Table Of ContentDOCUMENT RESUME
CE 073 '102
ED 402 455
Lasonen, Johanna, Ed.
AUTHOR
Reforming Upper Secondary Education in Europe. The
TITLE
Leonardo da Vinci Project Post-16 Strategies. Surveys
of Strategies for Post-16 Education To Improve the
Parity of Esteem for Initial Vocational Education in
Eight European Educational Systems. Theory into
Practice 92. Institute for Educational Research
Publication Series B.
Jyvaskyla Univ. (Finland). Inst. for Educational
INSTITUTION
Research.
Commission of the European Communities, Brussels
SPONS AGENCY
(Belgium).
ISBN-951-34-0882-5; ISSN-1239-4734
REPORT NO
PUB DATE
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IDENTIFIERS
ABSTRACT
This book contains the following papers on the
Leonardo da Vinci project: "Looking for Post-16 Education Strategies
for Parity of Esteem in Europe" (Lasonen); "Improving Parity of
Esteem as a Policy Goal" (Makinen, Volanen); "Alternative Strategies
for Parity of Esteem between General/Academic and Vocational
Education in Europe" (Kamarainen); "Finding New Strategies to Improve
the Attractiveness of Post-16 Vocational Training in Austria" (Birke
et al.); "Post-16 Strategies and the Austrian Reforms" (Birke et
al.); "Academic and Vocational Learning: Division, Framework or
Unified System" (Young, Spours); "The Reform of Academic and
Vocational Qualifications in England and Wales: The Six Leonardo
Themes" (Spours, Young); "The Experimental Reform of Finnish Upper
Secondary Schools and the Cases of Salo and Tornio" (Numminen,
Virolainen); "Post-16 Strategies and the Experimental Reform of
Finnish Upper Secondary Schools" (Virolainen); "French Educational
System" (Levrat); "Confrontations between Different Cognitive Fields
and Restructuring a Relationship to Knowledge among Vocational
Teachers" (Lazar); "Post-16 Strategies and the French National Reform
of the Upper Secondary School" (Levrat, Lazar); "The Brandenburg
Model Project: Combining the Apprenticeship System and the German
Dual System with Access to Polytechnics" (Bremer, Heidegger);
"Post-16 Strategies and the German Approach to Parity of Esteem"
(Bremer); "Norwegian Upper Secondary Reforms in Academic/General and
Vocational Education in the 1990s" (Andersen); "Issues Related to the
National 'Reform-94' in the Norwegian Upper Secondary School"
(Andersen); "The Development of a Unified System of Post-Compulsory
Education in Scotland" (Raffe); "Issues in the Scottish Reform
Programme: 'Higher Still' in Relation to the Six Themes" (Raffe);
"General Scottish Vocational Qualifications (GSVQs) in Relation to
the Six Themes of the Post-16 Strategies" (Murray); "Another Change
in the Upper Secondary School in Sweden" (Amman); "Notes on the Six
Leonardo Themes" (Amman); "Improving Parity of Esteem through
Reforms" (Volanen, Levrat); "Labour Market Issues in the Eight
Reforms" (Raffe, Makinen); "Networking between Schools and Working
Life to Find New Forms of Learning for Future Skills" (Young,
Bremer); "Flexibility in Post-16-Education and Curriculum
Development" (Amman, Lazar); "Teacher Education and Teacher
Cooperation and Collaboration in Support of Reform" (Virolainen et
al.); "Reforms and Their Influence on Educational Systems" (Birke,
Spours); and "European Strategies for Parity of Esteem" (Raffe).
(KC)
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Reproductions supplied by EDRS are the best that can be made
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o EDUCAMONAL RESEARCH° ?LjBLEATION SEM B
TIT
92
Theory into practice
Johanna Lasonen (Ed.)
REFORMING UPPER SECONDARY
EDUCATION IN EUROPE
The Leonardo da Vinci Project
16 Strategies
Post
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL
RESOURCES INFORMATION
CENTER (ERIC)
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'14
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MATERIAL HAS BEEN GRANTED BY
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1TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
2
UNIVERSITY OF JYVASKYLA
INTERIM REPORT OF THE PROJECT
Leonardo da Vinci/Surveys & Analyses, Strand III 2. a)
Finding New Strategies for Post-16 Education by Networking
Vocational and Academic/General Education and Working Life
to Improve the Parity of Esteem for Initial Vocational Training
1996 - 1997
Identification No. 3901
REFORMING UPPER SECONDARY EDUCATION IN EUROPE
SURVEYS OF STRATEGIES FOR POST-16 EDUCATION TO IMPROVE
THE PARITY OF ESTEEM FOR INITIAL VOCATIONAL EDUCATION
IN EIGHT EUROPEAN EDUCATIONAL SYSTEMS
Editor: Johanna Lasonen
The project is carried out with the financial support of the Commission of the
European Communities under the Leonardo da Vinci Programme.
