Knowing and Doing Vocational Education and Training Reform: Evidence, Learning and the Policy Process

Autor/inn/en	McGrath, Simon; Lugg, Rosemary
Titel	Knowing and Doing Vocational Education and Training Reform: Evidence, Learning and the Policy Process
Quelle	In: International Journal of Educational Development, 32 (2012) 5, S.696-708 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2012.02.004
Schlagwörter	Evidence; International Education; Educational Change; Vocational Education; Educational Policy; Policy Formation; Relevance (Education); Educational Development; Governance; Best Practices; Educational Trends; Trend Analysis; Educational Objectives; Politics of Education; Performance Factors; Barriers; Change Strategies; Alignment (Education); Training Methods; Training Objectives + Suchen Sie Ihr Suchwort? Evidenz; Internationale Erziehung; Bildungsreform; Ausbildung; Berufsbildung; Politics of education; Bildungspolitik; Politische Betätigung; Relevance; Relevanz; Bildungsentwicklung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Trendanalyse; Educational objective; Bildungsziel; Erziehungsziel; Leistungsindikator; Lösungsstrategie; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	Much of VET policy internationally draws on a toolkit that has been seriously questioned for its logic, international relevance and effectiveness by considerable amounts of academic research. Reflecting primarily on our experiences of leading a complex, multi-country policy study, we develop an account that seeks to explore ways in which the apparent incommensurability between academic and policy knowledge can be addressed. This leads on to a broader discussion of key issues of contestation in the debates about knowledge for policy as they relate to international education and development more generally. We consider three key turns in the discourse of international education policy and research: to "governing by numbers", "what works" and policy learning, and ask what happens when these discursive trends travel to Southern and VET contexts. We suggest that this analysis implies that policymakers need both to be more modest and reflexive in their expectations of what knowledge can be mobilised for policy purposes and more serious in their commitment to supporting the generation of the types of knowledge that they claim to value. For international and comparative educators, we stress the importance of being clearer in seeking to shape research agendas; more rigorous in our approaches to research; and better in our external communication of our findings. Given the particular focus of this special issue on VET, we end by reiterating the particular challenge of reawakening research on VET-for-development from twenty years of slumber. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10