Modularisation approaches in Initial Vocational Education: evidence for policy convergence in Europe?

Abstract

One response to challenges of national vocational training systems has been a move towards greater flexibility within vocational training systems. This article focuses on an investigation of modularisation as a tool for achieving this flexibility. Many European countries have introduced modular forms into their vocational training system. We investigate whether the global trends set out are producing policy convergence in modularisation in differing countries. This study selects seven European countries to make a detailed analysis and entailed an analysis of each country’s Initial Vocational Education and Training programmes. The methodology involved both primary and secondary data collection. The findings demonstrate policy convergence that can be attributed to similar challenges at national level. Modularisation in some countries takes a ‘radical’ form. Other countries have followed a mixed approach. It is clear that no two countries have adopted the same form of modularisation, although some countries have cited common challenges in the modularisation process.

Keywords:

• VET and development
• comparative VET
• policy issues
• Vocational Education and Training
• standards

Notes

1. The research results published here are partially based on the research project we realised for Cedefop and published in Cedefop (2015a).

2. Like all typologies, the one used here is oversimplified and is intended to give a direction of travel rather than a precise destination (Pilz 2016).

3. This statement was valid during the time of data collection before 2015. After 2015, the Regulated Qualifications Framework has replaced the Qualifications and Credit Framework (for details see Ofqual 2015).