The implementation of work-based learning elements in tertiary education
programmes can be seen as a trend of recent years. Different models and
approaches have been developed. In the context of a BIBB research
project, examples from England, France, Ireland, Norway, Austria and
Poland were investigated, analysed and thus the great variety of
practice-oriented and practice-integrated programmes revealed.
Interviews with representatives from research, education policy
administration as well as with students, companies and educational
institutions provide an insight into the concrete experience and
appraisal of selected educational programmes. The overall goal of the
project and this publication was to contribute to the greater visibility
of vocational/professional education at tertiary level and to facilitate
a more critical debate about the issue of increasing academisation.