English Higher Education and Its Vocational Zones

Autor/in	Parry, Gareth
Titel	English Higher Education and Its Vocational Zones
Quelle	In: Research in Comparative and International Education, 10 (2015) 4, S.493-509 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499915612187
Schlagwörter	Foreign Countries; Higher Education; Skill Development; Employment Potential; Vocational Education; Adult Education; Education Work Relationship; Career Readiness; Bachelors Degrees; Private Education; Colleges; Workplace Learning; Educational Policy; Educational Change; Educational Trends; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kompetenzentwicklung; Qualifikationsentwicklung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Ausbildung; Berufsbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; 'Bachelor''s degrees'; Bachelor-Studiengang; Privatunterricht; College; Hochschule; Fachhochschule; Politics of education; Bildungspolitik; Bildungsreform; Bildungsentwicklung
Abstract	Distinctions between academic, vocational and professional education inform but do not define the divisions of English higher education. Nevertheless, there are zones where courses, qualifications and institutions are specifically oriented to the world of work. These include most short-cycle higher education, large parts of undergraduate and postgraduate education and the higher level education and training undertaken in the workplace. Since the 1990s, government policies for higher education in England have sought to increase demand for work-focused qualifications while expecting universities and colleges to enhance the skills and employability of all their students. Measures targeted at sub-bachelor vocational education have been among the most radical, but with limited success in changing the balance of provision and participation. On the one side, these efforts confront ever-popular demand--domestic and international--for the bachelor degree and a legacy of ambivalence about the place of the vocational, technical and practical in higher education. On the other, these policies seek to establish "higher vocational education" as a mission for institutions on both sides of the two-sector structure of higher and further education, despite a system architecture designed to reserve one sector for higher education and a further education sector for lower level programmes and qualifications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01