Session 1 - Vocational Education and Training: basics for teaching and research in Vocational Education and Training at universities

This session highlights the basics of Vocational Education and Training (VET). Each university has its own characteristics. The contributions seek to encourage various forms of VET. Challenges for universities and other institutions are emphasised. The contributions help draw conclusions for the Further structuring of VET in Sub-Saharan Africa. Other country-specific articles from the session concentrate on the characteristics and orientation of VET systems, thereby helping create an overall picture of the status of VET in all participating countries. The participants endeavored to analyze the current situation of VET in Sub-Saharan Africa by exploring the character and individual design of the current VET systems in the participating countries

Austrian teachers’ understanding and teaching of historical culture: challenges for the implementation of curriculum reforms in Austria

In Austria, there have been repeated reforms of history curricula in recent years. In particular, these reforms have had the goal of implementing competence orientation. However, numerous research studies have shown that history teachers find it difficult to implement the new standards and that they only partially incorporate the central theoretical principles of the curricula into their teaching practice. In addition, the new specifications have not been fully incorporated into textbooks. This article focuses specifically on the inclusion of historical representations in the classroom, and on the opinions of history teachers in relation to this. Since Austrian curricula are committed to a critical approach towards historical culture, in addition to a source-based approach, the inclusion of historical representations is necessary in order to meet state requirements. However, based on 85 qualitative interviews with Austrian history teachers, it is evident that these teachers are only partially familiar with the theories of history didactics. Many history teachers are not informed about the technical terms used in the curricula, and when manifestations of historical culture are considered in history lessons, they are rarely critically examined

Higher education systems and industrial innovation : January 1998 to 31 May 2001

Co-ordinator of project SESI : Eric Verdier - LEST (France). Partners : Alice Lam - CBS (United Kingdom) ; Christoph Buechtemann – CRIS (Germany) ; Helena Lopes - DINAMIA (Portugal) ; Lorenz Lassnigg - IHS (Austria) ; Jean-Michel Plassard - LIRHE (France)132 p.The objective of the research was to gather empirical evidence about efficient ways of organising the linkages and interfaces between higher education institutions (including research units) and private sector firms in order to spur industrial innovation. One of the project's principal aims was to combine two dimensions which are often considered separately : firstly, the construction of the competences and the professionalities of the actors involved in innovation, and, secondly, transfers of knowledge from higher education to firms and vice versa. Five European countries (Austria, France, Germany, Portugal, UK) were selected in order to provide, at least by way of an initial hypothesis, national systems that were sufficiently disparate from the point of view of the resources "offered" to companies, be it in terms of institutions, organisations or actors. It was essential to include the United States. Indeed, the relations between higher education and companies which have evolved in that country are undoubtedly an international point of reference Three sectors were chosen in each country as being representative of the new challenges emerging for the relationship between higher education and industry in key sectors where generic technologies are tending to develop, albeit in different ways. The investigations within more than 40 firms form the empirical basis of this project. The main results could be summarized as follows :1.The type of skills and competence profiles required of R&D workers are now more demanding in multiple dimensions, particularly in the combination of technical disciplinary expertise with a broad range of business, management and social skills. Emerging evidence suggests that firms are developing 'extended internal labour markets' (EILMs ) through closer links with key universities. The social networks embedded in such EILMs facilitate training and rapid transmission of evolving (uncodified) knowledge. 2. The sample of multinational firms we have selected enables us to take stock of the moves towards industrial rationalization taken by firms seeking to develop their technological globalization strategies by exploiting a diversity of cognitive resources. Preparation for the recruitment and integration of young graduates play crucial roles in the absorption of knowledge. 3. We found six coherent types of science industry relations that we describe precisely. These results further confirm the criticality of research agendas compatibility, favouring two different ways of collaborating associating an industrial partner and an academic one. 4. The analysis identifies four main types of intermediate actors : those actors who are the medium for an economic relationship between the firm and the HERS; the "gatekeepers", who work for a firm or a HERS ; the hybrid actors have been through the process of aligning the practices, rules and values of their "home" system (industry or academia) with those of their partner ; those who are involved in the trilateral network but are independent or on the road to being independent of the partners. 5. Labour-market entry of graduates is one of the factors which allows us to introduce all the signalling/human capital/network problematics and relate it to the emergence of an new form of labour market which combines the mechanisms of the internal and external markets. In spite of this diversity of practices, however, we maintain the hypothesis that it is possible to identify dominant forms of these relations which differ from one country to another. 6. Nevertheless the report insists on the increasing human capital mobility in high tech sectors and supply some evidence of an emerging European innovation systems. 7. Considering a US-Germany comparison, we infer that in IPR matters, German public research institutes – representative of the European continental situation - are facing a dilemma: they need to provide more pre-development type services for industry, involving stricter IPR claims from corporate partners and they also need to retain IPR in core areas of expertise in order to prevent a "bleeding out" and remain a partner for industry in the future.Finally the report provides different policy formulations and recommendations. We underline that for firms, the main objective is to resolve the problems posed by the transition from knowledge to competences. With an OLM of PhD level, the firms, especially very small ones, enable to have easier access to a suitably trained workforce. By promoting the circulation of knowledge, these markets help to reduce the previous conceptual gaps and to promote the creation of greater absorptive capacities at firms, as well as sustaining the spirit of mutual trust and reciprocity in which these networks were founded.At the national level, the lessons learned by public policy makers will be dealt with them in the generalfollowing order :- The United Kingdom, where the policies and regulations are typically market oriented is undergoing a process of specialization.- In France and Germany, where the relations between Science and Industry are facing fairly similar challenges, the scenario tends to alternated between radical change and a process of accommodation.- Austria and Portugal, which have rather different technological and industrial structures, but are both facing the special challenge of adapting the small scale national systems of innovation to the European Union and world-wide competition in general