Table
of
Contents
v
Executive Summaries
xxix
Preface
xxxiii
Acknowledgements
xxxv
List of Figures
xxxvi
List of Tables
INTRODUCTION
Looking for Post-16 Education Strategies for Parity of Esteem
1.
in Europe
3
Johanna Lasonen
PART I:
PARITY OF ESTEEM BETWEEN INITIAL
VOCATIONAL AND ACADEMIC/GENERAL EDUCATION
Improving Parity of Esteem as a Policy Goal
2.
13
Raimo Miikinen and Matti Vesa Volanen
Alternative Strategies for Parity of Esteem between General/
3.
Academic and Vocational Education in Europe
21
Pekka Kamardinen
PART II:
SURVEYING POST-16 VOCATIONAL EDUCATION
REFORMS IN THE NATIONAL CONTEXTS
29
Introduction
Austria
31
4.
Finding New Strategies to Improve the Attractiveness of Post-16
Vocational Training in Austria
. 33
Barbara Birke, Walter Blumberger, Alexander Kohler and Andreas Tabernig
.
Post-16 Strategies and the Austrian Reforms
53
Barbara Birke, Walter Blumberger and Andreas Tabernig
i-
4
England
5.
59
Academic and Vocational Learning: Division, Framework
or
Unified System
Michael Young and Ken Spours
63
The Reform of Academic and Vocational Qualifications in England
and Wales: The Six Leonardo Themes
Ken Spours and Michael Young
83
Finland
6.
93
The Experimental Reform of Finnish Upper Secondary Schools
and the Cases of Salo and Tornio
Ulla Numminen and Maarit Virolainen
97
Post-16 Strategies and the Experimental Reform of Finnish
Upper Secondary Schools
Maarit Virolainen
115
France
7.
123
French Educational System: An Overview
Rene Levrat
125
Confrontations between Different Cognitive Fields and Restructuring
a Relationship to Knowledge among Vocational Teachers
Anne Lazar
131
Post-16 Strategies and the French National Reform of the Upper
Secondary School
Rene Levrat and Anne Lazar
133
Germany
8.
145
The Brandenburg Model Project: Combining the Apprenticeship
System and the German Dual System with Access to Polytechnics
Rainer Bremer and Gerald Heidegger
149
Post-16 Strategies and the German Approach to Parity of Esteem
Rainer Bremer
161
Norway
9.
169
Norwegian Upper Secondary Reforms in Academic/General and
Vocational Education in the 1990s
Kjell Andersen
171
Issues Related to the National Reform -94 in the Norwegian Upper
Secondary School
Kjell Andersen
187
193
Scotland
10.
The Development of a Unified System of Post-Compulsory
Education in Scotland
197
David Raffe
Issues in the Scottish Reform Programme: Higher Still in Relation
to the Six Themes
207
David Raffe
General Scottish Vocational Qualifications (GSVQs) in Relation
to the Six Themes of the Post-16 Strategies
219
Jim Murray.
225
Sweden
11.
Another Change in the Upper Secondary School in Sweden
227
Gtiran Amman
Notes on the Six Leonardo Themes
235
Gtiran Amman
PART III:
COMPARING THE SIX THEMES LINKED WITH THE
REFORMS AND STRATEGIES OF POST-16 EDUCATION
FOR PARITY OF ESTEEM
241
Introduction
Improving Parity of Esteem through Reforms
12.
243
Matti Vesa Volanen and Rene Levrat
Labour Market Issues in the Eight Reforms
13.
245
David Raffe and Raimo Miikinen
Networking between Schools and Working Life to Find New Forms
14.
of Learning for Future Skills
249
Michael Young and Rainer Bremer
Flexibility in Post-16-Education and Curriculum Development
15.
255
Gtiran Amman and Anne Lazar
Teacher Education and Teacher Cooperation and Collaboration
16.
259
in Support of Reform
Maarit Virolainen, Kjell Andersen and Ove Sandvik
Reforms and Their Influence on Educational Systems
17.
265
Barbara Birke and Ken Spours
6
PART IV:
CONCLUSIONS
18.
