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Governance for Learning Outcomes in European Policy-Making: Qualification Frameworks Pushed through the Open Method of Coordination

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  • Ure, Odd Bjørn

Abstract

The construction of European education policy builds on a widely shared goal of transparency in qualifications, upheld by the popular narrative of mobile students endowed with scholarships from the EU Erasmus programme, which allow them to transfer credit points between universities and across national borders. EU education policy is increasingly inscribed in National Qualification Frameworks (NQF). Their European umbrella is coined the European Qualification Framework (EQF), which is linked to a discourse on or even shift to Learning Outcomes; functioning as a tool for the displacement of input to output categories in education systems with a view to make qualifications more transparent. This form of governance situates Learning Outcomes as a tool for policy reform that intentionally should affect all educational and administrative levels of European education. The article shows that the multitude of governance instruments used to promote a shift to Learning Outcomes are so varied that EU education policy has no apparent need of new instruments for this purpose. The fact that Learning Outcomes are linked to EU policy instruments of the Open Method of policy-Coordination and destined for several sectors of education, increases the likelihood that they will be translated into modified learning practices. Yet, there is a danger that governance of Learning Outcomes succumbs to a pitfall of declaratorily placing Learning Outcomes in the middle of learning practices in all subsectors of education, without sufficiently proving their real novelty and regulatory functions.

Suggested Citation

  • Ure, Odd Bjørn, 2015. "Governance for Learning Outcomes in European Policy-Making: Qualification Frameworks Pushed through the Open Method of Coordination," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 2(4), pages 268-283.
    • Handle: RePEc:zbw:ijrvet:142455
    DOI: 10.13152/IJRVET.2.4.2
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    References listed on IDEAS

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    1. Hessels, Laurens K. & van Lente, Harro, 2008. "Re-thinking new knowledge production: A literature review and a research agenda," Research Policy, Elsevier, vol. 37(4), pages 740-760, May.
    2. Laurens K. Hessels & Harro van Lente, 2008. "Re-thinking knowledge production: a literature review and a research agenda," Innovation Studies Utrecht (ISU) working paper series 08-03, Utrecht University, Department of Innovation Studies, revised Feb 2008.
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    Cited by:

    1. Shaw, Angela Joy & Shaw, Kieron John & Blake, Suzanne, 2016. "Examining barriers to internationalisation created by diverse systems and structures in vocational education and training," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 3(2), pages 88-105.
    2. Loogma, Krista, 2016. "Europeanization in VET Policy as a Process of Reshaping the Educational Space," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 3(1), pages 16-28.
    3. Gatt, Suzanne & Faurschou, Kim, 2016. "Implementing the European Quality Assurance in Vocational Education and Training (EQAVET) at National Level: Some Insights from the PEN Leonardo Project," International Journal for Research in Vocational Education and Training (IJRVET), European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, vol. 3(1), pages 29-45.

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