Capacity development in agricultural research for development

This paper reviews the current policies and programmes of EIARD members in relation to capacity development and makes recommendations on future directions. The main issues and recommendations will be incorporated into a policy brief in which specific policy options or guidelines will be presented. The goal of EIARDs strategy is to reduce poverty (i.e. MDGs); to promote economic growth, food security, and sustainable management of natural resources in developing & emerging economy countries and to contribute to global development issues and knowledge generation. The purpose of this study on capacity development for ARD is to contribute to these objectives by carrying out a broad-scale mapping exercise of current capacity development programmes in EIARD member countries. It identifies some specific initiatives which illustrate different aspects of capacity development and which are representative for a range of different EIARD members. To this end also initiatives from EIARD countries which recently started to support programmes for capacity strengthening in ARD are included

Vocational Education and Training in Sub-Saharan Africa: Current Situation and Development

There is a rising demand for specialist workers in several countries of Sub-Saharan Africa (SSA). The area still lacks a consistent system of professional training and further education. The conference transcript comprises practical knowledge collected by the authors to depict the current state of professional training within the Sub-Saharan African countries. The paper also introduces the reader to concepts for the development of a professional training system and provides an overview of the strategies and plans of different countries and institutions. The included articles were written within the framework of a symposium on the status quo and the perspective of professional training and further education. This gathering took place in Namibia in August 2016 and brought together researchers and business actors from the Sub-Saharan states, Europe, Australia, and Asia.In einigen Ländern der südlichen Saharazone (SSA) steigt die Nachfrage nach Fachkräften. Ein durchgängiges System der beruflichen Aus- und Fortbildung ist in der Region noch nicht etabliert. In dem Tagungsband tragen die Autor:innen Praxiswissen zur Situation der beruflichen Bildung in den afrikanischen Subsahara-Staaten zusammen. Sie stellen Konzepte für die Entwicklung eines Systems zur beruflichen Ausbildung vor und geben einen Überblick über Strategien und Vorhaben verschiedener Länder und Institutionen. Die Beiträge entstanden im Rahmen eines Symposions zum Status quo und zur Perspektive der beruflichen Aus- und Fortbildung. Es fand im August 2016 in Namibia mit Teilnehmer:innen aus Wissenschaft und Praxis der Subsaharastaaten, Europa, Australien und Asien statt

Higher education systems and industrial innovation: Final report of contract n° SOE 1-1054 - Project n° 1297 funded under the Targeted Socio-economic research (TSER) Programme-directorate general Science, Research and Development - Directorate F European Commission

