02. Vocational Education and Training (VETNET)
Paper
Linking Technical and Vocational Education and Training (TVET) with Higher Education, and possible Consequences for Development Cooperation
Steffen Entenmann1, Dieter Euler2, Dietmar Frommberger3, Junmin Li4, Johannes Karl Schmees5
1Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, Palestine; 2Universität St. Gallen, Switzerland; 3University of Osnabrück, Germany; 4University of Cologne, Germany; 5Norwegian university of science and technology
Presenting Author: Li, Junmin;
Schmees, Johannes Karl
In many countries, technical and vocational education and training (TVET) has a poorer reputation and is seen as significantly less attractive than higher education. In historical terms, in many countries the relationship between general and higher education on the one hand and TVET on the other can be seen as each side separating itself from the other. Each of the two education sectors pursues its own logic. The exclusive nature of higher education leading to a university degree for a small, privileged section of society has always contrasted with pragmatic TVET. The importance of the school leaving certificate that entitled the holder to enter university was inflated such that it became seen as a reflection of an educated person, while TVET was associated with practical skills and suffered a lower status.
Numerous approaches have been emerging in the area where TVET meets higher education. These concepts have not done away with the segmentation, but they can create new perspectives for putting the relationship between the two sectors on a new footing. The approaches represent a wide spectrum of options from creating new permeability between the two sectors and making it possible to transfer credits gained in one to the other, to the development of entire education courses that link TVET and higher education comprehensively (Wolter 2019).
The contours between the two education sectors are blurring. Vocational schools for instance are moving into the territory that was formerly the exclusive preserve of higher education institutions, while universities of applied sciences and even some universities are devising advanced TVET courses for the market, and competing with advanced TVET institutions (Dunkel/Le Mouillour 2013). In some European countries, these trends towards convergence are even more marked with universities offering advanced vocational courses, in some cases leading to well established qualifications (e.g. Executive MBAs) or even offering a vocational Ph.D. (Dunkel/Le Mouillour 2013). But also, in some countries hybrid institutions emerge. Observations in various countries indicate that new convergences and linkages are emerging between the sectors in countries with very different education structures.
The characteristics of TVET and higher education, and the borders and overlaps between the two have developed in very different ways if we compare nations. At the same time we can see a honing and differentiation of new borders being drawn and new linkages being created between TVET and higher education (see for instance Frommberger/Schmees 2021). This is the background to our question – to what extent could the status quo of this trend been analysed systematically and what objectives are pursued against the background of differing starting points? On the basis of the result this conceptual paper points out consequences for development cooperation.
We follow Euler’s approach of an area of convergence emerges between higher education and TVET (EULER 2021) to differentiate between the two education sectors outlined above, and the resulting emergence of an area of intersection or convergence. This approach shows that on the higher education side a modern version of the historic, traditional research-oriented university persists, while parallel to this, in some disciplines and faculties, higher education institutions with a stronger vocational orientation are emerging. This type of higher education tends to overlap to a significant extent in terms of goals and curriculum structure with the ‘exclusive’ end of the TVET spectrum where we find primarily training occupations in which the vast majority of trainees actually hold university entrance qualifications.
Methodology, Methods, Research Instruments or Sources UsedTo investigate the variety of forms in different countries, we use heuristics that encompass the objectives, organizational, programme and systems dimensions. The heuristics are based on the results of an expert workshop. The objectives dimension reflects the needs of society in terms of the permeability of education systems. Combining TVET and higher education in different ways can build bridges, allowing individuals with vocational qualifications to access higher education. Another factor closely linked to this dimension are new access routes so that socially disadvantaged groups can benefit from higher education. Conversely, higher TVET can unlock new prospects for school leavers completing their education at general schools.
The systems dimension sets out the framework within which the education system in a society operates and within which the other dimensions develop. The different forms of linking TVET and higher education set out here are thus part of an existing education system that may provide for greater or lesser permeability.
In terms of the linkages between TVET and higher education, the organisational dimension looks at the education facilities offering hybrid courses. The courses may be offered by existing TVET and/or university facilities. We can also observe that organisations are broadening their profile significantly, and that part of this involves offering hybrid courses. Last, but not least, new (hybrid) education organisations can be established, that combine TVET and higher education.
