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All new and all outcome-based? The German qualifications framework and the persistence of national governance approaches

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

All new and all outcome-based? The German qualifications framework and the persistence of national governance approaches . / Gössling, Bernd.
In: Journal of Education and Work, Vol. 29, No. 5, 03.07.2016, p. 540-561.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Gössling, B 2016, 'All new and all outcome-based? The German qualifications framework and the persistence of national governance approaches ', Journal of Education and Work, vol. 29, no. 5, pp. 540-561. https://doi.org/10.1080/13639080.2014.998181

APA

Gössling, B. (2016). All new and all outcome-based? The German qualifications framework and the persistence of national governance approaches . Journal of Education and Work, 29(5), 540-561. https://doi.org/10.1080/13639080.2014.998181

Vancouver

Gössling B. All new and all outcome-based? The German qualifications framework and the persistence of national governance approaches . Journal of Education and Work. 2016 Jul 3;29(5):540-561. doi: 10.1080/13639080.2014.998181

Bibtex

@article{fab27c34aaee40cd8f11049f0a9eab76,
title = "All new and all outcome-based?: The German qualifications framework and the persistence of national governance approaches ",
abstract = "This article analyses the development of the first national qualifications framework in Germany (Deutscher Qualifikationsrahmen or DQR). In this case, a qualifications framework, which is supposedly outcome-based, had to be adapted to a highly input-oriented qualification system. This raises the question, how clashing claims and governance approaches can be joined? The study draws upon the assumption that the discourse on the DQR development is driven by cognitive constructions of relevant policy-makers and that these mental constructions can be uncovered by an in-depth analysis of discourse-related paperwork, such as proposals and drafts, as well as transcripts of interviews with key actors. The analysis bears empirical evidence that many collectively shared patterns of interpretations remain stable, even in the face of a quite drastic impetus to change. This is especially the case for patterns linked to the persistent input-based paradigm of governance. Furthermore, new patterns of interpretations are revealed, which support the rising legitimacy of instruments in line with outcome-oriented governance. Arguments for outcome-based governance are, moreover, an integral part of the policy discourses around the DQR and might lead to nuances of change for new and overhauled qualifications in the future.",
keywords = "Lifelong Learning, discourse analysis, educational policy, governance, implementation, qualifications frameworks",
author = "Bernd G{\"o}ssling",
year = "2016",
month = jul,
day = "3",
doi = "10.1080/13639080.2014.998181",
language = "English",
volume = "29",
pages = "540--561",
journal = "Journal of Education and Work",
issn = "1363-9080",
publisher = "Brill Verlag",
number = "5",

}

RIS

TY - JOUR

T1 - All new and all outcome-based?

T2 - The German qualifications framework and the persistence of national governance approaches

AU - Gössling, Bernd

PY - 2016/7/3

Y1 - 2016/7/3

N2 - This article analyses the development of the first national qualifications framework in Germany (Deutscher Qualifikationsrahmen or DQR). In this case, a qualifications framework, which is supposedly outcome-based, had to be adapted to a highly input-oriented qualification system. This raises the question, how clashing claims and governance approaches can be joined? The study draws upon the assumption that the discourse on the DQR development is driven by cognitive constructions of relevant policy-makers and that these mental constructions can be uncovered by an in-depth analysis of discourse-related paperwork, such as proposals and drafts, as well as transcripts of interviews with key actors. The analysis bears empirical evidence that many collectively shared patterns of interpretations remain stable, even in the face of a quite drastic impetus to change. This is especially the case for patterns linked to the persistent input-based paradigm of governance. Furthermore, new patterns of interpretations are revealed, which support the rising legitimacy of instruments in line with outcome-oriented governance. Arguments for outcome-based governance are, moreover, an integral part of the policy discourses around the DQR and might lead to nuances of change for new and overhauled qualifications in the future.

AB - This article analyses the development of the first national qualifications framework in Germany (Deutscher Qualifikationsrahmen or DQR). In this case, a qualifications framework, which is supposedly outcome-based, had to be adapted to a highly input-oriented qualification system. This raises the question, how clashing claims and governance approaches can be joined? The study draws upon the assumption that the discourse on the DQR development is driven by cognitive constructions of relevant policy-makers and that these mental constructions can be uncovered by an in-depth analysis of discourse-related paperwork, such as proposals and drafts, as well as transcripts of interviews with key actors. The analysis bears empirical evidence that many collectively shared patterns of interpretations remain stable, even in the face of a quite drastic impetus to change. This is especially the case for patterns linked to the persistent input-based paradigm of governance. Furthermore, new patterns of interpretations are revealed, which support the rising legitimacy of instruments in line with outcome-oriented governance. Arguments for outcome-based governance are, moreover, an integral part of the policy discourses around the DQR and might lead to nuances of change for new and overhauled qualifications in the future.

KW - Lifelong Learning

KW - discourse analysis

KW - educational policy

KW - governance

KW - implementation

KW - qualifications frameworks

UR - http://www.scopus.com/inward/record.url?scp=84921415135&partnerID=8YFLogxK

U2 - 10.1080/13639080.2014.998181

DO - 10.1080/13639080.2014.998181

M3 - Journal articles

VL - 29

SP - 540

EP - 561

JO - Journal of Education and Work

JF - Journal of Education and Work

SN - 1363-9080

IS - 5

ER -

DOI

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