Have a look at this blog in the Electronic Platform for Adult Learning in Europe (EPALE). The topic is Soft skills, struggles and broader perspectives – parental leave as an informal learning experience.
Consultur. Studies & Analyses was invited to comment on statements of three learners with experiences from parental leaves.
An article with this title was recently published in the journal Policy Futures in Education. Its author, Odd Bjørn Ure, investigates what is claimed to be a shift towards national and European education systems based on Learning Outcomes. When Learning Outcomes are related to a pedagogical debate, they can easily be positioned to learning theories in which the centredness of the learner is brought to the fore. Learning Outcomes also form part of a package of policies at a national and cross-national level.
Learning Outcomes are therefore often analysed as pedagogical and policy instruments. A third perspective is to consider Learning Outcomes as an organisational instrument. This implies studying the work organisation of educational institutions, as well as the bodies and agencies of importance for disseminating Learning Outcomes.
Another aspect, which the notion organisational instrument can shed light on, is the continuing efforts to improve the performance of education systems by quality control and auditing procedures.
The entire article can be downloaded here:
A follow-up article will closer look at how the introduction of Learning Outcomes is part of a discourse that aims to reform education and training at a national and European level .
Education meets Business or the other Way Round
Since the adoption of the Erasmus+ programme in 2014, the European Union finances Knowledge Alliances between universities and enterprises. Looking back on the projects approved after the annual application rounds, one question is whether the Knowledge Alliances stand out from previous EU support to co-operation between business and academia. Evaluations of the past EU programmes on such co-operation have pointed at the difficult exercise of building a sustainable and long-lasting partnership, without becoming routinized and self-confirming. In short: networks between business and academia need to be innovative and bring novelty.
Let us first recall that Knowledge Alliances are open to any discipline, sector and to cross-sectoral co-operation. The programme guide sets out that such projects between business and academia should have a short and long-term impact on a wide range of labour market stakeholders and institutions. It is further explained that a Knowledge Alliance may involve employers and labour market institutions (more…)
Ahead of the February 26th deadline for submitting proposals to set up Knowledge Alliances between universities and enterprises, it is time to look at what kind of partnerships between business and academia that the European Union is co-financing.
Partnerships between business and academia
Let us recall that Knowledge Alliances have to count at least six partners from three countries, of which minimum two enterprises and two higher education institutions. Information from the European Commission says that the projects are open to any discipline, sector and to cross-sectoral co-operation. Such a business/academia alliance should have a short and long-term impact on a wide (more…)
The article was recently published in the International Journal for Research in Vocational Education and Training.
The author, Odd Bjørn Ure, discusses the following questions:
1. How can theories on knowledge production inform analyses of governance
of Learning Outcomes and qualification frameworks at a national and
2. The de facto inclusion of the Learning Outcome discourse in the Open
Method of policy-Coordination accentuates network forms of governance
and multi-level policy-making: how can this pattern regulate the
involvement of societal actors and interest groups affected by this
In a study by the Bertelsmann Foundation, national experts from seven other European countries gave an overview of the current state of recognition of non-formal and informal learning in their respective countries. The chapter on Norway was written by Consultur. Studies&Analyses. (more…)
Høsten 2015 blir gradvis mørkere og mørkere, men lekseleselamper vil ikke tennes i alle hjem som huser skolebarn. For det pågår en foreldreaksjonen i Rogaland: “Nå forteller vi skolen at vi fra skolestart høsten 2016 er en Leksefri Familie”. http://www.leksefrifamilie.net/
Lekser kan være så mangt, inkludert meningsløse, – men å avskaffe dem, og med ubehjelpelig formulerte paroler av typen: “Leksefri Familie er satt i gang for å hjelpe foreldre og lærere som har forstått det meningsløse i dette til å sette foten ned”…?? (more…)