Titlebook: Non-University Higher Education in Europe; James S. Taylor,José Brites Ferreira,Rui Santiago Book 2008 Springer Science+Business Media B.V

Cacophonous

Questioning the Binary Divide: Non-University Higher Education in Flanders (Belgium),vide into question. Although the first few steps in this process had already been taken in the College Decree in 1994, this process was more stimulated by the Bologna Process. Bologna, after all, stressed the internationalisation of higher education with its consequences for the structure of the cur

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Polytechnics in Finnish Higher Education,ed over 200 vocational institutions to form 32 polytechnics. They are in transition also because of the challenges stemming from new national legislation and the Bologna Process. The aim of this study is to describe the characteristics of Finnish polytechnics and analyse their development from the p

SPER

German Fachhochschulen: Towards the End of a Success Story?,ion institutions beside the existing universities. This was the consequence of a long-lasting debate about the best possible response to the rising student enrolment quotas most countries experienced since about the 1960s. This debate absorbed views widespread in the U.S. that diversification of hig

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acrobat

Shifting Boundaries in Higher Education: Dutch Hogescholen on the Move,of the Portuguese polytechnics: the . or HBO-institutions (HBO is the Dutch acronym for higher professional education). The contribution is divided in two sections: “the state of the art” and “reflections”. The structure is as follows: In the state of the art section, first the general structure of

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Dawdle

The Polytechnic Higher Education Sector in Portugal,ntion in the educational political agenda and it seems reasonable to expect this will continue in the coming years..Higher education (HE) in Portugal is a binary system, organized into universities and polytechnic institutes. From the time of the creation of a binary system in 1973 until today, many

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The Non-University Sector in the Spanish System of Higher Education, characteristics of higher education in Spain, it might be useful to start by providing some remarks on the general system of education, particularly the role of universities within the overall framework..Education policies in European countries have undergone substantial changes over the last 20 ye

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Higher Education Outside the Universities: The UK Case,in waiting’. But most will not expect such promotion, even if the criteria for university status continue to change. But before describing these institutions, it is necessary to set the context provided by history, both recent and ancient. The recent history concerns the ‘binary system’ of the 1970s

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Reframing the Non-University Sector in Europe: Convergence or Diversity?,on was assumed in the past to be of growing importance in the management of systems and institutions, and was considered as a positive dynamic (Amaral et al. 2006; Teichler 2002). Authors such as Stadtman (1980) presented diversity as a way to improve students’ choice, to democratise access, to bett