Title Hybrid qualifications - increasing the value of Vocational Education and Training in the context of Lifelong Learning
Project Number DE/09/LLP-LdV/TOI/147 222
Project Type Transfer of Innovation
Marketing Text This two-year project had the aim to examine the institutional and functional relations between the subsystems university education (tertiary sector) and vocational education (depending on the country post-secondary or secondary sector) and the labour market and to formulate recommendations for constructive further developments of transitions as well as chances of access from the vocational to the tertiary education
The European Qualifications Framework set the standards, as one of its aims is making possibilities for structural connections between the single sectors of the education system, as well as transparency and permeability which are geared to it. One of the structurally important terms of reference was formed by the transition from the vocational education (in its varying institutional and didactic characteristics) and the higher education via so-called "hybrid"- respectively "double-qualifications", which had a "hub function". With them there open the qualified entrance into working life (in the sense of vocational training) as well as the access to higher education. The starting point of this project were the facts - unsatisfactory from European view - that the individual countries proceed very differently with such hybrid qualifications, and that they each receive a nationally typically rating in the education policy agenda, whereby structural resistances often prevent their spreading and anchoring in the system of vocational training.
Before this background, the project pursued the following aims:
1. It should be discovered of what kind these hybrid qualifications are, and which political respectively educational motivations are responsible for their introduction in the individual countries.
2. It should be discovered under which structural general conditions hybrid qualifications so far have been introduced respectively under which structural conditions they have been neglected or prevented.
3. It should be discovered how the concerned protagonists view respectively judge such qualifications with their attitudes, values and perceptions (teachers, learners, employers, persons responsible for education policy) and to what extent in individual countries one can talk of "best-practice-approaches".
4. There should be formulated recommendations to the address of the protagonists responsible for education policy, which, in the sense of a transfer of innovations, refer to identified "best-practice-approaches", and which shall contribute to an increase of the chances to meet the instructions of the European Qualifications Framework.
The project is divided into three phases which are described below:
Phase I: preparatory and coordinating operation, literature and material analysis as well as evaluation of relevant projects; reprocessing and adaptation of present theories and models referring to transitional issues and transitional structures, their discussion concerning educational policy and their relevance in relation to national as well as international context; modelling and determination of comparison criteria.
Phase II: qualitative empirical study in terms of “successful transitions” concerning acquisition of Hybrid qualifications, this empirical study contains examination of educational political “landscape” of partner countries (based on documents) as well as stakeholder surveys, which should take place identically in partner countries (expert interviews).
Phase III: Consolidation of empirical research results and final editing of research report as well as publication (miscellany).
Based on “best-practice approaches” recommendations were verbalized to the responsible stakeholders in education policy, which are as defined, by the innovation transfer are related to the identified best-practice-approaches and which contribute to the increase of the chance to cope with the European Qualification Framework.In line with the recommendations convincing approaches and proposals for reform were presented which activate the national stakeholders to concrete considerations for reform and advance the ability for reform of the vocational training system in line with the European vocational training policy.
Sustainability/ Impact of the project for the involved partner countries
The developed “Policy implications/ policy recommendations” enter curricular structures of different school sectors and vocational education and training.
The project contributes to promote the current implementation of a new programme for “hybrid qualifications” (new hybrid program eux) in Denmark.
The project supports present educational political reform movements in England, to improve the permeability from vocational education and training to higher education by showing important European experiences with hybrid qualifications in other countries.
At the moment new curricula are developed for vocational education and training schools in Austria. The new country reports were made available for the competent authority within the federal ministry as well as for the curricula development team.
Recognition, transparency, certification
Utilization and distribution of results
Professional, Scientific and Technical Activities
procedure for the analysis and prognosis of the vocational training requirement
program or curricula
A lot of projects developed in the context of the project “Hybrid Qualifications” can be found on our homepage (http://hq-lll.eu/). Below, chosen projects are described shortly:
- Development of work definitions and comparison criteria
- Country report I of the project partners
Country report I describes a theory based modelling of transitional structures and transitional requirements between vocational education and training system and higher education system.
- Country report II of project partners
Country report II presents the empirical results of the qualitative content analysis of the expert interviews. The results show the significant differences between the structure of vocational education and training systems and therefore the differences within the realization of hybrid qualifications in the partner countries.
- Project Homepage "Hybrid qualifications Leonardo Project - Increasing the value of Vocational Education and Training in context of Lifelong Learning". To ensure a continuing documentation status an English project homepage has been established, which documents and describes the project, the project progresses the interim results as well as current information.
- Book publication: Hybrid Qualifications - structural and political issues in context of European VET policy (publication date: April/Mai 2012)
- Policy Implications / Policy Recommendations
Based on “best-practice approaches” recommendations are verbalized to the responsible stakeholders in education policy, which are as defined, by the innovation transfer are related to the identified best-practice-approaches and which contribute to the increase of the chance to cope with the European Qualification Framework.