Equity and Access to High Skills through Higher Vocational Education (Palgrave Studies in Adult Education and Lifelong Learning)

This book explores new and distinctive forms of higher vocational education across the globe, and asks how the sector is changing in response to the demands of the 21 st century. These new forms of education respond to two key policy concerns: an emphasis on high skills as a means to achieve economic competitiveness, and the promise of open access for adults hitherto excluded from higher education. Examining a range of geographic contexts, the editors and contributors aim to address these contexts and highlight various similarities and differences in developments. They locate their analyses within the various political and socio-economic contexts, which can make particular reforms possible and achievable in one context and almost unthinkable in another. Ultimately, the book promotes a critical understanding of evolving provisions of higher vocational education, refusing assumptions that policy borrowing from apparently ‘successful’ countries offers a straightforward model forothers to adopt. Contents List of Contributors List of Figures List of Tables Part I: Framing Equity and Access to High Skills Introduction References Higher Vocational Education and the Matter of Equity Introduction Higher Education Expansion, Differentiation and Concepts of Equity Equity Understood Through the Concept of Availability Equity Understood Through the Concept of Accessibility Equity Understood Through the Concept of Horizontality The Place of Vocational Education in a Systematic Review of Equity in Higher Education Studies of Equity as Availability in the Systematic Review Studies of Equity as Accessibility in the Systematic Review Studies of Equity as Horizontality in the Systematic Review Discussion and Conclusion References Part II: Higher Vocational Education: Country and Province Perspectives Of Human Capital and Human Rights: Educational Reform and Institutional Hierarchies in Chilean Higher Education Introduction Enrolment Growth and Social Stratification in Chilean Higher Education Institutional Hierarchies in Chilean Higher Education Approaching Higher Vocational Education: Policy Foundations and System Typologies Vocational Education for Development: Human Capital, Right-Based Education and the Capabilities Approach Addressing Hierarchical Relations in Higher Education: Vertical and Parallel System Typologies How It All Came to Be: A Brief History of Politics and Policy in Chilean Higher Education Challenging the Hierarchy: Possibilities for Social Justice Within a New Policy Framework Conclusion References Higher Vocational Education in England in the 2010s: Positioning, Purpose, and Possibilities in a Highly Stratified, High Participation System of Higher Education Introduction A Note on Terminology HVE in English Colleges During the 2010s The (Im)possibility of Horizontal Diversity The Evolution of HVE in the Expansion from Mass to High Participation Systems of HE Policy Reforms in the 2010s: Change and Challenge to the Form and Function of HVE HVE: A Central or Marginal Contribution to Enabling Social Mobility? Concluding Comments: HVE in a Highly Stratified System References Higher Level Vocational Education in South Africa: Dilemmas of a Differentiated System Introduction Understanding the Term ‘Higher Vocational’ in South Africa Scope of This Chapter Framing a Post-School Discourse in South Africa Various Institutional Types Broad and Inclusive Post-School System Post-School Inefficiencies Differentiation in a Post-School System Mission Differentiation and Mission Creep The Public TVET College System in South Africa Boundary Crossing in the Post-School System The Limitations of National Qualifications Frameworks ‘Dual Sector’ Institutions Access to University for TVET College Students—Articulation Attempts Conclusion References Higher Vocational Education in Canada: The Continuing Predominance of Two-Year Diploma Programmes Introduction Overview of Canadian Higher Education Identifying Higher Vocational Education in Canada Possible Forms of Higher Vocational Education in Canada Two-Year Vocational Programmes Three-Year Diplomas One-Year Certificates Graduate Certificate Programmes College Bachelor’s Degree Programmes What Is Distinctive About Higher Vocational Education in Canada? Equity Concerns Concluding Comments References The Origins and Contemporary Development of Work-Based Higher Education in Germany: Lessons for Anglophone Countries? Introduction The German System of Advanced Skill Formation at the Nexus of Higher Education, Science, and Industry The Origins of Work-Based Higher Education in Germany Dual Study Programmes: A New Pillar of Germany’s Model of Work-Based Skill Formation The Politics of Work-Based Higher Education in Germany The Potential of Dual Study Programmes at the Nexus of Higher Education and Employment References Higher Vocational Qualifications: Differing Approaches Within the United Kingdom to Meeting Skills Needs for the Twenty-First Century Introduction Higher Vocational Qualifications in England and Scotland A New Approach to Providing Higher Vocational Qualifications: