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The Dynamics of Change in Higher EducationRegionalisation

The Dynamics of Change in Higher Education: Regionalisation [The transition from a dual to a binary higher education system with the merger of professional schools and other vocationally oriented schools and colleges in each region took place at different times in the various Western European countries, but mainly in the 1980s and 1990s. Simultaneously, the former decentralisation policy was replaced by a regionalisation policy by creating new centres of education at the regional level, which in addition were granted more autonomy by the government. In broad terms, one could say that the initial decentralisation process was superseded by a centralised decentralisation process, or more precisely by a regionalisation process. In most countries, horizontal integration of study programmes did not necessarily result in geographic proximity of the programmes. In many cases, the professional schools were not relocated to a joint regional centre, but were retained as geographically separate faculties or departments within the new regional institutions. To overcome the obstacles of geographical fragmentation, in many countries the notion of network was introduced as a guiding principle for mutual contact and collaboration.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

The Dynamics of Change in Higher EducationRegionalisation

Part of the Higher Education Dynamics Book Series (volume 27)
The Dynamics of Change in Higher Education — Jan 1, 2009
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Publisher
Springer Netherlands
Copyright
© Springer Netherlands 2009
ISBN
978-1-4020-9245-9
Pages
109 –131
DOI
10.1007/978-1-4020-9248-0_6
Publisher site
See Chapter on Publisher Site

Abstract

[The transition from a dual to a binary higher education system with the merger of professional schools and other vocationally oriented schools and colleges in each region took place at different times in the various Western European countries, but mainly in the 1980s and 1990s. Simultaneously, the former decentralisation policy was replaced by a regionalisation policy by creating new centres of education at the regional level, which in addition were granted more autonomy by the government. In broad terms, one could say that the initial decentralisation process was superseded by a centralised decentralisation process, or more precisely by a regionalisation process. In most countries, horizontal integration of study programmes did not necessarily result in geographic proximity of the programmes. In many cases, the professional schools were not relocated to a joint regional centre, but were retained as geographically separate faculties or departments within the new regional institutions. To overcome the obstacles of geographical fragmentation, in many countries the notion of network was introduced as a guiding principle for mutual contact and collaboration.]

Published: Jan 1, 2009

Keywords: High Education; Teacher Training; High Education System; Western European Country; Regional College

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