Michael Young, Stephanie Matseleng Allais
The shift to outcomes based frameworks. Key problems from a critical perspective
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
Welche Rolle bekleiden "Qualifikationen" in neoliberalen Ansätzen zur Bildungsreform? Entlang dieser Frage diskutieren Michael Young und Stephanie Allais das Spannungsverhältnis von Lernergebnisorientierung und Inhaltsorientierung. Ihre Botschaft: Beide sollten ausgewogen sein, wobei letztere nicht zur Schwächung der Bildungsinstitutionen genutzt werden darf (Beitrag in englischsprachiger Originalfassung).
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.
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.