|The results of the
project INTEQUAL are presented in the INTEQUAL
REPORT I and II. They reveal the major features and functioning of
qualifications with a dual orientation towards employment and higher education
According to this criterion three groups of schemes have been distinguished:
A key question which has run through this investigation is the extent to which vocational and general education are or can be integrated. The curricula of the schemes provide for a variety of combinations involving vocational and general education, ranging from the additive to the integrative type of approach: (A) separate general/theoretical subjects, (B) vocational application of general/theoretical subjects, (C) education and training related to transferable skills and (D) action-orientated education and training (projects). The evidence suggests that several ways of combining general and vocational education (A to D) are fairly independent of or easily adaptable to different categories of courses.
A more detailed examination of dual qualifications has focused on the following issues:
One important learning approach expected to generate integrated competencies centres on task-, problem- and project-based methods. More autonomy and responsibility to teachers and students for shaping the learning processes and their outcome, would bring the educational world (schools) closer to social life and the world of work.
Synoptic assessment is devoted to testing candidates' accumulated understanding of a subject (the vocational area) as a whole. Synoptic assessment could play a role in helping address a number of current assessment concerns. Assignments, tests and the portfolio could all have synoptic dimensions and encourage achievement of higher order skills.
The concern is how to increase prospects of progression to higher education while also maintaining an orientation towards the labour market as a fundamental aspect of a qualification with a dual orientation. The concluding comparison results in challenges for the schemes in both countries.
This investigation intends to determine to what extent dual qualifications influence the ultimate vocational career paths taken by graduates. The results of the comparative study reveal the potential of dual qualifications for enhancing the participants' educational and professional mobility.
It may be concluded that there is considerable opportunity for the exchange and transfer of experience across schemes and national systems. It is also evident that the schemes of dual qualification apply to and indeed create both innovative course structures or curricula and varying didactic approaches.
The results of this collaborative comparison are of significance for the qualitative advance of vocational education and training. They provide a stimulus for further discussion with specific target groups (policy makers, researchers and practitioners) and for carrying out pilot projects between partner countries.
|The multiplier-effect project DUOQUAL
is based on the LEONARDO Surveys and Analyses project INTEQUAL,
which investigated innovative schemes of qualifications at upper secondary
level with a dual orientation towards employment and higher education (dual
qualifications). In aiming at a significant multiplier effect in DUOQUAL,
the comparative analysis, so far representing seven schemes in Northern
and Western Europe, has been applied to a new (i.e. additional) group of
six countries, with a focus on partners from Central and Southern Europe.
The new national case studies analyse schemes of
dual qualification in the Czech Republic, Denmark, Finland, Greece, Italy
and Portugal. They follow the pattern of the previous project, concentrating
on five major points:
Parallel to this comparative investigation, the pattern of team work on selected topics applied in the project INTEQUAL has been extended to the new countries. The new topics are the following:
In a final roundtable discussion, the partners assess their schemes of dual qualification according to three criteria which are relevant for the quality of vocational education and its standing vis-à-vis general education: providing personal competence and facilitating mobility both in the education system and the labour market. In the national conclusions and the lessons of mutual learning the partnership arrives at an altogether positive assessment, from national perspective, of the quality and standing of dual qualifications. This assessment largely corresponds to the outcome of the comparative analysis in the DUOQUAL Survey. The results from the roundtable discussion also confirm the conclusion drawn in the INTEQUAL project that there is considerable opportunity for the exchange and transfer of experience across schemes and national systems.
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First set up 23/08/1998
Latest update: 29/07/2000
Contact: Sabine Manning