Developing policy instruments for education in the EU: the European Qualifications Framework for lifelong learning

The European Qualifications Framework (EQF) for lifelong learning has been characterized as a policy instrument with a number of contested ideas, raising questions about the process through which such instruments are developed at European level. The introduction of the EQF is in this article examined through variations of neo-institutional theory: historical contingency perspective, rational perspective, normative perspective and a process of chance. The EQF is examined as a case, using documents and expert interviews as empirical sources. The article highlights the complex interplay between various historical processes that enabled the introduction of the EQF and how problems and solutions can drive the process forward in a dialectic manner. Furthermore, while the impact of the EQF on national level remains to be seen at this point, the analysis uncovers increased space for introducing new instruments on EU level.     

Policies of adult education in Portugal and France: the European Agenda of validation of non-formal and informal learning

This article analyses the influence of the European Union’s educational policies on the implementation of devices for the recognition and the validation of informal and non-formal learning within public policies on education and training for adults in European Union Member States. Portugal and France are taken as examples. The European Union’s statements have influenced the development of devices for recognizing adult competences, regardless of the social, cultural and economic specificities of each country. However, sociocultural and sociopolitical characteristics influence the conditions under which recognition devices and the methods of their experimentation and generalization emerge, and are the vector of conflicts of interests between macro- and micro-sociological levels. There is at the same time a ‘culture of convergence’ impelled by the European Commission, and a process of adaptation in matters of cultural and territorialised practices, which aim to avoid marginalization. Data are drawn from official documents and interviews with people in charge of training institutions.     

European Union and Greek lifelong learning policy within an intercultural context: preliminary insights from research in the Sociology of Law

This paper presents preliminary findings of an extensive socio-legal research project, currently in progress, concerning the implementation of the European Union and the Greek institutional framework on lifelong learning (LLL) and exploring the social effectiveness of LLL policy. The main outcomes, based on testing two research hypotheses through quantitative and qualitative content analysis, are presented. Firstly, there are significant differences in the ranking of four LLL objectives (employability/adaptability takes priority over social inclusion, personal fulfilment and active citizenship) as between legal documents of different origin (EU or national) and binding force (hard or soft law). Secondly, the key role of the global recession of 2008 in reinforcing the economic dimension of EU policy in the field is revealed. These data, considered from a socio-legal perspective, provide a basis for further discussion regarding national alignment to the EU’s LLL policy and argue for new ‘policy syntheses’ informed by the views of social actors concerned with policy implementation, in line with a broad humanistic notion of LLL.     

无奈的选择:英国第一次申请加入欧共体原因考

战后初期,英国在对外政策上坚持“三环外交”的方针,把对美和对英联邦的关系放在对欧关系之上,企图借助英美特殊关系和同英联邦的联系来支撑它事实上难以维持的世界大国地位。面对欧洲一体化的启动,英国由最初的置身事外甚至对立,转变为由于形势所迫不得不申请加入欧共体。     

Policy Formulation and Networks of Practice in European eLearning: the emergence of a European E-Learning Area

This article discusses the emergence of a European E-Learning Area (EELA) as a consequence of three factors that can be observed in the e-learning developments over the past decade. The first factor consists of the carving of a policy sector in e-learning via formal instruments such as the eLearning Programme, the Lifelong Learning Programme and an array of other e-learning policy stipulations embedded in larger policy instruments at European level (e.g. Framework Programme). The second factor is represented by the mainstreaming of e-learning activities, both through formal and informal measures across multiple domains. Finally, the proliferation and consolidation of interlinked networks of practice as incubators of e-learning innovation and sharing of expertise act as the third factor in the shaping of EELA. The conceptualisation of EELA is substantiated through an analysis of the European e-learning policy documentation and the findings of a questionnaire distributed to the coordinators of projects under the eLearning Programme. In light of the findings, theoretical and practical implications for EELA as a nascent policy domain are explored and offered as a basis for further debate on this theme.     

