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

2015 ◽  
Vol 2 (4) ◽  
pp. 268-283 ◽  
Author(s):  
Odd Bjørn Ure
Keyword(s):  
Education Policy ◽  
Learning Outcomes ◽  
Policy Instruments ◽  
Policy Coordination ◽  
Open Method ◽  
Transfer Credit ◽  
Popular Narrative ◽  
Learning Practices ◽  
European Education ◽  
Erasmus Programme

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.

scholarly journals diffMOOC: Differentiated Learning Paths Through the Use of Differentiated Instruction within MOOC

2017 ◽  
Vol 12 (03) ◽  
pp. 197 ◽  
Author(s):  
Jihane Sophia Tahiri ◽  
Samir Bennani ◽  
Mohamed Khalidi Idrissi
Keyword(s):  
Differentiated Instruction ◽  
Success Rate ◽  
Learning Outcomes ◽  
Deep Understanding ◽  
Theoretical Framework ◽  
Learning Practices ◽  
Key Concepts ◽  
Learning Paths ◽  
Differentiated Learning

Diversifying learning practices and situations helps learners to better regulate their learning with deep understanding, which improves learning outcomes. Accordingly, this paper presents our vision of a differentiation system of learning paths within MOOC. Promising beginning point for this vision would be to determine new factors that directly affect the success rate. Then, we introduce the theoretical framework of differentiated instruction, which represents the key component of the proposed system. Finally, we implement some key concepts in differentiation and some techniques for assigning learners into groups in order to differentiate learning paths. The main purpose of the proposed contribution is to optimize learning situations of each learner according to his needs. As a result reducing the proportion of learners in a situation of failure and thereby improving the success rate.

scholarly journals The participation of Portuguese students in ERASMUS: From its European conception to its implementation in universities

2018 ◽  
pp. 97-113
Author(s):  
Yvette Santos ◽  
Alice Cunha
Keyword(s):  
State Of The Art ◽  
Student Mobility ◽  
The State ◽  
European Level ◽  
Academic Mobility ◽  
Qualitative Nature ◽  
The Subject ◽  
European Education ◽  
Portuguese Literature ◽  
Erasmus Programme

The ERASMUS Programme, established in June 1987, is considered one of the most popular European education programmes as it favours the academic mobility of thousands of students. Given the importance of ERASMUS in building a Europe of knowledge, this article aims to analyse the importance of ERASMUS toPortugal since its implementation. The state of the art on the subject is not exhaustive. Although much research on student mobility with a focus on ERASMUS at the European level has been undertaken – albeit difficult to summarise given the diversity of studies – Portuguese literature has not kept pace since existing studies are mainly Masters dissertations of a qualitative nature, supported by interviews with former ERASMUS students and covering the recent years of the Programme. Bearing this in mind, this article, in addition to identifying the main stages that led to the establishment of the Programme and highlighting thecontours of its implementation in Portugal, seeks to analyse the participatory trends of Portuguese students attending the first university cycle (the so-called outgoings) from 1987 to 2014, the year ERASMUS+ started.

scholarly journals Governing education policy: the European Union and Australia

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Gosia Klatt ◽  
Marcella Milana
Keyword(s):  
European Union ◽  
Education Policy ◽  
Policy Instruments ◽  
Unintended Consequences ◽  
Data Generation ◽  
The European Union ◽  
Policy Goals ◽  
Modes Of Governance ◽  
The Eu

This paper considers the changing modes of governance of education policy in the European Union (EU) and Australia through a lens of ‘soft governance’. It considers the increased use of ‘policy instruments’ such as benchmarking, targets, monitoring, data-generation in policy-making in recent decades. It considers the roles these policy instruments play in coordinating education policy in the EU and Australia as well as their intended and unintended consequences. It shows that in the EU, these instruments played a role in strengthening the coordination through the links between individuals and programs, and networking, which is seen as resulting in enhanced creativity in policy solutions, development of new norms and new means for achieving policy goals. While in Australia it seems that the role of these instruments is focused on consolidating the role of the Commonwealth’s oversight and control over what constitutionally is a responsibility of States which adds to several policy tensions already existing in the federal coordination of education.

Research Focus on European Education Policy

2014 ◽  
pp. 1-23
Author(s):  
Alina Mihaela Dima ◽  
Simona Vasilache
Keyword(s):  
Higher Education ◽  
Quantitative Analysis ◽  
Education Policy ◽  
Academic Research ◽  
Educational Policies ◽  
Research Focus ◽  
Main Research ◽  
European Universities ◽  
European Education ◽  
European Higher Education

This chapter includes an overview of the academic research recently dedicated to educational policies in European higher education. This chapter reviews the main research databases, looking for general and specialized articles referring to academic research, and the authors map the trends in mainstream literature. They identify the dynamics of articles dedicated to academic research, the most frequent topics, and assess their impact on educational policies in European universities. The chapter is based on a quantitative analysis of the records, as well as on the debates and analyses of the research on educational policies in recent years.

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