ISBN:
9789462095786
,
9789462095762
,
9789462095779
Language:
English
Pages:
Online-Ressource (XXVIII, 274 p, online resource)
Series Statement:
The Knowledge Economy and Education
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Druckausg. Allais, Stephanie Selling out education
Keywords:
Competency-based education
;
Vocational qualifications
;
Education
;
Education Economic aspects
;
Education
;
Informationsgesellschaft
;
Bildung
;
Fähigkeit
;
Qualifikation
;
Rahmenrichtlinie
;
Wissen
Abstract:
Preliminary Material -- Qualifications -- Plus La Meme Chose -- Something New, Something Old -- Something Borrowed, Something Sold -- Cure or Symptom? -- Knowledge, Outcomes, and the Curriculum -- Who is Right? -- Where is it Going? -- Lessons and Alternative Directions -- Afterword: Africa, 2025 -- References.
Abstract:
Selling Out Education argues that basing education policy on qualifications and learning outcomes—dramatized by the phenomenal expansion of qualifications frameworks—is misguided. Qualifications frameworks are intended to make education more responsive to the needs of economies and societies by improving how qualifications and credentials are used in labour markets. But using learning outcomes as the starting point of education programmes neglects the core purpose of education: giving people access to bodies of knowledge they would not otherwise have. Furthermore, instead of creating demand for skilled workers through industrial and economic policy, qualifications frameworks are premised on the flawed idea that a supply of skilled workers leads to industrial and economic development. And skilled workers are to be supplied not by encouraging governments to focus attention on creating, improving, and supporting education institutions, but by suggesting that governments take a quality-assurance role. As a result, in poor countries where provision is weak to start with, qualifications have been created and institutions established to monitor providers without increasing or improving education provision. The weaknesses of many current policy approaches make clear, Allais argues, that education is inherently a collective good, and that the acquisition of bodies of knowledge provide the basis for its integrity and intelligibility
Description / Table of Contents:
TABLE OF CONTENTS; LIST OF FIGURE AND BOXES; ACKNOWLEDGEMENTS; INTRODUCTION: FIRST AS FARCE, THEN AS TRAGEDY….; NOTE; A NOTE ON TERMINOLOGY; CHAPTER 1: QUALIFICATIONS: Culture, Currency, Commodity; 'RELEVANT' EDUCATION AS THE SOLUTION TO ECONOMIC AND SOCIETAL PROBLEMS; QUALIFICATIONS, CURRICULUM, ECONOMY; WHAT CAN OUTCOMES-BASED QUALIFICATIONS FRAMEWORKS DO FOR YOU?; AN EXPLOSION OF QUALIFICATIONS FRAMEWORKS AND LEARNING OUTCOMES; EVIDENCE OR IDEOLOGY-BASED POLICY?; ENDNOTES; CHAPTER 2: PLUS LA MEME CHOSE: The Early History of Learning Outcomes and Learner Centredness
Description / Table of Contents:
LOOKING BACK ON LEARNING OUTCOMESLOOKING BACK ON LEARNER-CENTREDNESS; THE PENDULUM OF IDEAS; ENDNOTES; CHAPTER 3: SOMETHING NEW, SOMETHING OLD: The Rise of Neoliberalism and the First Institutionalization of Outcomes-Based Qualifications; NEOLIBERALISM; THE UNITED KINGDOM AND AUSTRALIA; Common Threads; Achievements in Australia and the United Kingdom; AN OUTCOMES-BASED QUALIFICATIONS FRAMEWORKIN NEW ZEALAND; Political and Economic Drivers; Achievements in New Zealand; MOVING OUT; ENDNOTES
Description / Table of Contents:
CHAPTER 4: SOMETHING BORROWED, SOMETHING SOLD: Outcomes, Competences, and Qualifications Frameworks Spread to the Developing WorldSOUTH AFRICA; High Hopes for Learning Outcomes; Policy Borrowing; New Structures, New Qualifications; Outcomes-Based Education for the School System; Failures of the NQF in South Africa; A Revised Framework; SIMILAR TRAJECTORIES IN OTHER POOR AND MIDDLE INCOME COUNTRIES; Unused Qualifications; The Regulatory State and Weak Institutions; Reiterations of Policies and Complex Institutions; Vocational Education Focus; Recognition of Prior Learning; Differences
Description / Table of Contents:
CONCLUSIONENDNOTES; CHAPTER 5:CURE OR SYMPTOM?: Why Outcomes-Based Qualifications Frameworks Don't Improve Education/Labour Market Relationships; BRINGING EDUCATION CLOSER TO LABOUR MARKETS THROUGH EMPLOYER-SPECIFIED COMPETENCES; THREE 'LOGICS' OF LABOUR MARKET ORGANIZATION; LABOUR MARKETS, TRAINING, AND QUALIFICATION REFORM; SOCIAL POLICY, TRAINING, AND QUALIFICATIONS REFORM; OTHER PROBLEMS WITH EMPLOYER-SPECIFIED COMPETENCES; LABOUR MOBILITY AND QUALIFICATIONS FRAMEWORKS: 'TRANSPARENCY' AND INTERPRETATION; CONCLUSION; ENDNOTES; CHAPTER 6: KNOWLEDGE, OUTCOMES, AND THE CURRICULUM
Description / Table of Contents:
INTRODUCTIONKNOWLEDGE AND LEARNING OUTCOMES; IMPLIED, 'EMBEDDED', AND 'UNDERPINNING' KNOWLEDGE; KNOWLEDGE AS FLAT; THE SPIRAL OF SPECIFICATION; THE SPIRAL OF SPECIFICATION IN PRACTICE: THE SOUTH AFRICAN CASE; STRUCTURED, ORGANIZED, COMPLEX BODIES OF KNOWLEDGE; LEARNING OUTCOMES AND CURRICULUM COHERENCE; ENDNOTES; CHAPTER 7: WHO IS RIGHT?: Learning Outcomes and Economics Imperialism; NEOCLASSICAL ECONOMICS AND ECONOMICS IMPERIALISM; Capitalizable Humans; A Brief Word on Capital and Other 'Capitals; Second Expanded Imperialist Phase; ECONOMICS IMPERIALISM AND QUALIFICATIONS FRAMEWORKS
Description / Table of Contents:
LEFT-WING SUPPORT FOR LEARNING OUTCOMES AND QUALIFICATIONS FRAMEWORKS
Note:
Description based upon print version of record
DOI:
10.1007/978-94-6209-578-6
URL:
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