TY - CHAP A1 - Bernhard, Nadine A1 - Graf, Lukas A1 - Powell, Justin J. W. ED - Amos, Karin ED - Schmid, Josef ED - Schrader, Josef ED - Thiel, Ansgar T1 - Auswirkungen des neuen europäischen Bildungsmodells auf die Verknüpfung zwischen Berufs- und Hochschulbildung in Deutschland, Österreich und Frankreich T2 - Europäischer Bildungsraum. Europäisierungsprozesse in Bildungspolitik und Bildungspraxis KW - vocational training ; higher education ; Europe ; Germany ; France ; Austria ; Europeanization ; Bologna process ; Copenhagen process Y1 - 2013 UR - http://hdl.handle.net/10993/11423 SN - 978-3-8487-0841-3 SP - 175 EP - 192 PB - Nomos CY - Baden-Baden ER - TY - CHAP A1 - Ebner, Christian A1 - Graf, Lukas A1 - Nikolai, Rita ED - Michael, Windzio T1 - New Institutional Linkages between Dual Vocational Training and Higher Education - A Comparative Analysis of Germany, Austria, and Switzerland T2 - Integration and Inequality in Education Institutions N2 - Germany, Austria, and Switzerland have traditionally provided a large proportion of their workforces with qualifications obtained in the dual vocational training system. However, due to the growing demand for abstract and codified knowledge, all three countries aim at increasing the permeability and individual mobility between the dual training sector and the higher education system. In this chapter we analyse the ways in which Germany, Austria and Switzerland have tried to establish institutional linkages between dual vocational training and higher education. We begin by discussing options for creating such linkages: (1.) upgrading of vocational education and training courses, (2.) introducing dual courses of study, (3.) facilitating attendance of general upper secondary schools for people with vocational qualifications, (4.) enabling the parallel acquisition of a dual vocational training qualification and a higher education entrance qualification, (5.) allowing admission to higher education on the basis of prior dual vocational training qualifications and a certain amount of work experience, and (6.) recognising prior learning as an element in higher education programmes. Our analysis shows that, recently, Germany has relied strongly on the admission to higher education based on vocational training certificates in combination with work experience. Switzerland and Austria are rather pushing the comprehensive introduction of programmes that enable the parallel acquisition of a dual vocational training qualification and a higher education entrance qualification. Finally, we raise questions about the risk of institutional ambiguity and institutional task overload KW - Dual vocational training, Higher education, Permeability, Institutional change Y1 - 2013 UR - https://link.springer.com/chapter/10.1007/978-94-007-6119-3_14 SN - 978-94-007-6118-6 U6 - https://doi.org/10.1007/978-94-007-6119-3_14 SP - 281 EP - 298 PB - Springer CY - Dordrecht ER -