欧共体教育法与当前我国教育法制建设的理性思考

欧共体教育法是欧洲一体化进程中的必然产物。它是一部特殊的国际组织法,在法律性质、法律渊源、法律内容、法律程序等方面既有别于一般国家的教育法,也不同于一般的国际法。尽管这一法律在内容、程序及效力等方面表现得还远未完善与成熟,但对当前国际法的构建,尤其是对刚刚加入WTO的我国教育法的修订有着积极的指导意义。     

The generic competences: an opportunity for ethical learning in the European convergence in higher education

The objective of the European Higher Education Area is, among others, to adopt a comparable degree framework for both undergraduate and post-graduate studies. Different kind of studies, with a European extent (e.g. the Tuning Project and the DeSeCo Project), suggest that, on finishing their undergraduate studies, students should have acquired a series of general competences common to all courses. In this article, our hypothesis for discussion is that the acquisition of general competences, especially the interpersonal and systemic ones, is closely related to the objectives of ethical learning: the training of professionals and citizens who build their knowledge independently and act responsibly, freely and in a committed manner. This paper is a part of the Research Project HUM2004-06633-CO2-01/FISO, financed by Ministerio de Educación y Ciencia y Fondos FEDER, and is included in the R + D + I Group 03/179, of the Generalidad Valenciana.     

Teaching databases in compliance with the European dimension of higher education: Best practices for better competences

The Convergence process in which European Union (EU) universities are at present involved supposes that these institutions not only have to re-structure their degree programmes, but also their teaching and learning methodologies. We study the impact of this EU process on Database teaching, comparing the practices of three different European universities and using the Convergence goals as criteria. In our discussion, we identify which aspects in each university are closer to the Convergence goals, and which are likely to help in achieving these goals.     

Second-generation non-formal education and the sustainable development goals: operationalising the SDGs through community learning centres

ABSTRACT

This paper argues that Non-formal Education (NFE) has seen a remarkable revival of interest across both developing countries and the more highly developed countries. Among the factors causing this revival is the search for alternative educations to meet the needs of different groups in society. But in the process, NFE has been relocated – not so much as ‘outside’ formal educational institutions but as a different kind of learning programme within a continuum of lifelong learning covering formal, non-formal and informal learning. It argues that the adult learning targets contained in every one of the Sustainable Development Goals (SDGs) cannot be met by formal learning programmes alone and require a much expanded non-formal education programme. To deliver this, the paper suggests that the current movement for community learning centres (CLCs) can provide a base for operationalising NFE for the SDGs. It takes a case study, the Folk Development Colleges of Tanzania, as an example of the kind of national system for NFE which can be built. It ends by looking at current redefinitions of NFE and at where such an NFE system might fit into the governmental architecture of educational planning.     

Mapping inequality in access to meaningful learning in secondary education in Ethiopia: implications for sustainable development

ABSTRACT

The rapid expansion of primary education in Ethiopia has enabled most children to attend primary education—or at least to start schooling. This expansion, however, is largely “symbolic” rather than “substantive” where “substantive” refers to access that generates meaningful learning. The article explores spatial inequality in access to meaningful learning in secondary education in Ethiopia with a particular focus on the Amhara region, and addresses the question: Is substantive learning equitably distributed? To operationalise this question, “access-to-learning” is conceptualised using a new method of constructing a learning-oriented measure of educational quality that combines grade survival (access) and test score (quality). Moreover, the “zones of exclusion” framework has been used to see the systematic loss of students from the education system at different points in time. Using GIS tools, the extent of spatial inequality in access-to-learning was determined by mapping the proportion of students who achieved the required level of performance, and geographical variation in the distribution of inequality factors. The paper concludes with implications for educational policy and planning and recommendations for further research.     

Reforming teacher education in the context of lifelong learning: the case of the BEd degree programme in Ireland

Lifelong learning has become a prominent fixture in educational policy in recent years in many countries around the world. In terms of teacher education, it is now widely accepted that initial teacher education is insufficient for the lifelong professional needs of teachers. From September 2012, initial teacher education in Ireland will be offered as a radically different four-year BEd degree programme. This reform of initial teacher education offers immense potential for teacher educators to re-imagine their programmes in light of a range of guiding paradigms and theoretical frameworks, including lifelong learning. This paper provides a rationale for developing programmes in initial teacher education in the context of lifelong learning. A number of recommendations for lifelong primary teacher education are offered in light of current reforms that are taking place in Ireland.     

