aim of the project was to conduct transnational research leading to the
identification of new occupational profiles for vocational education and
training (VET) professional, for trainers, planners and managers of VET
in Europe, and to the establishment of new curricula and education and
training programmes for those professionals... A central theme of the EUROPROF
project is that one way to implement more fully a transformation in the
role of VET professionals is through seeking to generate a 'community of
practice' among VET researcher and developers, practitioners and policy
makers." (Brown, 1997c, p. 1, 2).
issues concerned the project design and methodology:
international projects in vocational education and training have tended
to work with a comparative methodology, through an examination of
the different national systems for VET. Rather than following this approach
EUROPROF adopted a more collaborative or co-operative research style,
through both building trasnational teams to focus on common research questions,
and through a process of mutual learning based on national research. The
aim is not to transfer features from one national system to another, but
rather to use the analysis of different national systems as a springboard
for the development of new ideas and innovations...
second methodological issue relates to the question of different national
cultures and traditions... A European qualification implies a degree of
conformity in terms of recognition, curriculum, organisation and pedagogy.
At the same time it is necessary to respect and capitalise on different
traditions of education in the different countries and on the different
regional and national economic needs such education programmes will address..."
(Attwell, 1997, p. 4)
project was constructed around cornerstones
for development. The partners produced a curriculum framework outlining
the structure and content of a new masters (MA) Degree qualification (Attwell,
1997, p. 9). (Brown, 1997c, p. 2)
joint cornerstone statements served as a basis for developing common meaning
and common points of orientation for curriculum development that may take
place in different circumstances (Kämäräinen, 2001).
the EUROPROF project didn't understand itself primarily as a comparative
research project but as a collaborative research project, the project didn't
have similar criteria for reflecting cross-cultural learning as [INTEQUAL/
DUOQUAL and POST-16 STRATEGIES/ SPES-NET]. Thus, for the EUROPROF project
the task to promote cross-cultural learning didn't manifest itself as a
reflection on possible lessons to learn from other countries' policy
developments or from curricular schemes. Instead, the focus on cross-cultural
learning was directed towards working with shared ideas and innovation
on a common platform. However, in this respect the EUROPROF project had
difficulties to reflect the actual possibility of different national partners
to promote the ideas that were analysed in the EUROPROF project. Thus,
the project had difficulties in developing a differentiated strategy that
would take into account the different preconditions for implementation."