Global Development

43
^ Memo of Understanding: Understanding on Education between the Government of the United States of America and the Government of Denmark, signed by U.S. Secretary of Education and Danish Minister of Education

44
^ Bertlesmann Foundation Publishers (1999) Vocational Education and Training of Tomorrow: Volume I. Gutersloh: Bertelsmann Foundation, p. 59.

45
^ Ministry of Education, Danish Youth Education: Problems and Achievements, A Report to OECD (Copenhagen: Danish Ministry of Education, 1994).

46
^ Hanne Shapiro. 2004. Denmark: The Upper Secondary Vocational Education and Training System: Background Report, Unpublished paper, Danish Technological Institute, January.

47
^ Hanne Shapiro, 2004.

48
^ CERI. 2003. Education at a Glance. Paris: Organization for Economic Cooperation and Development.

49
^ Ibid.

50
^ National Education Authority. 2000. Quality work in the Danish VET System, Unpublished paper, Ministry of Education, April.

51
^ The Danish Vocational Education and Training System, Copenhagen: National Education Authority, Danish Ministry of Education, Sept. 2005.

52
^ Danish Ministry of Education. 2005. Retention in Vocational Education in Denmark: A Best Practice Study. Copenhagen: Department for Vocational Education

53
^ Lars Kolind. 1994. ”The Knowledge Based Enterprise.” Employment and Growth in the Knowledge Based Economy, OECD Conference, Copenhagen, November.

54
^ Undervisningsministeriet (2003) Evaluering af kvaliteten i skolepraktikken”, Teknologisk Institut, Shapiro, Hanne, Søren Rønn, Signe mfl.

Undervisningsministerier (2003) ”Efaringsopsamling på den særlige praktikpladsindsats”Teknologisk Institut, Shapiro, Hanne, Sørensen Rønn, Signe m.fl.

55
^ Public School Forum. 2004. Learning from Denmark. Raleigh, NC: NC Center for International Understanding, University of North Carolina.

56
^ Pearce. N at al (2005) Social Justice Report IPPR

57
^ Miller. D (1999) Principles of Social Justice Cambridge, Mass: Harvard University Press.

58
^ The Learning and Skills Council is a non-departmental public body of the Department for Education and Skills in the United Kingdom and is responsible for planning and funding further education (post-16 education and training other than higher education) in England. It was established in April 2001 as a result of the Education and Skills Act 2001. It has control over a budget in the region of £8 billion. It replaced Training and Enterprise Councils and the Further Education Funding Council for England. The LSC has headquarters in Coventry with 9 regional offices and 47 local offices.

59
^ DfES (2006) Further Education: Raising Skills, Improving Life Chances: pp 3 Published by The Stationary Office:Norwich

60
^ Level 3 are qualifications up to ‘A’ Level Standard, equivalent to the US High School diploma.

61
^ LSC, (2005) Agenda for Change LSC Publications: Coventry ppiii

62
^ A WP uplift is payable for a variety of reasons, but the most common is when a learner lives in a postcode which is relatively disadvantaged. In 2002/03, 34% of FE learners received WP uplift, and 29% lived in WP postcodes.

63
^ Foster, A (2005) Realising the Potential: A review of the future role of Further Education Colleges: DfES Publications; Annesley, Nottinghamshire; full text of Appendix 1

64
^ Rae, B (7 February 2005) Postsecondary Review: Ontario: A Leader in Learning Canada; Queen’s Printer for Ontario

65
^ Foster, A (2005) Realising the Potential: A review of the future role of Further Education Colleges: DfES Publications; Annesley, Nottinghamshire; Appendix 2, p2

66
^ Devolved Government in the UK, whilst similar to the concept of Statehood and federalism in the US, enables the devolution of some, but not all powers to ‘Regional Governments’ primarily related to the Celtic nations of Scotland, Wales and Northern Ireland. Under this system Celtic Assemblies are bound by UK and European legislation, but have powers to determine local policies for services such as education.

67
^ David Robertson - Professor of Public Policy and Education at Liverpool John Moores University

68
^ Denominational in this sense means schools which are founded around a particular religious denomination, for example Roman Catholic. They offer the national curriculum plus religious education to pupils up to the age of 18.

69
^ Top up fees, introduced in September 2006, by English Universities allow them to charge up to £3000 in fees per year. Universities must satisfy funding bodies that they have fair admissions procedures in place, through, for example the establishment of a bursary scheme, before they can charge these fee rates. The majority of universities have opted to charge the full £3,000.

70
^ Full Level 2 qualifications are those qualifications that equate to 5 GCSEs at grade C or above. For vocational courses these would be programmes such as an NVQ 2 in catering. Traditional routes through the UK education system would anticipate most young people having gained such qualifications at 16, however, the reality is that many of our young people and adults leave school without such qualifications.

