Modularisation Approaches in Initial Vocational Education: Evidence for Policy Convergence in Europe?

Autor/inn/en	Pilz, Matthias; Li, Junmin; Canning, Roy; Minty, Sarah
Titel	Modularisation Approaches in Initial Vocational Education: Evidence for Policy Convergence in Europe?
Quelle	In: Journal of Vocational Education and Training, 70 (2018) 1, S.1-26 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2017.1392994
Schlagwörter	Foreign Countries; Vocational Education; Educational Policy; Educational Trends; Units of Study; Comparative Education; Standards; Qualifications; Labor Market; Student Needs; Holistic Approach; Interviews; Austria; Denmark; United Kingdom (England); Finland; France; Hungary; Poland + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Politics of education; Bildungspolitik; Bildungsentwicklung; Lerneinheit; Vergleichende Erziehungswissenschaft; Standard; Qualifikation; Qualifikationsstufe; Labour market; Arbeitsmarkt; Holistischer Ansatz; Interviewing; Interviewtechnik; Österreich; Dänemark; Finnland; Frankreich; Ungarn; Polen
Abstract	One response to challenges of national vocational training systems has been a move towards greater flexibility within vocational training systems. This article focuses on an investigation of modularisation as a tool for achieving this flexibility. Many European countries have introduced modular forms into their vocational training system. We investigate whether the global trends set out are producing policy convergence in modularisation in differing countries. This study selects seven European countries to make a detailed analysis and entailed an analysis of each country's Initial Vocational Education and Training programmes. The methodology involved both primary and secondary data collection. The findings demonstrate policy convergence that can be attributed to similar challenges at national level. Modularisation in some countries takes a 'radical' form. Other countries have followed a mixed approach. It is clear that no two countries have adopted the same form of modularisation, although some countries have cited common challenges in the modularisation process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01