International perspectives on policy, pedagogy and practice
in higher vocational education
Part of the ESRC-funded seminar series, HIVE-PED: Higher Vocational Education
and Pedagogy in England, 2013-16
University of Huddersfield, School of Education and Professional Development
Friday, 30 October 2015
10.00 to 10.30: Registration; tea, coffee and croissants available
10.30: Introduction to the seminar; Kevin Orr, University of Huddersfield
10.40: Christian Helms Jørgensen, Roskilde University, Denmark: Reforming the Danish
dual system of VET: dilemmas for policy and practice
The VET-system in Denmark has been portrayed as a combination of the German
apprenticeship system and the Nordic system of education. It has many of the
advantages of both systems, among them a broad concept of vocational skills. But
it also has many of the weaknesses. During the last decades some of the strengths
of the system have turned into weaknesses, especially the weak linkages of VET to
higher education. The presentation will explore some of the inherent dilemmas in
this system, which include: giving access to skilled employment and at the same
time to higher education; being socially inclusive and at the same time maintaining
a high esteem. In addition the political solutions proposed to handle these dilemmas
are discussed – as are these reasons why policies often seem to be going in
circles.
11.30: Maarit Virolainen, University of Jyväskylä, Finland: Strengths and weaknesses in
the school-based model of organizing initial vocational education and training: transitions
to higher education and working life in Finland.
This paper discusses how the Finnish model of providing initial vocational education
and training has succeeded in terms of enhancing educational progress and
employability. A relatively high level of participation in IVET makes the Finnish
model distinctive from those of three other Nordic countries (Denmark, Norway,
Sweden). The paper first describes the development of Finnish provision of IVET in
relation to the education system as a whole since 1970s. The Finnish model´s
outcomes are compared to other Nordic countries with respect to transition to
working life and higher education. The present challenges of Finnish IVET include
the variety of students in upper secondary level (aged 16-19), the fragmentation of
educational careers and rates of drop-out.
12.20: Lunch
13.10: Christopher Winch, Kings College London: Assessing Professional Know-How
This paper encompasses the technical-technological interface within professional
and vocational higher education. It examines the role and limitations of relying
solely on practice-based assessment of progress at this level of study or training.
14.00: James Avis, University of Huddersfield (Discussant); introduction to a discussion of
the themes raised in the three papers.
15.00: Finish