71
^ UNEVOC is UNESCO’s International Project on Technical and Vocational Education. It was established in Bonn, Germany in 2001.

72
^ This article is based on: CEDEFOP, The German VET System - thematic Overview, 2006

73
^ Volker Rein and Ute Hippach-Schneider are working as scientists at the Federal Institute for Vocational Education and Training (BIBB), working section International Monitoring and Benchmarking / European VET Policy.

74
^ The BIBB is the AACC Partner institution in Germany in terms of VET policy and research since 2003.

75
^ A Global Survey of Community Colleges, Technical Colleges, and Further Education In Different Regions of the World, Paul Elsner, Washington DC. American Association of Community Colleges, Community Colleges Press. In press, 2006.

76
^ The Hong Kong Reader: Passage to Chinese Sovereignty, with M.K. Chan, and Foreword by Ezra F. Vogel, New York: M.E. Sharpe, 1996, 224 pp.

Hong Kong’s Reunion with China: The Global Dimensions, with James T.H. Tang, New York: M.E. Sharpe, 1997, 302 pp.

77
^ Hong Kong Census & Statistics Department, 2001.

78
^ HRD Report, 2003

79
^ Hong Kong 2004, op.cit.

80
^ Hong Kong 2004, op.cit

81
^ Gerard A. Postiglione and James T.H. Tang, Hong Kong’s Reunion with China: The Global Dimensions, New York: M.E. Sharpe, 1997.

82
^ (Census & Statistics Department 2005

83
^ Crisis and Transformation in China’s Hong Kong, edited by Alvin So and Ming K. Chan, New York: M.E. Sharpe, 2002

84
^ Panitchpakdi, Supachai (2002). China and the WTO. New York: John Wiley and Sons.

85
^ Apart from these eight UGC-funded institutions, there are three other degree-awarding tertiary institutions that are not funded by the UGC. These three are the publicly funded Hong Kong Academy for Performing Arts, the self-financing Open University of Hong Kong and the Hong Kong Shue Yan College.

86
^ The rest were the Hong Kong Shue Yan College, the Hong Kong College of Technology, Caritas Francis Hsu College, Caritas Bianchi College of Careers, Po Leung Kuk Community College of Hong Kong, Hong Kong Institute of Technology (formerly known as College of Info-Tech), The Hong Kong Learning Community College, Chu Hai Post Secondary College, Hang Seng School of Commerce, The Church of Christ in China Kung Lee College and The Art School, Hong Kong Arts Centre.

87
^ Details can be found at http://www.emb.gov.hk/index.aspx?langno=1&nodeid=1223

88
^ Details can be found at http://www.emb.gov.hk/index.aspx?langno=1&nodeid=1224

89
^ Details can be found at http://www.emb.gov.hk/index.aspx?langno=1&nodeid=1225

90
^ Details can be found at http://www.emb.gov.hk/index.aspx?langno=1&nodeID=3015

91
^ For example, Open University Hong Kong’s bachelors, Hong Kong Institute of Technology’s bachelors, Hong Kong Shue Yan College’s degree, Chui Hai Post-secondary College.

92
^ (http://hkucsb.hku.hk:8080/ais/query_prelim_c.htm).

http://www.polyu.edu.hk/hkcc/newweb/faqs/index.html#9

93
^ Goods & Services Tax (GST)

94
^ Ian Dougherty, Bricklayers & Mortarboards: pp16, Dunmore Press (1999)

95
^ in particular Clarence Beeby, Secretary of Education 1940-1960 and Bernard Lee, Director of Technical Education, 1952-1969

96
^ currently called The Open Polytechnic of New Zealand

97
^ Russell Marshall

98
^ Auckland Institute of Technology and the Central Institute of Technology

99
^ Learning for Life Two, Education and Training Beyond the Age of Fifteen 1989

100
^ Education Amendment Act(1990)

101
^ S160

102
^ S171 Education Act

103
^ The title Vice Chancellor is equivalent to the title President in the US

104
^ S254 Education Act(1989)

105
^ S264 Education Act(1989)

106
^ Part XX Education Act(1989)

107
^ S260 Education Act (1989)

108
^ now called ITP Quality

109
^ S2 State Sector Act (1988)

110
^ S10 Industry Training Act(1992)

111
^ www.minedu.govt.nz

112
^ Office of the Minister of Education: Statement of Tertiary Education Priorities 2005/07

113
^ S159W Education Act

114
^ Maori language

115
^ Maori tradition

116
^ www.minedu.govt.nz

117
^ The technikons were essentially polytechnics in nature. They are now known in South Africa as universities of technology.

118
^ One of the authors of this paper, Glen Fisher, was a member from 1997-8 of the National Committee on Further Education, appointed by the Minister of Education, and closely involved in the drafting of the Department’s 1998 Green and White Papers on Further Education and Training.

