In an integrated education system, the values and purposes of education are often contested. A particular characteristic of the Irish context in relation to lifelong learning is the promotion of the interdependence of the objectives of economic development and social inclusion. Thus social forces have always been viewed as key drivers, alongside the economic forces at play, in the promotion of the lifelong learning agenda in Ireland (Rami, 2017). In the Green Paper on Adult Education (1998) Education in an Era of Lifelong Learning, the rationale for investment in adult and community education, as explicated in the Green Paper, was not based “…entirely on economic considerations and issues of disadvantage, but also on the role of learning in creating a more democratic and civilized society by promoting culture, identity and well-being and by strengthening individuals, families and communities” (Government of Ireland, 1998, p16).
The paper aims describe and articulate the organisational models (or 'design options') of integrated learning opportunities in occupational areas of engineering and technology (ISCO Sub-Major Groups 31 and/or 35) in five countries (Germany, Greece, Ireland, Latvia and Spain), and to assess the performance and impact of these partnerships. On the basis of this analysis, the consortium identified a number of main recommendations outlined ins this paper which a specific focus on the Irish context. The research is drawn from a pan-European research project (P4LLL-tec) between 2014 and 2017.
According to a CEDEFOP study (2012-0176/AO/ECVL/ILEMO-LZAH/Partnerships For Lifelong Learning/010/12), four core types of such partnerships between VET and HE can be distinguished, namely integrated learning opportunities, bridging programmes, validation mechanisms and counselling services. The first one of these is discussed in this paper.
In the case of 'integrated learning opportunities' or 'integrated programmes', educational opportunities offered by different providers are connected in such a way that from the learners' perspective one single, coherent programme or curriculum comes into being. Dual college programmes, which integrate apprenticeship training and a cognate bachelor's degree course, are a typical example. Chris Winch suggests that there,’ is a high degree of global consensus that high quality vocational education is a fundamental contributor to addressing economic challenges, including globalisation, technological change and the fourth industrial revolution (p1,2018). The F/VET system in Ireland has often struggled to reconcile the economic and educational values of our society. Education and Training in Ireland is not only about employability, it is also concerned with the key concept of lifelong learning. It is seen both in policy and structural terms as being one of the main pillars essential to the building and maintaining of a highly skilled workforce operating within a knowledge society (Harper & Fox, 2003).