The Shifting Relationship between Vocational and Higher Education in France and Germany: Towards Convergence?

Autor/inn/en	Powell, Justin J. W.; Graf, Lukas; Bernhard, Nadine; Coutrot, Laurence; Kieffer, Annick
Titel	The Shifting Relationship between Vocational and Higher Education in France and Germany: Towards Convergence?
Quelle	In: European Journal of Education, 47 (2012) 3, S.405-423 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/j.1465-3435.2012.01534.x
Schlagwörter	Higher Education; Organizational Change; Foreign Countries; Vocational Education; International Cooperation; Student Mobility; Comparative Analysis; Educational Change; Postsecondary Education; Skill Development; Classification; Heuristics; Educational Policy; France; Germany + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Organisationswandel; Ausland; Ausbildung; Berufsbildung; Internationale Kooperation; Internationale Zusammenarbeit; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Bildungsreform; Post-secondary education; Tertiäre Bildung; Kompetenzentwicklung; Qualifikationsentwicklung; Classification system; Klassifikation; Klassifikationssystem; Heuristik; Politics of education; Bildungspolitik; Frankreich; Deutschland
Abstract	In Europe, the Bologna and Copenhagen Processes in higher education (HE) and vocational education and training (VET) are on the agenda, aiming to create a European educational area. Acknowledging important differences between countries, we compare the evolving relationship between HE and VET. We ask whether and how these two distinct organisational fields in France and Germany have changed in recent decades. Comparing institutional shifts, the article analyses whether long-standing differences in postsecondary education and training systems and the education/economy nexus in these two countries have remained stable. We argue that these countries' skill formation systems have begun to converge, departing from their original institutionalisation paths. Thus, while the traditional typologies that contrast France and Germany have served as useful heuristic devices, they require revision to adequately represent incremental institutional change in these skill formation systems resulting from endogenous reforms and exogenous pressures due to Europeanisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10