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Training students for new jobs: The role of technical and vocational higher education and implications for science policy in Portugal

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  • Hasanefendic, Sandra
  • Heitor, Manuel
  • Horta, Hugo

Abstract

This article contextualizes the role of technical and vocational higher education in training the labour force and derives significant implications for science policy in Portugal. A cross-national comparative case study in Southern (Portugal), and Western (Netherlands and Germany) Europe, suggested that technical and vocational higher education is building distinct learning profiles in terms of new intermediary institutions promoting problem-based learning together with the implementation of short-term project-oriented research. Learning and training practises are increasingly research-based and, above all, inclusive of social and economic partners via formal and, most of the time, informal collaborative mechanisms. These practises may be economy- or policy-driven but occur as an opportunity for strategic action at organizational and content levels. For the Portuguese case, our analysis suggests that emphasizing short-term project-oriented research in short-cycle education may strengthen the institutional credibility of Portuguese technical and vocational higher education by engaging local external actors in training the labour force. In addition, it may help to stimulate the necessary institutional and programmatic diversification of higher education.

Suggested Citation

  • Hasanefendic, Sandra & Heitor, Manuel & Horta, Hugo, 2016. "Training students for new jobs: The role of technical and vocational higher education and implications for science policy in Portugal," Technological Forecasting and Social Change, Elsevier, vol. 113(PB), pages 328-340.
    • Handle: RePEc:eee:tefoso:v:113:y:2016:i:pb:p:328-340
    DOI: 10.1016/j.techfore.2015.12.005
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    References listed on IDEAS

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    1. Pedro Conceição & Manuel V Heitor, 1999. "On the role of the university in the knowledge economy," Science and Public Policy, Oxford University Press, vol. 26(1), pages 37-51, February.
    2. Sabine Hoidn & Kiira Kärkkäinen, 2014. "Promoting Skills for Innovation in Higher Education: A Literature Review on the Effectiveness of Problem-based Learning and of Teaching Behaviours," OECD Education Working Papers 100, OECD Publishing.
    3. Nola Hewitt-Dundas, 2013. "The role of proximity in university-business cooperation for innovation," The Journal of Technology Transfer, Springer, vol. 38(2), pages 93-115, April.
    4. Bart van Ark & Mary O'Mahoney & Marcel P. Timmer, 2008. "The Productivity Gap between Europe and the United States: Trends and Causes," Journal of Economic Perspectives, American Economic Association, vol. 22(1), pages 25-44, Winter.
    5. repec:hal:journl:hal-02419865 is not listed on IDEAS
    6. Elias, Peter & McKnight, Abigail, 2001. "Skill Measurement in Official Statistics: Recent Developments in the UK and the Rest of Europe," Oxford Economic Papers, Oxford University Press, vol. 53(3), pages 508-540, July.
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    Cited by:

    1. Thomas Neukirchen & Matthias Klumpp, 2018. "Logistics Education and Behavioral Training Decisions, Time Distortion, and the Prae Ante View," Logistics, MDPI, vol. 2(4), pages 1-16, October.
    2. Mori, Junichi & Stroud, Dean, 2021. "Skills policy for growth and development: The merits of local approaches in Vietnam," International Journal of Educational Development, Elsevier, vol. 83(C).
    3. Balzhan Orazbayeva & Carolin Plewa & Todd Davey & Victoria Galán-Muros, 2019. "The future of University-Business Cooperation: research and practice priorities," Post-Print hal-02880384, HAL.

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