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Strategies for Reforming Workforce Preparation Programs in Europe

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Title: Strategies for Reforming Workforce Preparation Programs in Europe
Language: English
Authors: Stenstrom, Marja-Leena, Lasonen, Johanna
Source: Journal of Technology Studies. Sum 2004 30(3):38-43.
Availability: Epsilon Pi Tau. International Office, Technology Building, Bowling Green State University, Bowling Green, OH 43403-0296. Tel: 419-372-2425; Fax: 419-372-9502; e-mail: ept@bgsu.edu; Web site: http://eptglobal.org
Peer Reviewed: Y
Page Count: 6
Publication Date: 2004
Document Type: Journal Articles
Reports - Descriptive
Education Level: Postsecondary Education
Descriptors: General Education, Foreign Countries, Vocational Education, Educational Strategies, Labor Force Development, Program Descriptions, Training Methods, Training Objectives, Partnerships in Education, Educational Change, Reflection, Alignment (Education), Unified Studies Curriculum
Geographic Terms: Austria, Finland, France, Germany, Norway, Sweden, United Kingdom (England), United Kingdom (Scotland)
ISSN: 1071-6084
Abstract: The Post-16 Strategies project coordinated by Dr. Johanna Lasonen from 1996 to 1998 was chiefly concerned with four post-16 education strategies: (1) "vocational enhancement"; (2) "mutual enrichment"; (3) "linkages;" and (4) "unification." These four strategies to promote parity of esteem between vocational and academic/general education were also seen as tools for analyzing the differences and similarities between the reform approaches adopted in the eight European countries (Austria, England, Finland, France, Germany, Norway, Scotland, and Sweden) associated with the first project. The first three strategies aim to maintain a separate identity for vocational and general education. By contrast, the fourth strategy seeks to combine them into a uniform upper secondary education system. SPES-NET (Sharpening Post-16 Education Strategies by Horizontal and Vertical Networking) known as the Leonardo da Vinci project, continued the work of the Post-16 Strategies project. The authors also launched the SPES-NET project that was funded by the European Commission, the Finnish Ministry of Education, and the project partners, and that ran from 1997 to 2000. This article describes the SPES-NET project and presents reflections on Post-16 education strategies. (Contains 2 tables.)
Abstractor: ERIC
Number of References: 9
Entry Date: 2010
Accession Number: EJ905141
Database: ERIC
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  Data: Strategies for Reforming Workforce Preparation Programs in Europe
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  Data: Epsilon Pi Tau. International Office, Technology Building, Bowling Green State University, Bowling Green, OH 43403-0296. Tel: 419-372-2425; Fax: 419-372-9502; e-mail: ept@bgsu.edu; Web site: http://eptglobal.org
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  Data: <searchLink fieldCode="DE" term="%22Austria%22">Austria</searchLink><br /><searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink><br /><searchLink fieldCode="DE" term="%22France%22">France</searchLink><br /><searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink><br /><searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink><br /><searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28Scotland%29%22">United Kingdom (Scotland)</searchLink>
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  Data: The Post-16 Strategies project coordinated by Dr. Johanna Lasonen from 1996 to 1998 was chiefly concerned with four post-16 education strategies: (1) "vocational enhancement"; (2) "mutual enrichment"; (3) "linkages;" and (4) "unification." These four strategies to promote parity of esteem between vocational and academic/general education were also seen as tools for analyzing the differences and similarities between the reform approaches adopted in the eight European countries (Austria, England, Finland, France, Germany, Norway, Scotland, and Sweden) associated with the first project. The first three strategies aim to maintain a separate identity for vocational and general education. By contrast, the fourth strategy seeks to combine them into a uniform upper secondary education system. SPES-NET (Sharpening Post-16 Education Strategies by Horizontal and Vertical Networking) known as the Leonardo da Vinci project, continued the work of the Post-16 Strategies project. The authors also launched the SPES-NET project that was funded by the European Commission, the Finnish Ministry of Education, and the project partners, and that ran from 1997 to 2000. This article describes the SPES-NET project and presents reflections on Post-16 education strategies. (Contains 2 tables.)
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      – Text: English
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        StartPage: 38
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      – SubjectFull: General Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Vocational Education
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      – SubjectFull: Labor Force Development
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