Have Anglo-Saxon Concepts Really Influenced the Development of European Qualifications Policy?

Autor/inn/en	Clarke, Linda; Winch, Christopher
Titel	Have Anglo-Saxon Concepts Really Influenced the Development of European Qualifications Policy?
Quelle	In: Research in Comparative and International Education, 10 (2015) 4, S.593-606 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499915613247
Schlagwörter	Qualifications; Educational Policy; Vocational Education; Influences; Models; Educational Philosophy; Instructional Design; Governance; Credits; Organizational Objectives; Organizational Theories; Program Implementation; Design Requirements; Educational Practices; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Qualifikation; Qualifikationsstufe; Politics of education; Bildungspolitik; Ausbildung; Berufsbildung; Influence; Einfluss; Einflussfaktor; Analogiemodell; Bildungsphilosophie; Erziehungsphilosophie; Lesson concept; Lessonplan; Unterrichtsentwurf; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Business goal; Unternehmensziel; Organisationstheorie; Design preferences; Gestaltungsmittel; Bildungspraxis; Ausland; Großbritannien
Abstract	This paper considers how far Anglo Saxon conceptions of vocational education and training have influenced European Union vocational education and training policy, especially given the disparate approaches to vocational education and training across Europe. Two dominant approaches can be identified: the dual system (exemplified by Germany); and output based models (exemplified by the National Vocational Qualification "English style"). Within the European Union itself, the design philosophy of the English output-based model proved in the first instance influential in attempts to develop tools to establish equivalence between vocational qualifications across Europe, attempts that resulted in the learning outcomes approach of the European Qualifications Framework, the credit-based model of European Vocational Education and Training Credit System and the task-based construction of occupation profiles exemplified by European Skills, Competences and Occupations tool. The governance model for the English system is, however, predicated on employer demand for "skills" and this does not fit well with the social partnership model encompassing knowledge, skills and competences that is dominant in northern Europe. These contrasting approaches have led to continual modifications to the tools, as these sought to harmonise and reconcile national vocational education and training requirements with the original design. A tension is evident in particular between national and regional approaches to vocational education and training, on the one hand, and the policy tools adopted to align European vocational education and training better with the demands of the labour market, including at sectoral level, on the other. This paper explores these tensions and considers the prospects for the successful operation of these tools, paying particular attention to the European Qualification Framework, European Vocational Education and Training Credit System and European Skills, Competences and Occupations tool and the relationships between them and drawing on studies of the construction and furniture industries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01