Nationaler Qualifikationsrahmen. "Castle in the Cyberspace" oder Förderung der Erwachsenenbildung?
Nr.14, November 2011, 1993-6818
Michael Young, Stephanie Matseleng Allais
The shift to outcomes based frameworks. Key problems from a critical perspective
Dieser Beitrag in englischsprachiger Originalfassung versucht, einen Schritt hinter die Diskussionen und Debatten über Qualifikationsrahmen zu treten und in einem breiteren Zusammenhang über die Rolle von "Qualifikationen" in der Bildungsreform nachzudenken. Der Beitrag hat folgende Punkte zum Ziel: die Qualifikationsreform in ihrem breiteren sozialen und institutionellen Kontext einzugrenzen, einen Weg zur Konzeptionalisierung des Wandels von historisch gewachsenen Qualifikationssystemen hin zu Qualifikationsrahmen und ergebnisorientierten Qualifikationen vorzuschlagen und die Spannungsfelder auszuloten, die die unterschiedlichen Zielsetzungen bei Einführung eines (Nationalen) Qualifikationsrahmens mit sich bringen würden. Die AutorInnen behaupten, dass in den aktuellen Reformen Folgendes auf dem Spiel steht: die Rolle der Bildungsinstitutionen in der Bildung und Ausbildung der nächsten Generation, die Balance zwischen institutionsbasierter Bildung und informellem (in einigen Fällen arbeitsbasiertem) Lernen sowie die Art und Weise, wie Vertrauen in Qualifikationen aufgebaut und erhalten wird. Ihre Zwei-Modell-Analyse untersucht die Balance zwischen Schwerpunktsetzungen auf Institutionen und Ergebnisse. Der vorliegende Beitrag wurde verfasst, um eine Diskussion in Gang zu setzen, die allen an der Forschung über Qualifikationsrahmen Beteiligten helfen soll, die Problemstellung mit mehr Klarheit zu reflektieren.
Artikel zitieren
Young, Michael/Allais, Stephanie (2011): The shift to outcomes based frameworks: Key problems from a critical perspective. In: Austrian Open Access Journal of Adult Education. Issue 14, 2011. Vienna. Online: http://www.erwachsenenbildung.at/magazin/11-14/meb11-14.pdf. Print Version: Books on Demand GmbH: Norderstedt.
Zitierblock in Literaturverwaltungssystem übernehmen
English Abstract
This paper takes a step back from the discussions and debates about qualifications frameworks per se, to think more broadly about the role of "qualifications" in educational reform. The aims of the paper are to locate the reform of qualifications in its broader social and institutional context, to propose a way of conceptualizing the change from qualification systems as they have emerged historically to qualifications frameworks and outcomes-based qualifications and to explore the tensions involved in the different goals that the introduction of a (National) Qualfications Framework - (N)QF will achieve. We argue that what is at stake in current reforms is the role of educational institutions in the education and training of the next generation, the balance between institution-based education and informal (in some cases work-based) learning, and the ways in which trust in qualifications is established and maintained. Our two-model analysis explores the balance between an emphasis on institutions and outcomes. This paper was written to provoke debate, and help all involved in researching qualifications frameworks to think more clearly about the issues.
Michael Young, PhD
University of London
Michael Young is Emeritus Professor at the University of London, Institute of Education. Prior to that he was Professor of Education and Lecturer at the University of London and the University of Bath. His current research interests are the sociology of knowledge and its relevance for the curriculum and educational policy, the national and international role of qualifications and qualifications frameworks, professional/vocational knowledge, curriculum and pedagogy and disciplines, subjects and the school curriculum. He has lectured on National Qualifications Frameworks in the UK, South Africa, Slovenia, Germany, Lithuania, Australia and New Zealand and to the ETF and European Council.
E-Mail: M.Young(at)ioe.ac.uk
Web:
http://www.ioe.ac.uk Artikel
Stephanie Matseleng Allais
Stephanie Matseleng Allais, PhD
University of the Witwatersrand
Stephanie Matseleng Allais is a Senior Researcher at the Education Policy Unit of the University of the Witwatersrand, leading the development of research into education and the labour market. Her research interests are in the sociology of education, policy (particularly qualifications frameworks), education and development, curriculum, sociology of knowledge, and political economy of education. Prior to this she was a postdoctoral fellow at the Centre for Educational Sociology at the University of Edinburgh. Immediately prior to joining the CES, she managed and conducted research for an international research project comparing qualifications frameworks in 16 countries, for the International Labour Organization. Before this, she was the director of the Research and Development unit of Umalusi, the statutory body responsible for the quality assurance of primary, secondary, and vocational education and training in South Africa. She has worked in various parts of the South African education system, including working for a non-governmental organization in distance education, running the education department of a trade union, and teaching in a high school, as well as teaching part time in adult basic education and training, and leading a student organization. She served on many committees by appointment of the Minister of Education in South Africa, and has been involved in numerous policy processes. She has a PhD in education policy from the School of Public and Development Management at Wits University in South Africa.
E-Mail: stephanie.matseleng(at)gmail.com
Web:
http://www.wits.ac.za Artikel
Inhaltsverzeichnis anzeigen
