Shifting tensions between Higher Education (HE) and Vocational Education and Training (VET) in France
| Shifting tensions between Higher Education (HE) and Vocational Education and Training (VET) in France |
Introduction
France is well-known for having one of the world’s best education systems, which most people expected the high standards and the strict teaching methods from. The education system in France, like much of the economy in France, is highly centralized. All schools follow broadly the same curriculum which is set by the government, and teachers are considered as civil servants. All in all France has an efficient education system with high standards throughout the different levels of education. If we look into or talk about Technical and Vocational Education and Training, we will be reminded by the French system of vocational education.
One globalization impact is the challenge for graduates to compete in the global market, which requires competency and skills at an international level. Therefore, many students from around the globe are hard for making decision on their study to labor market. To adapt to the global change, we have to prepare everything for global challenging such as ability or quality of knowledge and education in order to joint the world competition. The increasing of unemployment after graduated bachelor affects the relationship between HE (Higher Education) and VET (Vocational Education and Training). This issue also affects the student’s perception in deciding to continue their study whether they go on higher education or go to vocational education and training after graduate bachelor degree.
Thus, this article will aim at a theoretically well specified investigation of the changes in the shifting relationship between higher education (HE) and vocational education and training (VET) in France. In doing so, we analyze various dimensions of change in the relationship between HE and VET. This refers to the character of competition and cooperation between HE and VET, the hierarchy of certificates and organizational forms in the two organizational fields, as well as the differentiation of organizational forms (e.g. insituts universitaires de technologie in France,) and vocational educational institutions.
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