In many countries, technical and vocational education and training (TVET) has a poorer reputation and is seen as significantly less attractive than higher education. In historical terms, in many countries the relationship between general and higher education on the one hand and TVET on the other can be seen as each side separating itself from the other. Each of the two education sectors pursues its own logic. The exclusive nature of higher education leading to a university degree for a small, privileged section of society has always contrasted with pragmatic TVET. The importance of the school leaving certificate that entitled the holder to enter university was inflated such that it became seen as a reflection of an educated person, while TVET was associated with practical skills and suffered a lower status.

Numerous approaches have been emerging in the area where TVET meets higher education. These concepts have not done away with the segmentation, but they can create new perspectives for putting the relationship between the two sectors on a new footing. The approaches represent a wide spectrum of options from creating new permeability between the two sectors and making it possible to transfer credits gained in one to the other, to the development of entire education courses that link TVET and higher education comprehensively (Wolter 2019).

The contours between the two education sectors are blurring. Vocational schools for instance are moving into the territory that was formerly the exclusive preserve of higher education institutions, while universities of applied sciences and even some universities are devising advanced TVET courses for the market, and competing with advanced TVET institutions (Dunkel/Le Mouillour 2013). In some European countries, these trends towards convergence are even more marked with universities offering advanced vocational courses, in some cases leading to well established qualifications (e.g. Executive MBAs) or even offering a vocational Ph.D. (Dunkel/Le Mouillour 2013). But also, in some countries hybrid institutions emerge. Observations in various countries indicate that new convergences and linkages are emerging between the sectors in countries with very different education structures.

The characteristics of TVET and higher education, and the borders and overlaps between the two have developed in very different ways if we compare nations. At the same time we can see a honing and differentiation of new borders being drawn and new linkages being created between TVET and higher education (see for instance Frommberger/Schmees 2021). This is the background to our question – to what extent could the status quo of this trend been analysed systematically and what objectives are pursued against the background of differing starting points? On the basis of the result this conceptual paper points out consequences for development cooperation.

We follow Euler’s approach of an area of convergence emerges between higher education and TVET (EULER 2021) to differentiate between the two education sectors outlined above, and the resulting emergence of an area of intersection or convergence. This approach shows that on the higher education side a modern version of the historic, traditional research-oriented university persists, while parallel to this, in some disciplines and faculties, higher education institutions with a stronger vocational orientation are emerging. This type of higher education tends to overlap to a significant extent in terms of goals and curriculum structure with the ‘exclusive’ end of the TVET spectrum where we find primarily training occupations in which the vast majority of trainees actually hold university entrance qualifications.

To investigate the variety of forms in different countries, we use heuristics that encompass the objectives, organizational, programme and systems dimensions. The heuristics are based on the results of an expert workshop. The objectives dimension reflects the needs of society in terms of the permeability of education systems. Combining TVET and higher education in different ways can build bridges, allowing individuals with vocational qualifications to access higher education. Another factor closely linked to this dimension are new access routes so that socially disadvantaged groups can benefit from higher education. Conversely, higher TVET can unlock new prospects for school leavers completing their education at general schools. The systems dimension sets out the framework within which the education system in a society operates and within which the other dimensions develop. The different forms of linking TVET and higher education set out here are thus part of an existing education system that may provide for greater or lesser permeability. In terms of the linkages between TVET and higher education, the organisational dimension looks at the education facilities offering hybrid courses. The courses may be offered by existing TVET and/or university facilities. We can also observe that organisations are broadening their profile significantly, and that part of this involves offering hybrid courses. Last, but not least, new (hybrid) education organisations can be established, that combine TVET and higher education. The programme dimension looks at the specific form of hybrid education courses that straddle TVET and higher education. Existing TVET offerings can be supplemented by elements of general education or higher education. This aspect is particularly relevant for the permeability of education systems, that enables individuals to move up the ladder from one sub-section of the education system to another. It is also possible to incorporate relevant occupational elements in a university degree course (DEISSINGER 2015; DEISSINGER/OTT 2016); these elements can be integrated parallel to the regular course or can be sequenced. Firstly, the heuristics provide a structure to describe the status quo in a given country in terms of the links between TVET and higher education. Secondly the heuristics enable to compare it with other systems. We take case studies from China and the Palestinian territories to categorise forms of linkages between TVET and higher education. The study is based on the analysis of documents in the selected countries, including government reports, recommendations, regulations and requirements, but also research studies (MORGAN 2022).

The findings are summarised as a conceptual paper and will be presented at the conference. Brief insights are given in the proposal. In China, the permeability between the pillars of the secondary and tertiary level TVET system is regulated by the entrance examinations. China’s ‘modern’ TVET system includes a university entrance examination for tertiary level TVET alongside the central university entrance examination, thus giving graduates of the vocational upper secondary schools access to academic TVET. Against this backdrop, there can be seen to have been an improvement in permeability within the TVET system between upper secondary and tertiary levels. In the case of Palestinian territories, the Al-Quds University can be taken as an example of a step-by-step-way to integrate practice-oriented dual studies into existing university structures. Institutions in all education sectors, the private sector and development cooperation are striving to achieve a stronger linkage between education programmes and practice in response to the needs of society. Establishing this link between education and practice is a higher priority than establishing stronger links between TVET and higher education. The permeability between different levels of education does not appear to be the most urgent problem in the Palestinian territories, in view of the already high rate of academisation. As the two case studies demonstrate, an awareness is developing in individual countries that linking these two sectors of the education system can bring benefits. (The lack of) permeability does not appear to be the most urgent problem: it is more important to make all forms of education and training more practically relevant. In development cooperation there have to date been few pilot projects that have developed, tested and evaluated closer links between TVET and higher education. Initial ideas regarding the expansion of initiatives in development cooperation will be given in the presentation.

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