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• W2417371356 abstract "The European Journal of Education and its predecessor, Paedagogica Europaea, have frequently addressed the links between institutional patterns of the higher education system and the changing social and economic contexts of education. Though other documents provide accounts as well (OECD, 1973; Teichler, 1988; OECD, 1991; Gellert, 1993), there is no better source of documentation concerning that sector of higher education in Europe which was termed 'short-cycle higher education', 'non-university higher education' or 'alternatives to universities' in key policy documents. Polytechnics in Britain, Instituts Universitaires de Technologie (IUTs) in France and Fachhochschulen in Germany are examples of institutions emerging in Europe since the 1960s which were expected to serve professional preparation in a more direct manner than universities-or at least a substantial part of the disciplines accommodated at universities-tend to do. The British polytechnics were among the first alternatives to universities deliberately established as a response to the growing number of students aiming to enrol in postsecondary education. As Brosan (1972) points out, they came into being in the late 1960s to fill a social need which the universities were failing to meet either by accident or by design. Polytechnics broke the monopoly of degree-granting powers of the universities and challenged their conception of knowledge for its own sake. He notes, however, that polytechnics had difficulties in developing a coherent institution-wide educational philosophy. The polytechnics were not the only British postsecondary education institutions outside higher education. Changes in teacher training establishments during the 1970s and related curricular reforms had, as Eggleston (1975) showed, not only implications for the development of professional education in this area, but for tertiary education in general. The French IUTs were probably the most successful in terms of being fully established, attracting qualified students and quickly gaining recognition from employers. The high reputation of specialised professional training in France has obviously contributed to the success of IUTs within just one decade. This does not mean, however, that they do not face any problems. As Ratouly (1975) suggests, the status of IUT graduates in society, problems inherent to certain courses and the contradictory aspirations of students remained issues of concern for some time. The Fachhochschulen were the subject of controversial debate as regards major" @default.
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• W2417371356 title "Higher Education and Fmployment" @default.
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