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Author: OECD
Publisher: OECD Publishing
ISBN: 9264013687
Category :
Languages : en
Pages : 242
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Book Description
After reviewing policies and practice in 15 countries, this book presents nine broad policy responses to the lifelong learning agenda that relate directly to national qualifications systems. They also identify twenty linkages between qualifications systems and lifelong learning goals.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264013687
Category :
Languages : en
Pages : 242
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Book Description
After reviewing policies and practice in 15 countries, this book presents nine broad policy responses to the lifelong learning agenda that relate directly to national qualifications systems. They also identify twenty linkages between qualifications systems and lifelong learning goals.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Stephanie Allais
Publisher: Springer
ISBN: 9462095787
Category : Education
Languages : en
Pages : 297
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Book Description
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.
Author: Alexandra Dehmel
Publisher: Symposium Books Ltd
ISBN: 187392710X
Category : Education
Languages : en
Pages : 98
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Book Description
Following the Introduction, the emergence of lifelong learning as the central strategy in the EU’s education and training policy is described in Chapter Two. Illustrated in a historical and international context, it reveals where the idea of lifelong learning has come from and how it has developed up to the present day. A particular focus is on EU policy after the mid-1990s as well as on the EU’s concept of lifelong learning and its objectives. Since lifelong learning is a complex concept, the provision of a broad perspective on VET in Germany and England seems inevitable in order to examine how VET fosters lifelong learning. Therefore, Deißinger’s concept of qualification styles, which explicitly aims at providing a multidimensional approach that reveals the complexities and singularities of VET systems, serves as the basis of Chapter Three to describe the main patterns of VET in Germany and England. The focus lies on initial training, though the whole system is taken into account. Chapter Four explicitly builds on Chapter Three. It examines the role of VET in promoting lifelong learning in Germany and England. The six Key Messages of the EU’s Memorandum on Lifelong Learning serve as the analytical framework for the investigation. Chapter Five summarises the findings and draws conclusions. It reveals that the approaches for promoting lifelong learning as well as the perceptions of lifelong learning differ. These findings are embedded in the wider context of EU education and training policy. The EU policy on lifelong learning is regarded critically, and attention is drawn to further research questions. Appendices provide additional information to illustrate specific aspects of some of the issues in the main text in greater detail.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264010939
Category :
Languages : en
Pages : 152
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Book Description
The OECD Report, Promoting Adult Learning brings together key lessons from 17 OECD countries, providing evidence on the strategies in place to improve adults’ participation in learning.
Author: Michael Young
Publisher: Routledge
ISBN: 1134925778
Category : Education
Languages : en
Pages : 305
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Book Description
This book assesses the impact and implementation of national qualifications frameworks in sixteen different countries. It presents two major lessons for policy makers thinking of introducing a National Qualifications Framework (NQF). First, that an NQF is only a way of framing existing provision; it cannot on its own, lead to the acquisition of skills or knowledge. Second, as an attempt to standardize learning- something that is only to a limited extent standardizable, NQFs have disadvantages as well as advantages. The research was funded by the International Labour Organization (ILO) and the European Training Foundation (ETF) and, partly as a result of the ILO/ETF Report, the Editors were asked by the World Bank to help them in advising the government of India on introducing a NQF for vocational qualifications. Building on the findings of the report, the editors of this book presented an NQF implementation strategy to the Government of India on behalf of the World Bank. It laid out the steps and stages that would be involved and took account of the earlier experiences of introducing an NQF. Although this strategy was prepared specifically for the Government of India, others who have read it felt it deserved wider circulation. The report has therefore been included in this volume. Since this research was undertaken, the number countries, especially developing countries, implementing or introducing a NQF has continued to increase. This book will be of interest to policy makers and researchers. This book was originally published as a special issue of the Journal of Education and Work.
Author: Markus Maurer
Publisher: Studies in Vocational and Continuing Education
ISBN: 9783034315364
Category : Life skills
Languages : en
Pages : 0
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Book Description
Focusing on national qualifications frameworks and on the dual model of vocational training, this volume analyses the challenges that are tied to the transfer of models in the domain of vocational skills development. It brings together contributions from authors involved in both the theory and practice of vocational skills training development.
Author: OECD
Publisher: OECD Publishing
ISBN: 9789264037953
Category :
Languages : en
Pages : 219
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Book Description
This conference proceedings analyses the social issues and policy challenges that arise from fisheries adjustment policies, and how OECD member countries are meeting those challenges.
Author: Friederike Behringer
Publisher:
ISBN:
Category :
Languages : en
Pages : 25
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Book Description
The aim of the OECD activity "The Role of National Qualifications Systems in Promoting Lifelong Learning" is to investigate how qualifications systems influence the volume, distribution and quality of lifelong learning. This paper takes forward thinking about the ways in which qualifications systems can influence participation in lifelong learning (LLL) and the quality of learning experiences. A set of 11 components and some 60 subcomponents of qualifications systems is proposed and delineated and LLL is described by a set of 18 indicators. If there are relationships between qualifications systems and lifelong learning that are not just spurious correlations, then there will be mechanisms by which this happens. These mechanisms are the kernel of this activity and a set of 11 are proposed together with a description of their possible effects on individuals, providers and employers. Mechanisms might also be termed "drivers" of LLL and each one may act on different stakeholders in different ways and operate differently in changing social, economic and cultural conditions. Thus the complexity of the field of enquiry is recognised. The paper attempts to refine the conceptualisation of mechanisms that work through the aspirations of individuals, the planning process of providers and the needs of employers. The paper also outlines some tentative ideas for empirical analysis of the interactions that are at the heart of the activity. Appended are: (1) List A: Components of qualification systems; and (2) List B: Indicators of Lifelong Learning. (Contains 2 tables and 1 figure.).
Author: AndreElias Mazawi
Publisher: Routledge
ISBN: 135153629X
Category : Education
Languages : en
Pages : 425
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Book Description
The World Yearbook of Education 2010 volume, Education and the Arab 'World': Political Projects, Struggles, and Geometries of Power, strives to do justice to the complex processes and dynamics behind the world of Arab education. Western interest in all things Arab has greatly increased over the course of the decade, but this interest runs the risk of forgetting that the Arab world is positioned within wider contexts of regional, geopolitical, and global processes. This volume examines Arab education in a range of contexts regional, diasporic, and trans-national to better understand how the field of Arab education is formed through local, regional, geopolitical and global engagements and resonances. In doing so, contributors from a range of disciplines open critical conversations about the intersections of history, culture, geopolitics, policy, and education. The World Yearbook of Education 2010 offers new conceptual and empirical approaches that deal with some of the often-neglected aspects of the study of Arab education: contested political projects; struggles towards emancipation, recognition and liberation; and a larger concern for social justice, equity, and political inclusion. Andrlias Mazawi is associate professor in the Department of Educational Studies at the University of British Columbia, Vancouver, BC, Canada. He is also an associate fellow at the Euro-Mediterranean Centre for Educational Research at the University of Malta.Ronald G. Sultana is professor in the Department of Education Studies at the University of Malta, where he also leads the Euro-Mediterranean Centre for Educational Research. He is the founding editor of the Mediterranean Journal of Educational Studies.
