By James S. Taylor, José Brites Ferreira, Maria de Lourdes Machado, Rui Santiago
ISBN-10: 1402083343
ISBN-13: 9781402083341
ISBN-10: 1402083351
ISBN-13: 9781402083358
This e-book represents the first-of-its-kind entire dialogue of the non-university better schooling quarter in Europe. greater schooling through the international is dealing with speedy switch. regardless of the big consciousness dedicated to that truth, this quantity fills an incredible void. It describes and gives severe comparisons among the structures in 10 ecu international locations. The e-book brings jointly the taking into account prime students at the non-university sectors in Austria, Belgium, Finland, Germany, eire, the Netherlands, Norway, Portugal, Spain, and the uk, with a bankruptcy dedicated to each one state. nationwide case reviews are provided for the non-university zone in those nations that tackle matters similar to historic advancements, coverage alterations, governance buildings, degrees of institutional autonomy and destiny traits. The editors provide a serious comparative research of the structures in those nations via a probing investigate the way forward for the non-university quarter in Europe. The booklet is key examining if you happen to desire a entire, well timed and in-depth knowing of the ecu non-university zone. it is going to be informative to somebody thinking about procedure or institutional governance, in addition to these pursuing learn. it may be a reference in each institutional library.
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Extra info for Non-University Higher Education in Europe (Higher Education Dynamics)
Example text
When it was decided to establish a new sector in higher education, the Coalition Government declared that the new sector should also enrol graduates from apprenticeship training. Therefore, for Fachhochschule courses, a more open access policy than for universities was laid down by law. The main route to universities is via graduation from a higher secondary school. An alternative entrance procedure is to pass an examination qualifying for a specific field of study only. The FHStG, in contrast, provides that a prerequisite for access to a course is either graduation from a higher secondary school or vocational qualification (apprenticeship training) relevant for the course the candidate intends to enter.
In 2003, 63% of the Fachhochschule students studied in the province of their origin. In this respect the Fachhochschule sector differs less from the university sector than one might expect. 6 Degrees and Diplomas In 1993, when the Fachschule sector was established, graduates from courses at universities were awarded either the degree of Magister or Diplom-Ingenieur, depending on their subject area. The FHStG was, on the one hand, inspired by the minimal study duration of the Directive 48/89 EEC and the gradually emerging European Higher Education Area.
However, the individual Fachhochschule institutions vary with regard to the main employers of their part-time teachers. 4 Changes in Policies and the Governance of Higher Education over the Last Ten Years For more than a decade now Austrian higher education has been under constant reform. This makes it almost impossible to give a separate account of the system as it is and the changes in policies and structure. Sections 2 and 3 have already given an overview of the changes that have taken place in Austrian higher education.