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Author: Stephanie Allais Publisher: Springer ISBN: 9462095787 Category : Education Languages : en Pages : 297
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: Stephanie Allais Publisher: Springer ISBN: 9462095787 Category : Education Languages : en Pages : 297
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: Adrian Curaj Publisher: Springer ISBN: 3319774077 Category : Education Languages : en Pages : 727
Book Description
This volume presents the major outcomes of the third edition of the Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC 3) which was held on 27-29 November 2017. It acknowledges the importance of a continued dialogue between researchers and decision-makers and benefits from the experience already acquired, this way enabling the higher education community to bring its input into the 2018-2020 European Higher Education Area (EHEA) priorities. The Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC) has already established itself as a landmark in the European higher education environment. The two previous editions (17-19 October 2011, 24-26 November 2014), with approximately 200 European and international participants each, covering more than 50 countries each, were organized prior to the Ministerial Conferences, thus encouraging a consistent dialogue between researchers and policy makers. The main conclusions of the FOHE Conferences were presented at the EHEA Ministerial Conferences (2012 and 2015), in order to make the voice of researchers better heard by European policy and decision makers. This volume is dedicated to continuing the collection of evidence and research-based policymaking and further narrowing the gap between policy and research within the EHEA and broader global contexts. It aims to identify the research areas that require more attention prior to the anniversary 2020 EHEA Ministerial Conference, with an emphasis on the new issues on rise in the academic and educational community. This book gives a platform for discussion on key issues between researchers, various direct higher education actors, decision-makers, and the wider public. This book is published under an open access CC BY license.
Author: National Research Council Publisher: National Academies Press ISBN: 0309256496 Category : Education Languages : en Pages : 203
Book Description
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
Author: Peter Darvas Publisher: World Bank Publications ISBN: 1464802807 Category : Business & Economics Languages : en Pages : 211
Book Description
The report focuses on formal and informal technical and vocational education and training (TVET) at the pre-tertiary level in Ghana. TVET represents a major intersection between education, youth and the labor market. However, market distortions and inefficiencies led to an adverse cycle of high costs, inadequate quality of supply, and low demand.
Author: Svetlana Ashmarina Publisher: Springer ISBN: 3030117545 Category : Business & Economics Languages : en Pages : 396
Book Description
This contributed volume presents the outcomes of multidisciplinary studies on the problem of sustainable economic development. The key issues addressed here are economic transformation, crisis management, formation and implementation of industrial policy in the innovative economy, and the development of individual industries (oil refining, transport, education, tourism, the financial sector, etc.), as well as the problem of resistance to changes in the economy. Special attention is paid to economic growth under unstable conditions and the impact of digitalization on the development of economic processes. This book is dividided into five parts, the first of which deals with factors and conditions determining the sustainable development of different socio-economic systems, as well as issues in connection with the post-crisis development of regional economies. In turn, the second part is devoted to an analysis of the innovative development of the economy, risk assessment for innovation projects, readiness for changes and innovations, and various instruments of innovative economic development. Prospects for the digitalization of the economy and the current changes in economic systems caused by digitalization are considered in the third part of the book. In the fourth part, the authors discuss the specific features of labor market development, and professional competencies that will be essential to the sustainable development of the economy. In closing, the fifth part presents sectoral and intra-organizational aspects of sustainable economic development.
Author: Rupert Maclean Publisher: Springer Science & Business Media ISBN: 1402052812 Category : Education Languages : en Pages : 3162
Book Description
This six-volume handbook covers the latest practice in technical and vocational education and training (TVET). It presents TVET models from all over the world, reflections on the best and most innovative practice, and dozens of telling case studies. The handbook presents the work of established as well as the most promising young researchers and features unrivalled coverage of developments in research, policy and practice in TVET.
Author: Sjur Bergan Publisher: Council of Europe ISBN: 9789287166975 Category : Education Languages : en Pages : 176
Book Description
The concept of "substantial differences" - far from being a dry, technical topic for a book on higher education policy - goes to the heart of how society views qualifications and education and is the key concept of the Council of Europe/UNESCO Convention on the Recognition of Qualifications concerning Higher Education in the European Region, better known as the Lisbon Recognition Convention. What do learners know and understand and what are they able to do on the basis of their qualifications? How can this be expressed and described, and how can learners carry their qualifications across borders without leaving part of their real value behind? In discussions on substantial differences, the technical meets the philosophical, the administrative meets the political. Decisions on recognition, made in considering whether a difference is substantial, have a direct influence on applicants' future study and employment opportunities, but also reveal how those who make the decisions view themselves, their education system and their societies.
Author: Markus Maurer Publisher: Studies in Vocational and Continuing Education ISBN: 9783034315364 Category : Life skills Languages : en Pages : 0
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: Stephanie Allais
Author: Stephanie Allais
Author: Adrian Curaj
Author: National Research Council
Author: Peter Darvas
Author: Svetlana Ashmarina
Author: 
Author: 
Author: Rupert Maclean
Author: Sjur Bergan
Author: Markus Maurer