The programme dimension looks at the specific form of hybrid education courses that straddle TVET and higher education. Existing TVET offerings can be supplemented by elements of general education or higher education. This aspect is particularly relevant for the permeability of education systems, that enables individuals to move up the ladder from one sub-section of the education system to another. It is also possible to incorporate relevant occupational elements in a university degree course (DEISSINGER 2015; DEISSINGER/OTT 2016); these elements can be integrated parallel to the regular course or can be sequenced.
Firstly, the heuristics provide a structure to describe the status quo in a given country in terms of the links between TVET and higher education. Secondly the heuristics enable to compare it with other systems.
We take case studies from China and the Palestinian territories to categorise forms of linkages between TVET and higher education. The study is based on the analysis of documents in the selected countries, including government reports, recommendations, regulations and requirements, but also research studies (MORGAN 2022).
Conclusions, Expected Outcomes or FindingsThe findings are summarised as a conceptual paper and will be presented at the conference. Brief insights are given in the proposal.
In China, the permeability between the pillars of the secondary and tertiary level TVET system is regulated by the entrance examinations. China’s ‘modern’ TVET system includes a university entrance examination for tertiary level TVET alongside the central university entrance examination, thus giving graduates of the vocational upper secondary schools access to academic TVET. Against this backdrop, there can be seen to have been an improvement in permeability within the TVET system between upper secondary and tertiary levels.
In the case of Palestinian territories, the Al-Quds University can be taken as an example of a step-by-step-way to integrate practice-oriented dual studies into existing university structures. Institutions in all education sectors, the private sector and development cooperation are striving to achieve a stronger linkage between education programmes and practice in response to the needs of society. Establishing this link between education and practice is a higher priority than establishing stronger links between TVET and higher education. The permeability between different levels of education does not appear to be the most urgent problem in the Palestinian territories, in view of the already high rate of academisation.
As the two case studies demonstrate, an awareness is developing in individual countries that linking these two sectors of the education system can bring benefits. (The lack of) permeability does not appear to be the most urgent problem: it is more important to make all forms of education and training more practically relevant. In development cooperation there have to date been few pilot projects that have developed, tested and evaluated closer links between TVET and higher education. Initial ideas regarding the expansion of initiatives in development cooperation will be given in the presentation.
ReferencesDeissinger, T. (2015): Verberuflichung und Verallgemeinerung – internationale Perspektiven und die Frage nach der Tertiarisierung der beruflichen Bildung [Vocational Education and Generalisation - International Perspectives and the Question of Tertiarisation of Vocational Education]. In: Ziegler, B. (Eds.): Verallgemeinerung des Beruflichen - Verberuflichung des Allgemeinen? [Generalisation of the Vocational - Vocationalisation of the General?] Bielefeld: Bertelsmann, pp. 57–80.
Deissinger, T./Ott, M. (2016): Tertiarisation of Vocational Education and Training and its implications: problems and issues in Germany and France. In: Bohlinger, S./Dang, T.K.A./Klatt, M. (Eds.). Education policy: mapping the landscape and scope. Frankfurt am Main: Peter Lang Edition, pp. 267-296.
Dunkel, T./Le Mouillour, I. (2013): Berufsbildung auf höchstem Niveau – europäische Erfahrungen [Vocational education and training at the highest level - European experience]. In: Severing, E./Teichler, U. (Eds.): Akademisierung der Berufswelt? [Academisation of the world of work?] Bielefeld: wbv Bertelsmann, pp. 143–168.
uler, D. (2021): Shaping the relationship between vocational and academic education. Socioeconomic trends and their implications for the future of apprenticeships. In: The next steps for apprenticeship. Luxembourg: Publications Office of the European Union, S. 39–49.
Frommberger, D./Schmees, J. K. (2021): Bridging Vocational with Upper Secondary and Higher Education: International Developments. In: Nägele, C./Kersh, N./Stalder, B. E. (Eds.): Trends in vocational education and training research, pp. 64–72.
Morgan, H. (2022). Conducting a qualitative document analysis. The Qualitative Report, 27(1), 64–77. https://doi.org/10.46743/2160-3715/2022.5044
Wolter, A. (2019): Abschied vom Bildungsschisma [Farewell to the educational schism]. In: Euler, D./Meyer-Guckel, V./Severing, E. (Eds.): Studienintegrierende Ausbildung. Neue Wege für Studium und Berufsbildung [Study-integrating training. New Paths for Studies and Vocational Training]. Essen, pp. 21–41
02. Vocational Education and Training (VETNET)
Paper
The Decision to Combine Initial and Continuing Vocational Education and Training: Narrowing the Structure and Purpose of Finnish VET?