Co-ordinator of project SESI : Eric Verdier - LEST (France). Partners : Alice Lam - CBS (United Kingdom) ; Christoph Buechtemann – CRIS (Germany) ; Helena Lopes - DINAMIA (Portugal) ; Lorenz Lassnigg - IHS (Austria) ; Jean-Michel Plassard - LIRHE (France)356 p.The objective of the research was to gather empirical evidence about efficient ways of organising the linkages and interfaces between higher education institutions (including research units) and private sector firms in order to spur industrial innovation. One of the project's principal aims was to combine two dimensions which are often considered separately : firstly, the construction of the competences and the professionalities of the actors involved in innovation, and, secondly, transfers of knowledge from higher education to firms and vice versa. Five European countries (Austria, France, Germany, Portugal, UK) were selected in order to provide, at least by way of an initial hypothesis, national systems that were sufficiently disparate from the point of view of the resources "offered" to companies, be it in terms of institutions, organisations or actors. It was essential to include the United States. Indeed, the relations between higher education and companies which have evolved in that country are undoubtedly an international point of reference Three sectors were chosen in each country as being representative of the new challenges emerging for the relationship between higher education and industry in key sectors where generic technologies are tending to develop, albeit in different ways. The investigations within more than 40 firms form the empirical basis of this project. The main results could be summarized as follows :1.The type of skills and competence profiles required of R&D workers are now more demanding in multiple dimensions, particularly in the combination of technical disciplinary expertise with a broad range of business, management and social skills. Emerging evidence suggests that firms are developing 'extended internal labour markets' (EILMs ) through closer links with key universities. The social networks embedded in such EILMs facilitate training and rapid transmission of evolving (uncodified) knowledge. 2. The sample of multinational firms we have selected enables us to take stock of the moves towards industrial rationalization taken by firms seeking to develop their technological globalization strategies by exploiting a diversity of cognitive resources. Preparation for the recruitment and integration of young graduates play crucial roles in the absorption of knowledge. 3. We found six coherent types of science industry relations that we describe precisely. These results further confirm the criticality of research agendas compatibility, favouring two different ways of collaborating associating an industrial partner and an academic one. 4. The analysis identifies four main types of intermediate actors : those actors who are the medium for an economic relationship between the firm and the HERS; the "gatekeepers", who work for a firm or a HERS ; the hybrid actors have been through the process of aligning the practices, rules and values of their "home" system (industry or academia) with those of their partner ; those who are involved in the trilateral network but are independent or on the road to being independent of the partners. 5. Labour-market entry of graduates is one of the factors which allows us to introduce all the signalling/human capital/network problematics and relate it to the emergence of an new form of labour market which combines the mechanisms of the internal and external markets. In spite of this diversity of practices, however, we maintain the hypothesis that it is possible to identify dominant forms of these relations which differ from one country to another. 6. Nevertheless the report insists on the increasing human capital mobility in high tech sectors and supply some evidence of an emerging European innovation systems. 7. Considering a US-Germany comparison, we infer that in IPR matters, German public research institutes – representative of the European continental situation - are facing a dilemma: they need to provide more pre-development type services for industry, involving stricter IPR claims from corporate partners and they also need to retain IPR in core areas of expertise in order to prevent a "bleeding out" and remain a partner for industry in the future.Finally the report provides different policy formulations and recommendations. We underline that for firms, the main objective is to resolve the problems posed by the transition from knowledge to competences. With an OLM of PhD level, the firms, especially very small ones, enable to have easier access to a suitably trained workforce. By promoting the circulation of knowledge, these markets help to reduce the previous conceptual gaps and to promote the creation of greater absorptive capacities at firms, as well as sustaining the spirit of mutual trust and reciprocity in which these networks were founded.At the national level, the lessons learned by public policy makers will be dealt with them in the generalfollowing order :- The United Kingdom, where the policies and regulations are typically market oriented is undergoing a process of specialization.- In France and Germany, where the relations between Science and Industry are facing fairly similar challenges, the scenario tends to alternated between radical change and a process of accommodation.- Austria and Portugal, which have rather different technological and industrial structures, but are both facing the special challenge of adapting the small scale national systems of innovation to the European Union and world-wide competition in general

Higher education systems and industrial innovation: Final report of contract n° SOE 1-1054 - Project n° 1297 funded under the Targeted Socio-economic research (TSER) Programme-directorate general Science, Research and Development - Directorate F European Commission

