The implementation of work-based learning elements in tertiary
education programmes can be seen as a trend of recent years.
Different models and approaches have been developed. In the context
of a BIBB research project, examples from England, France, Ireland,
Norway, Austria and Poland were investigated, analysed and thus the
great variety of practice-oriented and practice-integrated
programmes revealed. Interviews with representatives from research,
education policy administration as well as with students, companies
and educational institutions provide an insight into the concrete
experience and appraisal of selected educational programmes. The
overall goal of the project and this publication was to contribute
to the greater visibility of vocational/professional education at
tertiary level and to facilitate a more critical debate about the
issue of increasing academisation.
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