From Vocational to Higher Education.

From Vocational to Higher Education.

This book discusses current issues in vocational and higher education and the relations between them.

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Bibliographic Details
Author / Creator: Moodie, Gavin.
Format: eBook Electronic
Language:English
Imprint: Berkshire : McGraw-Hill Education, 2008.
Series:UK Higher Education OUP Humanities and Social Sciences Higher Education OUP Ser.
Subjects:
Education, Higher > Europe > Cross-cultural studies.
Education, Higher > Cross-cultural studies.
Vocational education > Cross-cultural studies.
Electronic books.
Local Note:Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2022. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Online Access:Click to View
Table of Contents:
  • Front cover
  • Half Title Page
  • General Editor
  • Title Page
  • Copyright Page
  • Dedication
  • Contents
  • List of tables
  • List of boxes
  • Acknowledgements
  • Chapter 1: Introduction
  • 1.1 Why read this book?
  • 1.2 Why have sectors?
  • 1.2.1 To reflect fundamental differences between types of education
  • 1.2.2 To accommodate mass higher education
  • 1.3 How sharply to differentiate vocational from higher education?
  • 1.4 Relation to economic arrangements
  • 1.5 Education's positional value
  • 1.6 How many sectors?
  • 1.7 Salience of student transfer
  • 1.8 Qualifications frameworks and the European area
  • 1.9 Comparative education
  • 1.10 Conclusion
  • Chapter 2: Comparing education
  • 2.1 Nature of comparative education
  • 2.2 'Comparative education' as a term of art
  • 2.3 Functional analysis
  • 2.4 History as well as geography
  • 2.5 Experiment by analogy
  • 2.6 The problem of induction
  • 2.7 Critical realism
  • 2.8 Developing a comparative method
  • 2.8.1 First step: state an issue
  • 2.8.2 Second step: identify identity
  • 2.8.3 Third step: classify
  • 2.8.4 Fourth step: generalize
  • 2.8.5 Several tools will be used
  • Chapter 3: Defining 'vocational education'
  • 3.1 Identify identity
  • 3.2 International standard classification of education
  • 3.3 Defining 'vocational education' and its cognates
  • 3.3.1 Establishing equivalence
  • 3.3.2 Epistemological
  • 3.3.3 Teleological
  • 3.3.4 Hierarchical
  • 3.3.5 Pragmatic
  • 3.4 Discussion of the definition of 'vocational education'
  • 3.5 Vocation - Beruf
  • Chapter 4: Countries
  • 4.1 Tertiary education in its economic and social context
  • 4.2 Australia
  • 4.2.1 Geography
  • 4.2.2 Tertiary education overview
  • 4.2.3 Higher education
  • 4.2.4 Vocational education and training
  • 4.2.5 Occupational regulation
  • 4.3 Canada
  • 4.4 United Kingdom
  • 4.4.1 Scotland.
  • 4.5 United States of America
  • 4.5.1 Community or 2-year colleges
  • 4.5.2 Types of institution
  • 4.5.3 Different enrolment patterns in different states
  • 4.5.4 California
  • 4.5.5 Colorado
  • 4.5.6 Texas
  • Chapter 5: Qualifications frameworks
  • 5.1 Overview
  • 5.2 Outline of the most prominent frameworks
  • 5.2.1 National qualifications framework for England, Wales and Northern Ireland
  • 5.2.2 Scottish credit and qualifications framework
  • 5.2.3 South African national qualifications framework
  • 5.2.4 Australian qualifications framework
  • 5.2.5 New Zealand national qualifications framework
  • 5.2.6 European qualifications framework
  • 5.3 Types of qualifications framework
  • 5.4 Future of qualifications frameworks
  • Chapter 6: European integration in vocational and higher education
  • 6.1 The European project
  • 6.1.1 The integration of Europe
  • 6.1.2 Pursuit of common interests
  • 6.1.3 Reform of specific sectors
  • 6.1.4 Bologna's encouragement of student mobility
  • 6.2 The Bologna declaration
  • 6.2.1 Antecedents of the Bologna declaration
  • 6.2.2 Diploma supplement
  • 6.2.3 Degree structure
  • 6.2.4 System of credits
  • 6.2.5 Student and staff mobility
  • 6.2.6 Quality assurance
  • 6.2.7 European dimension
  • 6.2.8 Recognition of qualifications
  • 6.2.9 Prospects of the Bologna process
  • 6.3 The Copenhagen declaration
  • 6.3.1 Antecedents of the Copenhagen declaration
  • 6.3.2 Lisbon strategy
  • 6.3.3 European dimension
  • 6.3.4 Transparency, information and guidance
  • 6.3.5 Recognition of formal learning
  • 6.3.6 Recognition of non-formal and informal learning
  • 6.3.7 Quality assurance
  • 6.3.8 Prospects of the Copenhagen process
  • 6.4 Prospects of tertiary education in the European project
  • 6.4.1 Subsidiarity
  • 6.4.2 Open method of coordination
  • 6.4.3 Separation of vocational and higher education
  • Chapter 7: Sectors.
  • 7.1 Overview
  • 7.2 Historical development of vocational education
  • 7.3 Historical separation of vocational education from general education
  • 7.4 Why have sectors?
  • 7.5 Two sectors
  • 7.6 Three sectors
  • 7.7 Four sectors
  • Chapter 8: Relations between vocational and higher education
  • 8.1 Different patterns of vocational education provision
  • 8.2 Divide between vocational and higher education
  • 8.3 Mechanisms for bridging the sectoral divide
  • 8.3.1 Supra-institutional levels
  • 8.3.2 Institution-wide levels
  • 8.3.3 Organizational unit
  • 8.3.4 Curriculum
  • 8.3.5 Person
  • Chapter 9: Student transfer between sectors
  • 9.1 Salience of student transfer
  • 9.2 Upward student transfer
  • 9.2.1 Student admission ratio
  • 9.2.2 California
  • 9.2.3 Colorado
  • 9.2.4 Texas
  • 9.2.5 Scotland
  • 9.2.6 Australia
  • 9.2.7 Summary of transfer student admission rates
  • 9.3 Reverse student transfer
  • 9.3.1 Reverse transfer in the USA
  • 9.3.2 Reverse transfer in Canada
  • 9.3.3 Reverse transfer in Australia
  • 9.3.4 Reverse transfer in New Zealand
  • 9.3.5 Reverse transfer summed up
  • 9.4 Student transfer policies
  • 9.4.1 USA
  • 9.4.2 California
  • 9.4.3 Colorado
  • 9.4.4 Texas
  • 9.4.5 Scotland
  • 9.4.6 Australia
  • 9.5 Conclusion
  • Chapter 10: Summary and conclusion
  • 10.1 Defining vocational education
  • 10.2 Comparative education
  • 10.3 Countries compared
  • 10.4 Tracked and generalist systems
  • 10.4.1 Implications of tracked and generalist systems
  • 10.5 Four tiers of tertiary education
  • 10.6 Student transfer between the sectors
  • 10.7 Mechanisms for bridging the sectoral divide
  • 10.8 Options for structuring vocational and higher education
  • 10.8.1 Segregation
  • 10.8.2 Duplication
  • 10.8.3 Integration
  • 10.8.4 Systematizing a transfer role
  • 10.8.5 Establishing an intermediate sector: higher vocational education.
  • 10.8.6 'Wise and masterly inactivity'
  • 10.9 Conclusion and future work
  • References
  • Index
  • Back cover.

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