By Stephanie Allais
Promoting Out schooling argues that basing schooling coverage on skills and studying outcomes-dramatized via the outstanding growth of skills frameworks-is erroneous. skills frameworks are meant to make schooling extra conscious of the desires of economies and societies by means of bettering how skills and credentials are utilized in labour markets. yet utilizing studying results because the start line of schooling programmes neglects the center goal of schooling: giving humans entry to our bodies of information they wouldn't differently have. in addition, rather than growing call for for knowledgeable staff via business and fiscal coverage, skills frameworks are premised at the mistaken concept that a provide of expert employees ends up in commercial and financial improvement. And expert staff are to be provided now not by means of encouraging governments to concentration consciousness on developing, bettering, and helping schooling associations, yet by means of suggesting that governments take a quality-assurance function. therefore, in bad international locations the place provision is susceptible first of all, skills were created and associations proven to watch services with no expanding or bettering schooling provision. The weaknesses of many present coverage methods clarify, Allais argues, that schooling is inherently a collective reliable, and that the purchase of our bodies of information give you the foundation for its integrity and intelligibility.
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Extra resources for Selling Out Education: National Qualifications Frameworks and the Neglect of Knowledge
Example text
Questions about the purpose and role of education in society are not easy to answer, and equally difficult are more practical questions about the organization of education systems. Engaging carefully with the policies that dominate our education systems can assist in thinking about why education frequently doesn’t do what is expected of it, what education cannot do, and, conversely, what it can do, and what the conditions of possibility are. My analysis of the problems leads to 2 QUALIFICATIONS ideas for alternatives: why thinking about the nature and importance of knowledge is a better starting point for thinking about the curriculum; why education systems should be collectively organized and funded; and why economic and social problems need to be tackled directly, and not through education policy.
W. Livingstone and David Guile (2012, p. iii) note, today the existence of a ‘knowledge-based economy’ is “widely taken for granted by governments, mass media, public opinion, and most scholars today”. The promise of the knowledge economy is a ‘win-win’ scenario: the boom and bust business cycle could be abolished through a new stage of capitalist development that would lead to a fundamental shift in power from the owners and managers of capital to knowledge workers (Lauder & Brown, 2009). According to analysts such as Nan Lin (2001), different social classes could come to share the same interests: “labourers can become capitalists, as they enjoy the surplus of their labour… The confrontation and struggle between classes becomes a cooperative enterprise – ‘What’s good for the company is good for the worker and vice versa’” (Lin 2001, p.
The English National Vocational Qualifications were used as a model for these reforms. Competence-based training became a major feature of vocational education in Latin America and the Caribbean in the 1990s and early 2000s (Vargas Zuñiga, 2005). Qualifications frameworks per se are more recent in Latin America, with Argentina, Brazil, Chile, Colombia, Mexico, and Suriname being reportedly involved in developing frameworks, and in Central America the one country with British colonial heritage, Belize, is developing a qualifications framework.