Becoming a teacher: the thoughts of undergraduates training to work in Primary Education and ideas for their university education

ABSTRACT

What makes a good teacher and what motivates a person to want to teach are timeless questions that concern us all. This study focuses on those who are currently training to become teachers, more specifically undergraduates studying a degree in Primary Education in the universities of Catalonia. It adopts a quantitative methodology based on a self-administered questionnaire conducted with a representative sample. Participants’ open-ended responses are recorded and codified. Three main categories are constructed: personal, authentic teacher; the teacher as story teller; and, the teacher as motivator of learning. Results highlight important differences between these categories, extolling above all the authentic, personal teacher, who leaves a mark thanks to their character and way of being. This, together with other findings, raises various considerations for the university training of future teachers.     

Anatomy education environment measurement inventory: A valid tool to measure the anatomy learning environment

Students' perceptions of the education environment influence their learning. Ever since the major medical curriculum reform, anatomy education has undergone several changes in terms of its curriculum, teaching modalities, learning resources, and assessment methods. By measuring students' perceptions concerning anatomy education environment, valuable information can be obtained to facilitate improvements in teaching and learning. Hence, it is important to use a valid inventory that specifically measures attributes of the anatomy education environment. In this study, a new 11‐factor, 132‐items Anatomy Education Environment Measurement Inventory (AEEMI) was developed using Delphi technique and was validated in a Malaysian public medical school. The inventory was found to have satisfactory content evidence (scale‐level content validity index [total] = 0.646); good response process evidence (scale‐level face validity index [total] = 0.867); and acceptable to high internal consistency, with the Raykov composite reliability estimates of the six factors are in the range of 0.604–0.876. The best fit model of the AEEMI is achieved with six domains and 25 items (X² = 415.67, P < 0.001, ChiSq/df = 1.63, RMSEA = 0.045, GFI = 0.905, CFI = 0.937, NFI = 0.854, TLI = 0.926). Hence, AEEMI was proven to have good psychometric properties, and thus could be used to measure the anatomy education environment in Malaysia. A concerted collaboration should be initiated toward developing a valid universal tool that, using the methods outlined in this study, measures the anatomy education environment across different institutions and countries. Anat Sci Educ 10: 423–432. © 2017 American Association of Anatomists.     

Quantifying the long-term impact of zoological education: a study of learning in a zoo and an aquarium

Abstract

There is increasing evidence that zoos and aquariums do, as intended, educate their visitors. However, even though most zoos offer a wide array of educational experiences, few studies have considered if the duration of an educational experience affects learning or whether learning lasts beyond the immediate visit. The current study used matched-pairs surveys to investigate children’s knowledge, attitude and knowledge of positive behavior during both a five-day zoo camp and six months after an aquarium visit. The participants of the study included children aged 9–12?years some of whom had participated in a purposefully designed educational intervention. First, the impact of a five-day zoo camp experience on children’s learning was investigated. Second, learning retention was investigated six months after a school tour at an aquarium. Results showed that during the camp learning was positively affected by participation in the educational intervention and by previous zoo experience. Girls were more likely than boys to have an increase in learning six months after an aquarium visit. The study demonstrates that learning persists, but that education can be enhanced with longer programs. Thus, zoos can play an increasingly important role in igniting pro-environmental behavior.     

消除壁垒加强教育交流与合作--欧盟应对WTO的挑战

本文介绍了欧盟通过消除在语言、学分体系和教育信息通讯技术等方面存在的壁垒,加强欧盟各国教育交流与合作的系列计划和措施.     

Learning in the third age: drawing wisdom from reflective stories in community art education

Third-age learning is a subset of lifelong learning enjoyed by individuals in the stage of retirement, and often 60 years or older. Community art education (CAE) for learners in the third age commonly occurs in recreational settings, nursing homes, museums, libraries and places of worship. In addition to these informal learning sites, there are CAE programmes developed within postsecondary institutions that provide opportunities for artistic inquiry and instruction. In the following article, we share a case study involving third-age learners conducted in the 2014/2015 academic year. We begin by briefly describing an innovative CAE programme at Concordia University in Montreal, Canada, and then discuss a specific initiative undertaken in cooperation with the University’s alumnae extended education programme. Our study explored large questions about motivation, curriculum and pedagogy, but also focused on major themes in lifelong learning and the individual stories of the participants. One participant, named Reto, is featured in this article, and with his collaboration we offer a co-constructed narrative alongside an analysis of themes including personal development and social inclusion. The insights gained through our study have potential broad applicability for the general area of university–community partnerships and for CAE for the growing third-age population.