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Further reading on "Permeability"


UNESCO-UNEVOC has compiled a short selection of academic or professional articles that might help to clarify the signification and the use of the term "Entrepreneurship education". It goes thus beyond the definitions stored in TVETipedia while not pretending to offer an exhaustive bibliography on the topic.

Do you know about relevant resources that could be added to the list ? Please contact us or share it on our e-Forum!



Permeable education and training systems: reducing barriers and increasing opportunity By CEDEFOP (2012)

“Permeability” is frequently mentioned in the European Union’s statements and treaties (see p.e the Bruges Communiqué). The term is therefore widely used and analysed within the European context. This “briefing note” provides a concise overview of the issues revolving around permeability, according to the European Centre for the Development of Vocational Training (CEDEFOP).

In the selected quotes, the concept is defined and some key challenges coming alongside – formal access, recognition of prior learning, social barriers leading to self-censorship behaviors– are highlighted.


Vocationalization of secondary and higher education: pathways to the world of work By Rupert Maclean and Margarita Pavlova, for UNESCO-UNEVOC (2013)

According to the previous reference, permeability goes through “strengthening vocational and professional elements of tertiary education". The following chapter –part of UNEVOC’s last publication on global trends in TVET- makes the point on the mutual influences and bridges between VET and Higher education with examples from all over the world.

In the selected quotes, the authors explain how VET and higher education have long been opposed and how this opposition could be overcome.


The Hybridization of Vocational Training and Higher Education in Austria, Germany, and Switzerland By Lukas Graf (2013)

Both previous references highlighted how permeability depends of the relationship between VET and ‘academic education’ at the national scale. This book illustrates that principle well by analysing 3 countries with similar (and praised) VET system: Austria, Germany and Switzerland. The author try to understand why those countries face an “institutional divide” between their VET and HE systems, and how they deal with it.

The selected quotes aim at giving an overview of this “educational schism” and the possible reasons behind it.


See also


This article is an element of the TVETipedia Glossary.










 

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