Antti Seitamaa, Helena Hinke Dobrochinski Candido
University of Helsinki, Finland
Presenting Author: Seitamaa, Antti;
Hinke Dobrochinski Candido, Helena
The 2018 Finnish VET reform introduced a single legislation for initial and continuing vocational education and training (IVET and CVET, respectively). For more than 30 years prior to this, the Finnish VET system had been organized based on two separate subsystems, both with their own legislation, steering mechanisms, funding, target groups, teachers, and specialized VET providers. In this article, I argue that although the 2018 reform succeeded in resolving some of the bifurcated VET system’s structural problems, the decision to combine IVET and CVET into a single system ultimately narrowed the structure and purpose of Finnish VET. Consequently, the newly reformed VET system views students primarily as future workers-in-training rather than citizens with equal educational rights, hence deepening social inequality (see Isopahkala-Bouret, 2014; Nylund & Virolainen, 2018; Seitamaa & Hakoköngäs, 2022).
The decision to combine IVET and CVET sparked considerable controversy when it was first announced. Proponents of the decision argue that there is an inherent synergy between IVET and CVET that improves cost-effectiveness by decreasing bureaucracy and eliminating partially overlapping costs. Critics of the decision charge that it has significantly weakened the status and autonomy of CVET and made steering and provisioning adult education far more difficult. The decision to create a single legislative framework for VET also has profound pedagogical ramifications: elements that were originally developed and intended mainly for adult learners, such as competence-based personalized learning pathways and the recognition of prior learning, were expanded to all learners. The 2018 reform also made work-based learning the primary pedagogical method, thus effectively bringing an end to the era of school-based VET in Finland (Virolainen & Thunqvist, 2017; Niemi & Jahnukainen, 2020).
This qualitative research paper uses critical discourse analysis to examine expert interviews conducted with 32 leading VET policy actors in Finland, including high-ranking civil servants, key stakeholders, VET providers, senior politicians, and researchers. The interview data is complemented with key policy documents to answer the following research questions:
1) How do experts make sense of the decision to combine IVET and CVET in the 2018 VET reform, particularly in terms of its effects on youth and adult learners?
2) How do experts connect the decision to combine IVET and CVET with broader political, structural and systemic tensions in the Finnish VET system?
3) How do experts see the future of Finnish VET in terms of its structure and purpose, particularly for youth and adult learners?
Methodology, Methods, Research Instruments or Sources UsedThe material consists of in-depth interviews with leading policy experts and stakeholders (n = 32) in Finnish VET as well as supplementary analysis of key policy documents. Participants were identified through cross-referencing and selected based on their deep personal and professional knowledge of Finnish VET policy. The participants represented four groups: 1) key political influencers (n=8), 2) senior government officials (n=11), 3) leaders/representatives of vocational education providers (n=10), and 4) senior researchers (n=3). Experts come from organizations with different historical and political orientations and conflicting interests, which makes their insights and perspectives particularly interesting for critical discourse analysis. The interviewed experts have decades of experience in working with VET on a national level. Although most of the interview subjects would likely refrain from describing themselves as members of “the elite”, their power and influence in VET policymaking connects this study with the research tradition of elite interviews (Harvey, 2011).
Most prior research in Finnish VET tends to focus on the micro-level, often utilizing ethnographic approaches for studying students, teachers and their pedagogic interactions in specific vocational fields (e.g. Niemi & Jahnukainen, 2020). In contrast, the participants in this study work with the macro- and meso-levels of VET where political, institutional and administrative decisions about legislation, funding and steering take place (Ozga, 2020). Wodak’s (2001) discourse historical approach to critical discourse analysis will be utilized on the expert interview data in this study, which is currently undergoing analysis. Using a dynamics approach, experts’ reflections on central actors and institutions in the national VET policy fields will be analyzed first, followed by an analysis of their reflections about critical events leading up to the decision to combine IVET and CVET (Simola et al., 2017; Kauko, 2013). Key policy documents produced by central actors and institutions, corresponding to critical events such as the 2018 VET reform, will then be critically examined to identify key discursive formations and narratives. Careful analysis of policy documents and expert interviews will help make sense of how Finnish VET policy has developed and how it eventually culminated in the decision to create a single system., experts’ discursive formations are expected to reveal tension-laden practices and competing agendas in Finnish VET policy concerning its optimum structure and purpose. Analysis will concretize and situate the ideologically abstract into the politically concrete, highlighting the ways in which reforms reproduce and reconfigure national dynamics.
