Academisation

Around 1990, a study undertaken by the OECD concluded that the establishment of a separate college sector had been successful in most countries (Gellert, Pratt, & Furth 1991). As planned, the proportion of higher education students studying outside universities had increased, and the institutions had to a lesser extent than anticipated become influenced by academic values. The vocational orientation was retained, the duration of programmes remained short, and relatively few college students continued their studies at university. This was explained by reference to the changes in the economy and society during the 1970s and 1980s and their influence on public policy and the labour market. The relevance of education came more to the fore, and, to an increasing extent, vocationally oriented study programmes became the choice of many students.

In the years that have passed since the publication of the OECD report, there is no doubt that an academisation process has taken place in most Western European countries. College programmes have generally been extended in years of study, the curricula have stronger elements of theory, and in many countries academic staff have engaged in research, though on a considerably smaller scale than in the universities (OECD 1998). However, significant differences remain between countries and programmes in terms of how far this process has come and also in terms of national policy regarding this sector.