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

Autor/in	Ure, Odd Bjørn
Titel	Governance for Learning Outcomes in European Policy-Making: Qualification Frameworks Pushed through the Open Method of Coordination
Quelle	In: International Journal for Research in Vocational Education and Training, 2 (2015) 4, S.268-283 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2197-8646
Schlagwörter	Educational Policy; Policy Formation; Governance; Qualifications; Outcomes of Education; Coordination; Vocational Education; Higher Education; Foreign Countries; European Union + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Politische Betätigung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Qualifikation; Qualifikationsstufe; Lernleistung; Schulerfolg; Koordination; Ausbildung; Berufsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland
Abstract	The construction of European education policy builds on a widely shared goal of transparency in qualifications, upheld by the popular narrative of mobile students endowed with scholarships from the EU Erasmus programme, which allow them to transfer credit points between universities and across national borders. EU education policy is increasingly inscribed in National Qualification Frameworks (NQF). Their European umbrella is coined the European Qualification Framework (EQF), which is linked to a discourse on or even shift to Learning Outcomes; functioning as a tool for the displacement of input to output categories in education systems with a view to make qualifications more transparent. This form of governance situates Learning Outcomes as a tool for policy reform that intentionally should affect all educational and administrative levels of European education. The article shows that the multitude of governance instruments used to promote a shift to Learning Outcomes are so varied that EU education policy has no apparent need of new instruments for this purpose. The fact that Learning Outcomes are linked to EU policy instruments of the Open Method of policy-Coordination and destined for several sectors of education, increases the likelihood that they will be translated into modified learning practices. Yet, there is a danger that governance of Learning Outcomes succumbs to a pitfall of declaratorily placing Learning Outcomes in the middle of learning practices in all subsectors of education, without sufficiently proving their real novelty and regulatory functions. (As Provided).
Anmerkungen	European Educational Research Association / European Research Network Vocational Education and Training.Am Fallturm 1, Bremen, 28359, Germany. Tel: +49-421-218-66336; Fax: +49-421-218-98-66336; e-mail: ijrvet@uni-bremen.de; Web site: http://www.ijrvet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01