Conclusions, Expected Outcomes or FindingsThis study fills a gap in research by exploring the highly consequential yet unexamined decision to combine IVET and CVET into a single system. Critically examining Finnish VET policymaking in the context the 2018 VET reform also has the potential to generate knowledge that could be beneficial to other EU Member States as they make decisions regarding the structure and purpose of VET. The article contributes to long-standing discussions about the socio-historical formation and development of Finnish vocational education and training as well as discussions regarding its current agenda and future directions (Isopahkala-Bouret et al., 2014; Nylund & Virolainen, 2019; Wheelahan 2015). It is also expected to contribute to comparative educational research in Europe, hopefully informing future scholarly and polixy debate on structural reforms in CVET and IVET.
This study will demonstrate that combining IVET and CVET was one of the most consequential decisions in Finnish VET policy in the last three decades. Furthermore, it will show how the relationship between IVET and CVET has been a central issue of contention between the Finnish leftwing and rightwing in VET policy development. Many of the main elements in the 2018 Finnish VET reform, for example, resulted from this decision, which re-politicized the Finnish policy field. I hope to demonstrate that the Finnish VET reform, which created a new organizational and legislative basis for a working life based and individualized VET, narrowed the structure and purpose of Finnish VET and that the struggle over the future of Finnish VET, both for youth and adult learners is far from over.
ReferencesAvis, J. (2018). Socio-technical imaginary of the fourth industrial revolution and its implications for vocational education and training. Journal of Vocational Education & Training, 70(3): 337-363.
Harvey, W. S. (2011). Strategies for conducting elite interviews. Qualitative Research 11(4): 431–441.
Isopahkala-Bouret, U., Lappalainen, S., & Lahelma, E. (2014). Educating worker-citizens. Journal of Education and Work, 27(1): 92-109.
Kauko, J. (2013). Dynamics in higher education politics: a theoretical model. Higher Education, 65(2): 193-206.
Niemi A.-M. & Jahnukainen, M. (2020) Educating self-governing learners and employees: studying, learning and pedagogical practices in the context of vocational education and its reform. Journal of Youth Studies, 23(9): 1143-1160, DOI: 10.1080/13676261.2019.1656329
Nylund, M. & Virolainen, M. (2019). Balancing 'flexibility' and 'employability': The changing role of general studies in the Finnish and Swedish VET curricula of the 1990s and 2010s. European Educational Research Journal, 18 (3): 314-334.
Ozga, J. (2020). Elites and expertise. In G. Fan & T. Popkewitz (Eds.). Handbook of education policy studies (pp. 53-69). Springer.
Seitamaa, A. & Hakoköngäs, E. (2022). Finnish vocational education and training experts’ reflections on multiculturalism in the aftermath of a major reform. Journal of Vocational Education & Training DOI: 10.1080/13636820.2022.2066559
Simola, H., J. Kauko, J. Varjo, M. Kalalahti, & F. Sahlström. (2017). Dynamics in education politics. Routledge.
Stenström, M.-L. & Virolainen, M. (2018). The modern evolution of vocational education and training in Finland (1945–2015). In S. Michelsen & M.-L. Stenström Vocational Education in the Nordic Countries: The Historical Evolution. Routledge.
Wheelahan, L. (2015). Not just skills: what a focus on knowledge means for vocational education. Journal of Curriculum Studies, 47(6): 750-762.
Wodak, R. (2001). What CDA Is about—A Summary of Its History, Important Concepts and Its Developments. In W. R., & M. Meyer (Eds.), Methods of Critical Discourse Analysis (pp. 1-13). London: Sage Publications.
Virolainen & Thunqvist, P. D. (2017). Varieties of universalism: post-1990s developments in the initial school-based model of VET in Finland and Sweden and implications for transitions to the world of work and higher education. Journal of Vocational Education and Training 69(1), 47-63.
