Governance for Learning Outcomes in European Policy-Making: Qualification Frameworks Pushed through the Open Method of Coordination

Ure, Odd Bjørn

doi:10.13152/ijrvet.2.4.2

Cited by 11 publications

(9 citation statements)

References 25 publications

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“…This contestation is clearly demonstrated in the literature on EU governance in matters of education and training (cf. Ure, 2015). One reason for this is that the EU policy for LO is seen as a political intervention in a discipline, notably that of pedagogics and didactics, as well as in teaching practices.…”

Section: Instruments To Convey Learning Outcomesmentioning

confidence: 99%

“…Particularly in view of the very different reporting from national governments on benchmarks and indicators of LO (cf. Ure, 2015), it is worth asking if these differences could primarily stem from a fragmented administrative infrastructure being mobilised for disseminating LO. This question alludes to a classical debate about the borders of an organisation, in this case what is the formal (public) organisation that rallies behind a proclaimed shift to LO, which is aligned with qualification frameworks.…”

Section: Instruments To Convey Learning Outcomesmentioning

confidence: 99%

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Learning outcomes between learner centredness and institutionalisation of qualification frameworks

Ure¹

2018

Policy Futures in Education

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This article investigates what is claimed to be a shift towards national and European education systems based on Learning Outcomes (LO). We propose to delineate LO into three instruments (pedagogical, policy and organisational). When LO are related to a pedagogical debate, they can easily be positioned to constructivist learning theories in which the centredness of the learner is brought to the fore. This perspective is often emphasised by EU institutions and agencies when outlining implications for education and training practices. At the same time, LO are inscribed in a package of policies playing out at a national and cross-national level whose success lies in their political and organisational ramification. Of particular importance is how these policies change rules and procedures of educational institutions, notably curricula and the awarding of qualifications. Within this picture of learner centredness and institutionalisation, LO in the existing literature are analysed as pedagogical and policy instruments. This article proposes to add a third perspective, that of considering LO as an organisational instrument. This implies studying the work organisation of educational institutions, as well as the bodies and agencies (‘quangos’) of importance for bringing about LO. Another aspect which the notion organisational instrument can shed light on is the continuing efforts to improve the performance of education systems by means of quality control and auditing procedures. The article concludes that policy-making for education and training will benefit from studies able to accurately determine the nature of the instruments deployed in the ongoing discourse on LO. Against this background, some implications for future studies and analyses in the field of education and training are drawn.

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Section: Instruments To Convey Learning Outcomesmentioning

confidence: 99%

Section: Instruments To Convey Learning Outcomesmentioning

confidence: 99%

Learning outcomes between learner centredness and institutionalisation of qualification frameworks

Ure¹

2018

Policy Futures in Education

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“…The National Commission for Further and Higher Education is the regulatory body in Malta and has in 2014, published the National Standards for Internal Quality Assurance for Further and Higher education. These standards need to be fulfilled for licensing purposes (Ure, 2015).…”

Section: Aims and Objectives Of The Studymentioning

confidence: 99%

Implementing the European Quality Assurance in Vocational Education and Training (EQAVET) at National Level: Some Insights from the PEN Leonardo Project

Gatt

Faurschou²

2016

IJRVET

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EQAVET, the quality assurance tool in vocational and educational training, was developed in response to the need for a supply of a trained workforce for labour market needs. Implementation of EQAVET at national level, however, remains a challenge. The research reported here focused on the implementation of QA processes by VET providers in 4 countries: Malta, Italy, Turkey, and Sweden. Data was collected through a questionnaire with 62 VET providers. Responses showed that there is an overall commitment to quality. There is, however, little knowledge of EQAVET across the countries, with the exception of Malta. None the less, all VET providers have implemented some aspects of EQAVET, even if not always intentionally. The situation is, however, far from EQAVET being fully implemented. Reflections are made on whether the EQAVET model specifically or qualification assurance principles assurances should be promoted across Europe.

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“…However, such thinking leads to a conundrum. The most visible and harmful result of this situation is at the level of qualifications: VET graduates find they very often cannot transfer their acquired qualifications outside their home country (Ure, 2015). This lack of internationalism then has significant and harmful repercussions on the local economy and the local labour market, ironically, two of the greatest forces keeping VET local.…”

Section: The Impact Of Vetfls Localism On Its Graduates and Institutionsmentioning

confidence: 99%

Examining Barriers to Internationalisation Created by Diverse Systems and Structures in Vocational Education and Training

Shaw

Shaw²,

Blake

2016

IJRVET

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In a global society, all educational sectors need to recognise internationalism as a core, foundational principle. Whilst most educational sectors are taking up that challenge, vocational education and training (VET) is still being pulled towards the national agenda in terms of its structures and systems, and the policies driving it, disadvantaging those who graduate from VET, those who teach in it, and the businesses and countries that connect with it. This paper poses questions about the future of internationalisation in the sector. It examines whether there is a way to create a VET system that meets its primary point of value, to produce skilled workers for the local labour market, while still benefitting those graduates by providing international skills and knowledge, gained from VET institutions that are international in their outlook. The paper examines some of the key barriers created by systems and structures in VET to internationalisation and suggests that the efforts which have been made to address the problem have had limited success. It suggests that only a model which gives freedom to those with a direct vested interest, students, teachers, trainers and employers, to pursue international co-operation and liaison will have the opportunity to succeed.

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Governance for Learning Outcomes in European Policy-Making: Qualification Frameworks Pushed through the Open Method of Coordination

Cited by 11 publications

References 25 publications

Learning outcomes between learner centredness and institutionalisation of qualification frameworks

Learning outcomes between learner centredness and institutionalisation of qualification frameworks

Implementing the European Quality Assurance in Vocational Education and Training (EQAVET) at National Level: Some Insights from the PEN Leonardo Project

Examining Barriers to Internationalisation Created by Diverse Systems and Structures in Vocational Education and Training

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