEPARTMENT / COLLEGE LOCATION Associate Professor: Learning and Teaching Centre for Excellence in Learning and Teaching Kedleston Road JOB NUMBER 0749-17 SALARY
More informationGENERAL INFORMATION STUDIES DEGREE PROGRAMME PERIOD OF EXECUTION SCOPE DESCRIPTION LANGUAGE OF STUDY CODE DEGREE
Curriculum 1 (7) GENERAL INFORMATION DEGREE PROGRAMME PERIOD OF EXECUTION SCOPE DESCRIPTION LANGUAGE OF STUDY CODE DEGREE Master's Degree Programme in Health Care and Social Services Development and Management
More informationProductive partnerships to promote media and information literacy for knowledge societies: IFLA and UNESCO s collaborative work
Productive partnerships to promote media and information literacy for knowledge societies: IFLA and UNESCO s collaborative work Dr. Maria-Carme Torras IFLA Governing Board Member; library director, Bergen
More informationUnderstanding Co operatives Through Research
Understanding Co operatives Through Research Dr. Lou Hammond Ketilson Chair, Committee on Co operative Research International Co operative Alliance Presented to the United Nations Expert Group Meeting
More informationGlobal MBA Master of Business Administration (MBA)
International Foundation for Quality Assurance in Higher Education FIBAA BERLINER FREIHEIT 20-24 D-53111 BONN Programme Qualification awarded on completion: Intended length of programme Type of programme
More informationThe development of ECVET in Europe
European Centre for the Development of Vocational Training WORKING PAPER No 10 The development of ECVET in Europe Luxembourg: Publications Office of the European Union, 2010 The development of ECVET in
More informationFostering learning mobility in Europe
Be-TWIN This project has been funded with support from the European Commission. This presentation reflects the views of the author(s) and the Commission cannot be held responsible for any use which may
More informationSupplementary Report to the HEFCE Higher Education Workforce Framework
Supplementary Report to the HEFCE Higher Education Workforce Framework based on the international Changing Academic Profession (CAP) Study William Locke and Alice Bennion Centre for Higher Education Research
More informationSemester: One. Study Hours: 44 contact/130 independent BSU Credits: 20 ECTS: 10
BATH SPA UNIVERSITY Erasmus, exchange & study abroad MODULE CATALOGUE education: semester 1 Modules at Bath Spa University are usually worth either 10, 20 or 40 credits. If you are using the European Credit
More informationUnifying Higher Education for Different Kinds of Europeans. Higher Education and Work: A comparison of ten countries
Comparative Education ISSN: 0305-0068 (Print) 1360-0486 (Online) Journal homepage: http://www.tandfonline.com/loi/cced20 Unifying Higher Education for Different Kinds of Europeans. Higher Education and
More informationANALYSIS: LABOUR MARKET SUCCESS OF VOCATIONAL AND HIGHER EDUCATION GRADUATES
ANALYSIS: LABOUR MARKET SUCCESS OF VOCATIONAL AND HIGHER EDUCATION GRADUATES Authors: Ingrid Jaggo, Mart Reinhold & Aune Valk, Analysis Department of the Ministry of Education and Research I KEY CONCLUSIONS
More informationThe European Consensus on Development: the contribution of Development Education & Awareness Raising
The European Consensus on Development: the contribution of Development Education & Awareness Raising Introduction In 2005 the Council of the European Union and the representatives of the governments of
More informationA Note on Structuring Employability Skills for Accounting Students
A Note on Structuring Employability Skills for Accounting Students Jon Warwick and Anna Howard School of Business, London South Bank University Correspondence Address Jon Warwick, School of Business, London
More informationEssex Apprenticeships in Engineering and Manufacturing
Host a fully funded Essex Apprentice Essex Apprenticeships in Engineering and Manufacturing be part of it with Essex County Council Working in Partnership Essex Apprenticeships - be part of it with Essex
More informationP. Belsis, C. Sgouropoulou, K. Sfikas, G. Pantziou, C. Skourlas, J. Varnas
Exploiting Distance Learning Methods and Multimediaenhanced instructional content to support IT Curricula in Greek Technological Educational Institutes P. Belsis, C. Sgouropoulou, K. Sfikas, G. Pantziou,
More informationeportfolio Guide Missouri State University
Social Studies eportfolio Guide Missouri State University Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned
More informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award M.Sc. 4 Programme Title Industrial and Commercial Biotechnology 5 UCAS/Programme
More informationUniversity of the Arts London (UAL) Diploma in Professional Studies Art and Design Date of production/revision May 2015
Programme Specification Every taught course of study leading to a UAL award is required to have a Programme Specification. This summarises the course aims, learning outcomes, teaching, learning and assessment
More informationA comparative study on cost-sharing in higher education Using the case study approach to contribute to evidence-based policy
A comparative study on cost-sharing in higher education Using the case study approach to contribute to evidence-based policy Tuition fees between sacred cow and cash cow Conference of Vlaams Verbond van
More informationLaunching an International Web- Based Learning and Co-operation Project: YoungNet as a Case Study
Aineenopettajankoulutuksen vaihtoehdot ja tutkimus Launching an International Web- Based Learning and Co-operation Project: YoungNet as a Case Study Katrine Arbøl Department of Teacher Education, University
More informatione-portfolios in Australian education and training 2008 National Symposium Report
e-portfolios in Australian education and training 2008 National Symposium Report Contents Understanding e-portfolios: Education.au National Symposium 2 Summary of key issues 2 e-portfolios 2 e-portfolio
More informationLeading the Globally Engaged Institution: New Directions, Choices, and Dilemmas
Leading the Globally Engaged Institution: New Directions, Choices, and Dilemmas A Report from the 2012 Transatlantic Dialogue By Barbara A. Hill and Robin Matross Helms This series of occasional papers
More information