Biennale 5
logo INRP (3488 octets)

Reflections on Reforms of Vocational Education in Some European Countries: Leonardo da Vinci Project "Sharpening Post-16 Education Strategies" by Horizontal and Vertical Networking (SPES-NET)

Auteur(s) : STENSTRÖM Marja-Leena

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Thème : La professionnalisation des enseignants et des éducateurs
Groupe thématique : Professionnalisation des enseignants à partir de l'analyse des pratiques et des dispositifs
Mots clés : reform strategies, school reform, Europe

bull2.gif (117 octets)   Aims of the Project
bull2.gif (117 octets)  The Leonardo project SPES-NET is a dissemination project of the Post-16 Education Strategies project, carried out in 1996-1997 under the coordination of Dr Johanna Lasonen, who also originally launched the SPES-NET project. The project, funded by the European Commission, the Finnish Ministry of Education and the project partners, will run from 8 December 1997 to 7 April 2000. The partnership brings together 14 institutions from all over Europe.
bull2.gif (117 octets)  The aim of the SPES-NET project is to disseminate the findings of the Post-16 Strategies project at both national and international level. In addition, a central aim of the current project is to improve the status of vocational education in different European countries by means of a range of reform strategies. An important challenge to its dissemination activities is how to link learning in work placements with learning in educational settings.
bull2.gif (117 octets)  Methods
bull2.gif (117 octets)  The Post-16 Strategies project was chiefly concerned with the four post-16 education strategies (vocational enhancement, mutual enrichment, linkages and unification) identified by it and by the school reform schemes connected with them. The four strategies for promoting parity of esteem between vocational and academic/general education were seen as tools for analysing the differences and similarities between the reform approaches adopted in the eight European countries involved (Lasonen, 1996; Lasonen 1999; Lasonen & Young, 1998).
bull2.gif (117 octets)  The question facing the SPES-NET project has been if the four post-16 education strategies are still relevant to the new partners. The challenge is reassessing the strategies adopted in and classifying the educational systems of the partner countries, systems that represent different parts of Europe and stem from different processes of political and educational history.
bull2.gif (117 octets)  Outcomes
bull2.gif (117 octets)  An analysis of the new partners'reforms indicated that it is not easy to classify their educational systems in terms of the four post-16 education strategies. Such an analysis is particularly difficult in those countries which are undergoing structural and political changes, such as Estonia and Hungary, and in countries like Estonia and Greece, where vocational secondary education is not well developed (Stenström, 1999).
bull2.gif (117 octets)  A further analysis and the experience of the new partners have made it clear that the project must define reform strategies in a more precise manner, distinguishing between the different sub-strategies that might involve different implications for improving vocational education.