Vertical Permeability between Vocational and Higher Education: A Case Study of a Qatar Technical Institute's Role in Facilitating Transition to Higher Education for Trades Students

Autor/in	Gamar, Samah Abdulhafid
Titel	Vertical Permeability between Vocational and Higher Education: A Case Study of a Qatar Technical Institute's Role in Facilitating Transition to Higher Education for Trades Students
Quelle	In: International Journal of Training Research, 15 (2017) 3, S.204-213 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.1080/14480220.2017.1374665
Schlagwörter	Foreign Countries; Vocational Education; Higher Education; Case Studies; Technical Institutes; College Transfer Students; Trade and Industrial Education; College Programs; Educational Change; Pilot Projects; College Credits; Documentation; Articulation (Education); Transfer Policy; Qatar + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Technische Fakultät; Hochschulwechsel; Schulwechsel; Studienortwechsel; Gewerblich-industrielle Ausbildung; Studienprogramm; Bildungsreform; Pilot project; Modellversuch; Pilotprojekt; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Dokumentation; Articulation; Artikulation (Ling); Artikulation; Aussprache; Katar
Abstract	Education sectors worldwide have been pressed to re-evaluate admission and credit transfer policies to enhance higher education (HE) qualifications access and career mobility. This study presents the case of a technical institute's re-development of its vocational programme to facilitate academic credit transfer and establish accessible, efficient pathways to further and HE. It considers political and operational dimensions of this in an institution within the Middle East and North Africa region--where, as in many countries, technical vocational education and training (TVET) has been historically and culturally stigmatized. This analysis reveals that the TVET-HE divide can be bridged, and lifelong learning avenues promoted, through institutional policy and procedural reforms that transcend variant education and training delivery models to account for acquired competence. Opportunities for credential advancement and career mobility can be strategically broadened when mechanisms for the recognition and transference of learning acquired in vocational programmes are in place. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01