Co-ordinator of project SESI : Eric Verdier - LEST (France). Partners : Alice Lam - CBS (United Kingdom) ; Christoph Buechtemann – CRIS (Germany) ; Helena Lopes - DINAMIA (Portugal) ; Lorenz Lassnigg - IHS (Austria) ; Jean-Michel Plassard - LIRHE (France)356 p.The objective of the research was to gather empirical evidence about efficient ways of organising the linkages and interfaces between higher education institutions (including research units) and private sector firms in order to spur industrial innovation. One of the project's principal aims was to combine two dimensions which are often considered separately : firstly, the construction of the competences and the professionalities of the actors involved in innovation, and, secondly, transfers of knowledge from higher education to firms and vice versa. Five European countries (Austria, France, Germany, Portugal, UK) were selected in order to provide, at least by way of an initial hypothesis, national systems that were sufficiently disparate from the point of view of the resources "offered" to companies, be it in terms of institutions, organisations or actors. It was essential to include the United States. Indeed, the relations between higher education and companies which have evolved in that country are undoubtedly an international point of reference Three sectors were chosen in each country as being representative of the new challenges emerging for the relationship between higher education and industry in key sectors where generic technologies are tending to develop, albeit in different ways. The investigations within more than 40 firms form the empirical basis of this project. The main results could be summarized as follows :1.The type of skills and competence profiles required of R&D workers are now more demanding in multiple dimensions, particularly in the combination of technical disciplinary expertise with a broad range of business, management and social skills. Emerging evidence suggests that firms are developing 'extended internal labour markets' (EILMs ) through closer links with key universities. The social networks embedded in such EILMs facilitate training and rapid transmission of evolving (uncodified) knowledge. 2. The sample of multinational firms we have selected enables us to take stock of the moves towards industrial rationalization taken by firms seeking to develop their technological globalization strategies by exploiting a diversity of cognitive resources. Preparation for the recruitment and integration of young graduates play crucial roles in the absorption of knowledge. 3. We found six coherent types of science industry relations that we describe precisely. These results further confirm the criticality of research agendas compatibility, favouring two different ways of collaborating associating an industrial partner and an academic one. 4. The analysis identifies four main types of intermediate actors : those actors who are the medium for an economic relationship between the firm and the HERS; the "gatekeepers", who work for a firm or a HERS ; the hybrid actors have been through the process of aligning the practices, rules and values of their "home" system (industry or academia) with those of their partner ; those who are involved in the trilateral network but are independent or on the road to being independent of the partners. 5. Labour-market entry of graduates is one of the factors which allows us to introduce all the signalling/human capital/network problematics and relate it to the emergence of an new form of labour market which combines the mechanisms of the internal and external markets. In spite of this diversity of practices, however, we maintain the hypothesis that it is possible to identify dominant forms of these relations which differ from one country to another. 6. Nevertheless the report insists on the increasing human capital mobility in high tech sectors and supply some evidence of an emerging European innovation systems. 7. Considering a US-Germany comparison, we infer that in IPR matters, German public research institutes – representative of the European continental situation - are facing a dilemma: they need to provide more pre-development type services for industry, involving stricter IPR claims from corporate partners and they also need to retain IPR in core areas of expertise in order to prevent a "bleeding out" and remain a partner for industry in the future.Finally the report provides different policy formulations and recommendations. We underline that for firms, the main objective is to resolve the problems posed by the transition from knowledge to competences. With an OLM of PhD level, the firms, especially very small ones, enable to have easier access to a suitably trained workforce. By promoting the circulation of knowledge, these markets help to reduce the previous conceptual gaps and to promote the creation of greater absorptive capacities at firms, as well as sustaining the spirit of mutual trust and reciprocity in which these networks were founded.At the national level, the lessons learned by public policy makers will be dealt with them in the generalfollowing order :- The United Kingdom, where the policies and regulations are typically market oriented is undergoing a process of specialization.- In France and Germany, where the relations between Science and Industry are facing fairly similar challenges, the scenario tends to alternated between radical change and a process of accommodation.- Austria and Portugal, which have rather different technological and industrial structures, but are both facing the special challenge of adapting the small scale national systems of innovation to the European Union and world-wide competition in general