By Stephanie Allais

Promoting Out schooling argues that basing schooling coverage on skills and studying outcomes-dramatized via the exceptional growth of skills frameworks-is inaccurate. skills frameworks are meant to make schooling extra attentive to the wishes of economies and societies via enhancing how skills and credentials are utilized in labour markets. yet utilizing studying results because the start line of schooling programmes neglects the middle objective of schooling: giving humans entry to our bodies of data they wouldn't differently have. additionally, rather than growing call for for experienced staff via commercial and monetary coverage, skills frameworks are premised at the mistaken concept that a offer of expert staff results in business and financial improvement. And expert staff are to be provided now not by way of encouraging governments to concentration recognition on growing, bettering, and aiding schooling associations, yet by way of suggesting that governments take a quality-assurance position. accordingly, in bad nations the place provision is susceptible firstly, skills were created and associations tested to observe prone with out expanding or bettering schooling provision. The weaknesses of many present coverage ways clarify, Allais argues, that schooling is inherently a collective sturdy, and that the purchase of our bodies of information give you the foundation for its integrity and intelligibility.

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Additional resources for Selling Out Education: National Qualifications Frameworks and the Neglect of Knowledge

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Understanding and integrating the use of a learning outcomes based approach remains a key medium-term challenge. When achieved, it will enable students to become the engaged subjects of their own learning process. [emphasis in original] Adam goes on to argue that the “humble learning outcome has moved from being a peripheral tool to a central device to achieve radical educational reform of European higher education”. The use of ‘radical’ here, as well as the notion of a ‘new paradigm’, are invoked because the changes implied involve reforming education in a range of different ways—addressing curricula, pedagogy, assessment, provision of education, accountability of educational institutions, and the use of qualifications in society and in labour markets.

Where socialism was seen to have failed as an alternative to capitalism, the reorganization, reinvigoration, and democratization of production were seen as the basis for achieving a reformed, more productive, and more egalitarian capitalist society (Kumar 1992). The postFordist approach to the economy seemed to many to provide a paradigm in which, by increasing the skills levels of a nation, international competitiveness could be achieved, thereby increasing the general prosperity of the nation.

This is followed by an examination of the specific claims made about learning outcomes and qualifications frameworks. Finally, I discuss the little existing evidence for the claims made about outcomes-based qualifications frameworks. I argue that the available research evidence suggests not only that qualifications frameworks do not achieve their goals, but also that they have many negative effects on education systems. In the rest of the book I explore the underlying problems with this policy mechanism, and why it nevertheless seems to have been so seductive.

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