LEADER 03686nam 22006015 450 001 9910483424903321 005 20200919234827.0 010 $a94-6209-578-7 024 7 $a10.1007/978-94-6209-578-6 035 $a(CKB)3710000000219598 035 $a(EBL)1973934 035 $a(SSID)ssj0001338850 035 $a(PQKBManifestationID)11704414 035 $a(PQKBTitleCode)TC0001338850 035 $a(PQKBWorkID)11349675 035 $a(PQKB)11049927 035 $a(MiAaPQ)EBC1973934 035 $a(DE-He213)978-94-6209-578-6 035 $a(OCoLC)887811237 035 $a(nllekb)BRILL9789462095786 035 $a(PPN)180625241 035 $a(MiAaPQ)EBC31094135 035 $a(Au-PeEL)EBL31094135 035 $a(EXLCZ)993710000000219598 100 $a20140807d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aSelling Out Education $eNational Qualifications Frameworks and the Neglect of Knowledge /$fby Stephanie Allais 205 $a1st ed. 2014. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2014. 215 $a1 online resource (297 p.) 225 1 $aThe Knowledge Economy and Education 300 $aDescription based upon print version of record. 311 $a94-6209-577-9 320 $aIncludes bibliographical references. 327 $aPreliminary Material -- Qualifications -- Plus La Meme Chose -- Something New, Something Old -- Something Borrowed, Something Sold -- Cure or Symptom? -- Knowledge, Outcomes, and the Curriculum -- Who is Right? -- Where is it Going? -- Lessons and Alternative Directions -- Afterword: Africa, 2025 -- References. 330 $aSelling Out Education argues that basing education policy on qualifications and learning outcomes?dramatized by the phenomenal expansion of qualifications frameworks?is misguided. Qualifications frameworks are intended to make education more responsive to the needs of economies and societies by improving how qualifications and credentials are used in labour markets. But using learning outcomes as the starting point of education programmes neglects the core purpose of education: giving people access to bodies of knowledge they would not otherwise have. Furthermore, instead of creating demand for skilled workers through industrial and economic policy, qualifications frameworks are premised on the flawed idea that a supply of skilled workers leads to industrial and economic development. And skilled workers are to be supplied not by encouraging governments to focus attention on creating, improving, and supporting education institutions, but by suggesting that governments take a quality-assurance role. As a result, in poor countries where provision is weak to start with, qualifications have been created and institutions established to monitor providers without increasing or improving education provision. The weaknesses of many current policy approaches make clear, Allais argues, that education is inherently a collective good, and that the acquisition of bodies of knowledge provide the basis for its integrity and intelligibility. 410 0$aThe Knowledge Economy and Education 606 $aEducation 606 $aEducation, general$3https://scigraph.springernature.com/ontologies/product-market-codes/O00000 615 0$aEducation. 615 14$aEducation, general. 676 $a370 700 $aAllais$b Stephanie$4aut$4http://id.loc.gov/vocabulary/relators/aut$01196150 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910483424903321 996 $aSelling Out Education$92850036 997 $aUNINA