Higher/Degree Apprenticeships and Graduate Apprenticeships An English Quasi-Market The Scottish Context: A ‘Managed’ System Apprenticeship Renewed England A Quasi-Market Approach to Apprenticeships in England The Nature of Higher and Degree Apprenticeships as Vocational Programmes Scotland A Managed Approach to Graduate Apprenticeships in Scotland Nature of the Graduate Apprenticeships as Vocational Looking Across the English and Scottish Experience of Higher Level Apprenticeships Parity of Esteem Social Inclusion Conclusions References Post-secondary Higher Education Pathways to Workforce Credential Attainment in the United States of America Introduction US Postsecondary Higher Education Workforce and Career and Technical Education Defined The Critical Role of Workforce and Career Education in the USA Examples of Workforce Development and Education Support Policy and Initiatives in the USA College Promise Programmes Obama Initiative—Free Community College Trump Initiative—Apprenticeship Programmes Community Colleges: Unique Roles in Workforce and Career Education Changing Landscape: Community College Baccalaureate Degrees in Applied and Workforce Fields Examples of Community College Workforce Development Programmes Cuyahoga Community College—Ohio Alamo Colleges District—Texas Polk State College—Florida Concluding Thoughts References Higher Education in Vocational Institutions in Australia: What’s Going On? Introduction Competing in Two Markets Australia’s Federated Education Context Qualifications and Qualification Frameworks Provision of Higher Education in TAFEs in Changing Economic Conditions A Distinctive Curriculum? A Distinctive Pedagogy? Completion and Progression Public Data on Student Composition of Bachelor Degrees in TAFEs How Are Students Choosing Higher Education in TAFE Institutes? Motivations for Choosing a Bachelor Degree in TAFE Conclusion References Quebec cégeps as Models of Social and Curricular Adaptation Education Systems in Canada, the United States of America, and Europe General and Vocational Education in the ISCED Classification Comprehensiveness and Vocational Education in Quebec Structure of the College Vocational Training System Evolution of Enrolment in College-Level Programmes Internal Tensions: Comprehensiveness Under Fire External Tensions: The Tug of War for Advanced Professional Training Conclusion Appendix References Part III: Reflections on Systems and Higher Vocational Education A Typology of Tertiary Education Systems Introduction What Is Higher Vocational Education? Context Parts of the Typology Combinations of Types of Tertiary Education Australia Austria Canada Chile China Germany South Africa UK USA Some Patterns References Why Isn’t There More Higher Education in Colleges in Liberal Market Countries? Introduction Elite, Mass, and Universal Higher Education Systems The Three Periods of Expansion since World War II The Rationale for the Growth of Higher Education in Colleges Scale and Scope of Higher Education in Colleges The Hierarchical Structuring of the Higher Education Market How Market Policies Disadvantage Colleges Conclusion References Higher Vocational Education as a Work of Art Introduction Higher Education as a Cultural Good: Privileging Form Over Function Acquiring a Taste for Higher Education Field Autonomy: The Foundation for the Distinction of HE’s Form Conclusion References Index This book explores new and distinctive forms of higher vocational education across the globe, and asks how the sector is changing in response to the demands of the 21st century. These new forms of education respond to two key policy concerns: an emphasis on high skills as a means to achieve economic competitiveness, and the promise of open access for adults hitherto excluded from higher education. Examining a range of geographic contexts, the editors and contributors aim to address these contexts and highlight various similarities and differences in developments. They locate their analyses within the various political and socio-economic contexts, which can make particular reforms possible and achievable in one context and almost unthinkable in another. Ultimately, the book promotes a critical understanding of evolving provisions of higher vocational education, refusing assumptions that policy borrowing from apparently successful countries offers a straightforward model for others to adopt. Elizabeth Knight is a Research Fellow at the Centre for International Research on Education Systems within Victoria University, Australia. Ann-Marie Bathmaker is Professor of Vocational and Higher Education at the University of Birmingham, UK. Gavin Moodie is Adjunct Professor at the Department of Leadership, Higher, and Adult Education in the University of Toronto, Canada. Kevin Orr is Professor of Work and Learning and Associate Dean (Teaching and Learning) at the University of Huddersfield, UK. Susan Webb is Professor of Education at Monash University, Australia and was previously Professor of Continuing Education at the University of Sheffield, UK. Leesa Wheelahan is the William G. Davis Chair of Community College Leadership at the Ontario Institute for Studies in Education, University of Toronto