02. Vocational Education and Training (VETNET)
Paper
Student Perceptions of Different Learning Trajectories in Dutch VET
Harm Biemans1, Hans Mariёn2
1Wageningen University, Netherlands, The; 2IVA Education Tilburg, Netherlands, The
Presenting Author: Biemans, Harm
In the Dutch educational system, two traditional learning pathways to higher professional bachelor (or HBO) programmes exist: the regular VET route and the general secondary education route. The VET pathway starts from lower secondary pre-vocational school-based programmes at EQF level 2 (VMBO; nominal duration 4 years) and goes via middle-management VET programmes at EQF level 4 (MBO; 3-4 years) to higher professional bachelor programmes at EQF levels 5 or 6 (HBO; 2-4 years) (Cedefop, 2016). The general secondary education route can be described as an integrated lower and upper general secondary programme at EQF level 4 (HAVO; 5 years) leading to HBO.
In addition to these traditional learning trajectories, continuing learning pathways have been designed and implemented during the last decade in the Dutch VET column that combine characteristics of the two traditional trajectories and that are aimed at accelerating students’ learning trajectory and promoting their transition to HBO programmes (see e.g. Sneyers & De Witte, 2016; Mulder & Cuppen, 2018). Continuing learning pathways can be defined as sequential educational programmes combined into a new integrated educational programme (Biemans et al., 2016; 2019; 2020).
Examples of such continuing learning pathways in Dutch VET are the Talent Development Engineering programme (TDE) and the Green Lyceum (GL), which is offered by several agricultural (or ‘green’) VET institutes. These educational programmes can be described as accelerated, continuing pathways connecting VMBO and MBO levels and are specifically aiming at students who combine a relatively high cognitive ability to reach the HBO theoretical level with an outspoken affinity for practical, vocation-oriented assignments. The Dutch trend of designing and implementing continuing learning pathways is in line with the efforts many other countries are making to make pathways to higher vocational education more flexible and, thus, to promote students’ transitions between successive educational levels (see e.g., Catterall et al., 2014; Harris & Rainey, 2012; Aarkrog et al., 2018).
The central aim of the present study was to examine and compare student perceptions of different learning trajectories to HBO: the Talent Development Engineering programme (TDE), the regular VET route in the engineering domain, the Green Lyceum (GL), the regular VET route in the agricultural domain, and the general secondary education route. Moreover, we strive to relate these student perceptions of the different learning trajectories in Dutch VET to their transition data to HBO and their study success data in the first HBO study year. After all, a successful HBO career could be considered as the ultimate goal of these learning pathways to HBO. In this way, the present study aimed to contribute to knowledge on students’ perceptions of different pathways to higher professional bachelor (HBO) programmes and to lead to deeper insights in how students’ transitions to this educational level and their study success in HBO can be promoted through learning pathways with specific educational design features.
The study aimed to answer the following research questions:
- How satisfied are HBO students from the different routes with their learning trajectory to HBO?
- To what extent do students feel prepared in their previous educational programme with respect to study skills needed in HBO?
- To what extent do students feel prepared for the theoretical subjects in their HBO programme?
- To what extent do students feel prepared for the vocation-oriented aspects of their HBO programme?
- To what extent do students feel supported in their previous educational programme in choosing a specific HBO programme?
- To what extent are student perceptions of the different learning trajectories to HBO related to their transition to HBO and their study success in HBO?
Methodology, Methods, Research Instruments or Sources UsedSeveral samples of students in their first HBO phase and coming from the five different learning trajectories to HBO mentioned above were selected from a national student database. They received a letter in which they were requested to complete a student questionnaire on their perceptions of their learning trajectory. There were two data collection rounds: a first round in spring 2022 (N=35 students from the regular VET route and 17 students from the general secondary education route) and a second round in January 2023 (students from all five different learning trajectories to HBO; data analysis still ongoing). The selected students had completed their previous educational programme before HBO in 2021 or 2022.
Students’ perceptions of their respective learning trajectories were collected through an online questionnaire. The items corresponding with the various scales were presented to the students in separate blocks. Students had to use five-point Likert scales (1=minimal score; 5=maximal score) to respond to the various items. The scales of the questionnaire were:
• Satisfaction with previous educational programme (11 items; RQ1);
• Extent to which students feel prepared in their previous educational programme with respect to study skills needed in HBO (10 items; RQ2);
• Extent to which students feel prepared for their HBO programme in their previous educational programme with respect to specific theoretical subjects (8 items; RQ3);
• Extent to which students feel prepared for the vocation-oriented aspects of their HBO programme in their previous educational programme (5 items; RQ4);
• Extent to which students feel supported in choosing a specific HBO programme in their previous educational programme (7 items; RQ5).
