Vertical permeability between vocational and higher education: a case study of a Qatar technical institute's role in facilitating transition to higher education for trades students

Education sectors worldwide have been pressed to re-evaluate admission and credit transfer policies to enhance higher education (HE) qualifications access and career mobility. This study presents the case of a technical institute's re-development of its vocational programme to facilitate academ...

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Bibliographic Details
Published in:International Journal of Training Research 2017-09, Vol.15 (3), p.204-213
Main Author: Gamar, Samah Abdulhafid
Format: Article
Language:English
Subjects:
articulation
Articulation (Education)
Case Studies
College Credits
College Programs
College Transfer Students
Community colleges
Councils
Documentation
education
Educational Change
Educational Development
Educational Quality
Engineering
Experiential Learning
Foreign Countries
Health sciences
Higher Education
Information technology
Labor market
Learning
Lifelong Learning
MENA Region
pathways
Permeability
Pilot Projects
Qatar
Qualifications
reform
Students
Technical Institutes
Trade and Industrial Education
trades
Training
Transfer Policy
transfer/transferability
TVET
Vocational Education
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Summary:Education sectors worldwide have been pressed to re-evaluate admission and credit transfer policies to enhance higher education (HE) qualifications access and career mobility. This study presents the case of a technical institute's re-development of its vocational programme to facilitate academic credit transfer and establish accessible, efficient pathways to further and HE. It considers political and operational dimensions of this in an institution within the Middle East and North Africa region - where, as in many countries, technical vocational education and training (TVET) has been historically and culturally stigmatized. This analysis reveals that the TVET-HE divide can be bridged, and lifelong learning avenues promoted, through institutional policy and procedural reforms that transcend variant education and training delivery models to account for acquired competence. Opportunities for credential advancement and career mobility can be strategically broadened when mechanisms for the recognition and transference of learning acquired in vocational programmes are in place.
ISSN:1448-0220
2204-0544
1464-5319
DOI:10.1080/14480220.2017.1374665