The Bologna Declaration signed in 1999 was an initiative to make European educational programmes comparable. The attempt to create the European Higher Education Area is one of the largest reform projects ever in higher education. Today the Bologna and Lisbon Processes (signed 2000) have triggered a chain of national-level reforms and initiated a new entanglement of vocational and higher education. Traditional distinctions between vocational, general and higher education are blurring. Vertical permeability means that all learners, irrespective of whether they are educated in vocational or academic programmes, have the opportunity to continue their studies in academic programmes at the tertiary level (Spöttl 2013, 456). Permeability in education and training is mainly being discussed under the vertical aspect, but the understanding of permeability is broad and also refers to the social mobility and learner transfer within different educational programmes and pathways. Furthermore, the demand of permeability goes along with the intention of more equality of educational opportunities regardless of one’s social background. The specific national approaches and strategies for recognition and validation of prior learning are based on understandings of permeability that have evolved over time. An outstanding situation can be found in France. The “Validation des Acquis de l‘Expérience” (2002) means a judicial claim of validation of prior learning. This demand is obligatory for all institutions of education. Nevertheless remains the question of the scope each educational institution has doing the implementation. Enabling and encouraging formal access to education or training, at any level, is important, but it is only one step. Beyond formal treatments there is to consider the question of social permeability

The symposium discusses different strategies to handle the pathways between the different educational systems:

• Compatibility of curricula in vocational education and in higher education: What implies the introduction of competence based occupational standards for the curriculum design of bachelor and master-degree studies in engineering? In relation to this strategy will be presented results from two European projects i.e. EQUAL-CLASS (Engineers qualified in higher non-university VET institutions) and Be-Twin II (Building Bridges and overcoming differencens).

• Different learning behaviour of the target groups (skilled workers, high school graduates etc.): Is there a need to introduce a new form of learning competencies in academic study programmes? What are the challenges for a qualification offered at the interface between VET and HE?

• Acceptance of formally, non-formally and informally acquired learning outcomes at the transition between different educational systems: the specific national approaches and strategies for recognition and validation of prior learning are based on understandings of permeability that have evolved over time. An outstanding situation can be observed  in France. The “Validation des Acquis de l‘Expérience” (2002) means a judicial claim of validation of prior learning. Nevertheless it remains the question: how do different educational institutions implement validation of prior learning? In relation to this strategy will be mentioned relevant experiences made within the Valbuk project ‘Valuing Learning, Building Qualifications’.

The symposium refers to theoretical studies and empirical based research and discusses the perspectives of France, Austria, Lithuania and Germany. Permeability between vocational education and training and higher education is viewed as a key to enhancing social mobility.

Literatur

Cedefop (2010): Learning outcomes approaches in VET curricula. Research paper No.6, Luxembourg. http://www.cedefop.europa.eu/EN/Files/5506_en.pdf

Cedefop (2012): Trends in VET policy in Europe 2010-12. Progress towards the Brugge communiqué. Working Paper No. 16. Luxembourg. http://www.cedefop.europa.eu/EN/Files/6116_en.pdf

Cedefop (2012a): From education to working life. Luxembourg. http://www.cedefop.europa.eu/EN/publications/20448.aspx

Cedefop (2013): Benefits of vocational education and training in Europe for people, organisations and countries. Luxembourg. http://www.cedefop.europa.eu/EN/publications/21465.aspx