119
^ Further education and training comprises Levels 2 – 4 on the NQF. General schooling constitutes Level 1; Levels 5 – 8 are higher education. Complicating this determination is the fact that FET colleges offer some programmes at Levels 5 and possibly 6; institutional and qualifications boundaries are not necessarily congruent.

120
^ A fuller account can be found in Fisher et al., 2003

121
^ NEPI was the major education and training policy initiative of the anti-apartheid National Education Coordinating Committee (NECC) in the early 1990s.

122
^For a thorough examination of the competing vocational education and training policy proposals of the former government, the private sector, COSATU and the ANC, see the NEPI Human Resources Development Report (NEPI, 1993b).

123
^ February 2006.

124
^ This warrants a separate, in-depth discussion of its own, insofar as the history of SAQA and the NQF captures in microcosm the contested and apparently stalled attempts to integrate education and training in South Africa over the past decade. A ten-year official review of SAQA, completed in 200?, remains embargoed by the two Departments, apparently over unresolved differences between them.

125
^ Explain NEDLAC

126
^ Some hint of the sensitivity between government departments is apparent in a definitional note immediately following the Minister of Labour’s Foreword to the Green Paper. It explains: ‘Earlier drafts of this document were referred to as “An Integrated Human Resources Development Strategy”. However, since the term human resources development embraces the work of many other government departments and social actors – most importantly the work of the Departments of Education, Health and Welfare, the term “skills development” has been used to capture the specific perspective that the Department of Labour brings to the project of people development’ (Department of Labour, 1997).

127
^ The Green Paper refers to SETOs – Sector Education and Training Organisations. The term SETA (Sector Education and Training Authority) was finally adopted, however, and is used here for purposes of clarity and consistency.

128
^ Emphasis added.

129
^ A Green Paper, a public discussion document, was released in April 1998. One of the authors of the present paper, Glen Fisher, was a member of the NCFE and of the task teams responsible for the drafting of the Green and White Papers.

130
^ See Fisher, Jaff and Scott (2003?) for an analysis of the uneven process of FET policy reform from 1999 onwards.

131
^ The National Business Initiative, with the endorsement of the Department of Education and the Department of Labour, is currently seeking the support of business leaders and leading companies for the establishment of strategic partnerships between the colleges and key industry sectors.

132
^ The Green Paper on the Skills Development Strategy provides a broad definition of skill which complements that of Education White Paper 4.

133
^ A classic example of the latter is the persistence of the language of ‘general, pre-vocational and vocational’ education and training over a fifteen year period, from the apartheid government’s Education Renewal Strategy of 1991, through to the latest (2005) programme and curriculum policy statements of the Department of Education. This language, and the conceptual and policy distinctions that it seeks to make, have persisted alongside – and remained unaffected by – major developments in government’s training strategy, including the development under the Department of Labour and Sector Education and Training Authorities (SETAs) of a new framework of skills programmes and ‘learnerships’, tied to a notionally over-arching National Qualifications Framework (NQF).

134
^ This Constitution is still in force.

135
^ Third Economic and Social Development Plan, 1972-1977. Office of the Prime Minister, Development Policy and Targets of the Board. Higher Education, Chapter 16. Bangkok, Thailand.

136
^ Fourth Economic and Social Development Plan, 1977-1981. Office of the Prime Minister, National Economic and Social Development Board. Higher Education. Bangkok, Thailand.

137
^ Grant to the Royal Thai Government, Department of Technology and Economic Development, US Aid project number 493-0341, February, 1994.

138
^ “Premiere Thaksin Meets People, Radio Show on Radio Thailand,” February 23, 2002. Quoted in Office of Community College Promotion publication, “Community College Project.” Office of the Permanent Secretary, Ministry of Education, Thailand, August, 2002.

139
^ “The Ireland of Asia: It’s Now or Never.” Harvard management study of Thailand by Professor Michael Porter. Quoted in “The Nation,” May 5, 2003.

140
^ “Marching with the Marginalized, Published by MCRDCE, December 2005, page vii

141
^ I am indebted to Professor Robert Keener, Sinclair Community College, Ohio, for assistance with dates and the sequence of activities.

142
^ Special thanks are accorded to Ms. Lopez for her background information regarding the college development in the D.R.

143
^ Appreciation is extended to Dr. Ghogheliani confirming dates and accuracy of information.

144
^ Appreciation is due to Dr. Maney for her knowledge of higher education in Georgia, and the many telephone conversations about the creation of community colleges in that country.

145
^ Commentary at AACC Convention – Tampa, Florida 2007.

146
^ AACC Global Survey Grid by George Boggs

147
^ Building Communities: A Vision for a New Century (1988)