European Strategies for Parity of Esteem
David Raffe
273
Further Measures
279
CONTRIBUTORS AND PARTNERS
Authors
285
7
iv
Lasonen, Johanna (Ed.) (1996)
Reforming Upper Secondary Education in Europe: Surveys of Strategies for Post-16
Education to Improve the Parity of Esteem for Initial Vocational Education in Eight
European Educational Systems (331 pages)
Publication series of the Institute for Educational Research B: Theory into Practice No.
92
ISBN 951-34-0882-5
ISSN 1239-4734
The Purposes of the Project
The Project aims to examine and compare educational policy goals and solutions
meant to integrate vocational and general education and training and bring school-
based and work-based learning closer to each other so as to improve the parity of
esteem for vocational education. The researchers collaborating in the Project will
collect, describe, compare and analyse strategies for developing upper secondary
education together with the available experiences and findings of upper secondary
education experiments in seven European countries. Cooperation with and study
visits to pilot schools will be partly used to evaluate how far the reform goals and
strategies being applied in each country are being realized in educational institutions
will create
so as to improve the attractiveness of vocational education. The project
national and European cooperation networks between schools, teachers, school ad-
ministration and researchers. The schools may use the project to establish links with
other European pilot units.
The Project will be carried out in two phases, as surveys and as analyses. The
aim of the first or survey phase is to outline problems linked with the attractiveness
of vocational education. On the basis of the material collected in the present report,
the project is attempting to answer the following questions:
What is the status of upper secondary-level initial vocational education in eight
1.
European educational systems?
What upper secondary education reform strategies are being applied in these
2.
countries?
The Partners
The. partners are from six EU member states and Norway, representing eight different
educational systems (England, Scotland, Austria, France, Sweden, Norway, Germany
and Finland). The researchers represent leading European research institutes and
-
other organizations: Post-16 Education Centre, London; Industriewissenschaftliches
Institut (IWI), Vienna; Institut fiir Berufs- und Erwachsenenforschung (IBE),
Linz;
Hogskolen i Agder, Kristiansand; Centre International d'Etudes
Pedagogiques
(CIEP), Sevres; Institut National de Recherche Pedagogique (INRP),
Paris; Skolverket,
Lund; Institut Technik und Bildung (ITB), Bremen; Centre for Educational
Sociology
(CES), Edinburgh; Scottish Vocational Education Council (SCOTVEC),
Glasgow; and
Koulutuksen tutkimuslaitos (KTL), Jyvaskyla. In addition,
a department head of the
National Board of Education responsible for the Finnish youth education
experiment
is also taking part in carrying out the Post-16 Strategies Project.
The partners have conducted research on secondary education
on national and
international level. The Scottish and English partners will contribute
their experiences
of modular curricula and vocational qualifications and of the principles
applied in
integrating vocational and general education in the coming projects
to reform their
schools, Unification and Higher Still. Austria and Germany will
assess their experiences
of integrating vocational and general education in school and
in combined work-
based learning in connection with the reform projects of their Dual
system. France will
examine and bring in as comparative material their experiences of,
among other
things, the French technologically and vocationally oriented Baccalaureates
and the
pedagogical developments involved in their delivery. The Post-16
Strategies Project
will also receive the results of the 1994 secondary education reform in
Norway and
the teacher training project linked with it. The comparative material
on the reform of
the Swedish comprehensive school will be shaped particularly by the
perspective of
the study programmes constructed by the students. In Finland
sixteen localities have
since 1991 been involved in a wide-ranging youth education experiment.
Students in
local general secondary schools and vocational school
are able, as part of their daily
studies, to benefit from instruction delivered by either type of educational
institution
by taking courses offered by general upper secondary schools, vocational
schools as
well as by other youth education institutions in the locality. The
frameworks con-
structed to explain each of the eight different national educational
systems are used
to assess how far various types of reform project
are capable of enhancing the
attractiveness of and esteem for vocational education.
Survey Methods
The project surveys and analyses strategies for school reform, whether
completed or
underway, whose aim is enhancing the attractiveness of vocational
education. The
interim data of the project consist of existing national documents,
expert assessments
and the written material produced during the
process of implementing the project.
The project proceeds as follows: (a) joint seminars where the European
partners
present the material they have collected and where comparisons
are then made and
conclusions drawn; (b) representatives of pilot schools in
partner countries visit
schools in other partner countries for purposes of observation and study; and
(c) the
researchers' joint structured writing process. Working seminars
are organized to
enable researchers to assemble a corpus of shared material. By the end of
1996 the
researchers have met and worked together in Finland and Scotland. The
contents of
the interim research report now published are mainly collaborative
papers by the
project partners.
9
- vi -