Mean scores of the five student groups will be compared for the scales mentioned above. At this moment, only data from the first data collection round are analysed.
In addition to the survey data, several interviews have been carried out with HBO students coming from the five different learning trajectories to HBO. These interviews were done to collect more in-depth, qualitative data on the underlying motivations and argumentations of the students.
Moreover, at ECER 2023, student perceptions of the different learning trajectories will be related to student data with respect to transition to HBO and to study success in HBO (RQ6). In this regard, e.g., percentages of students who enter an HBO programme after receiving a MBO or HAVO diploma and of students who are successful in their first HBO study year will be considered.
Conclusions, Expected Outcomes or FindingsAs mentioned above, up until now, only preliminary analyses of the data collected in the first round were carried out. As part of these first analyses, perceptions of first-year HBO students coming from the regular VET (MBO) route and students coming from the general secondary education (HAVO) route were compared. In general, former HAVO students were more satisfied with their previous educational programme than former MBO students. Moreover, former HAVO students felt more prepared in their previous educational programme with respect to several study skills needed in HBO, such as planning and independent learning, collaborating, and learning texts. Finally, former HAVO students felt more prepared for their HBO programme in their previous educational programme with respect to specific theoretical subjects such as Dutch and English language, mathematics, physics, chemistry, and economics. On the other hand, former MBO students considered their previous educational programme to be more vocation-oriented, e.g. through previous internships, and they mentioned that their previous teachers had more experience with relevant professional contexts. With respect to the support in choosing a specific HBO programme in their previous educational programme, no significant differences were found between both groups. Former HAVO students, however, reported that they had been supported in the transition from their previous educational programme to HBO to a higher extent than former MBO students. Results from the second round of data analysis will be reported at the ECER 2023 as well as relations between these student perceptions and student variables such as transition to HBO and study success in the first HBO year. Insights in student perceptions of the particular learning trajectory to HBO and the relations with transition and study success have theoretical and practical implications for the design and implementation of both the traditional routes and the new continuing learning pathways to HBO.
ReferencesAarkrog, V., Wahlgren, B., Mariager-Anderson, K., Gottlieb, S. & Larsen, C.H. (2018). Decision-making processes among potential dropouts in vocational education and training and adult learning. International Journal for Research in Vocational Education and Training, 5(2), 111-129.
Biemans, H., Mariën, H., Fleur, E., Beliaeva, T., & Harbers, J. (2019). Promoting Students’ Transitions to Successive VET Levels through Continuing Learning Pathways. Vocations and Learning, 12(2), 179–195.
Biemans, H.J.A., Mariën, H., Fleur, E., Beliaeva, T., & Harbers, J. (2020). Students’ Experiences with Different Learning Pathways to Higher Professional Bachelor Programmes. International Journal for Research in Vocational Education and Training, 7(1), 1-20.
Biemans, H., Mariën, H., Fleur, E., Tobi, H., Nieuwenhuis, L., & Runhaar, P. (2016). Students’ Learning Performance and Transitions in Different Learning Pathways to Higher Vocational Education. Vocations and Learning, 9(3), 315-332.
Catterall, J., Davis, J., & Yang, D.F. (2014). Facilitating the learning journey from vocational education and training to higher education. Higher Education Research & Development, 33(2), 242-255.
Cedefop (2016). Spotlight on VET The Netherlands. Thessaloniki: Cedefop.
Harris, R., & Rainey, L. (2012). Learning pathways between and within vocational and higher education: towards a typology? Australian Educational Researcher, 39, 107-123.
Mulder, J., & Cuppen, J. (2018). Verbeterde aansluiting mbo-hbo. Wat werkt? [Improved alignment middle-management VET programmes and higher professional bachelor programmes: What works?]. Nijmegen: ResearchNed.
Sneyers, E., & De Witte, K. (2016). Doorstroom MBO-HBO en uitval in het HBO. Evidence-based aanbevelingen [Transition MBO-HBO and drop-out in HBO: Evidence-based recommendations]. Den Bosch: ECBO.
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