Brown, Alan, 1950 Aug. 27-. (2008) Limitations of levels, learning outcomes and qualifications as drivers towards a more knowledge-based society. US-China Education Review, Vol.5 (No.1). pp. 9-18. ISSN 1548-6613

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Abstract

National (and European) qualifications frameworks, the specification of learning outcomes and grand targets like the Lisbon goals of increasing the supply of graduates in Europe in order to achieve a more knowledge-based society are all predicated upon the idea of moving people through to higher and well-defined levels of skills, knowledge and understanding. However, the work of researchers, from the UK's Teaching and Learning Research Programme (TLRP), examining work-related learning from a number of perspectives, would suggest that the way to move towards a more knowledge-based society is for as many people as possible, whatever their supposed highest overall "level" of skills is, to believe that they should develop their skills, knowledge and competence in a number of ways unrelated to their current highest "level". This means rather than having an essentially binary conception of competence at the heart of the levels, it would be far more beneficial in inducing the frame of mind required of a knowledge-based society to have a developmental view of expertise. Such an approach can address three particular challenges that a "levels" approach finds difficult to accommodate. First, there is the issue of transfer--there would be an expectation that graduates would be some way from "experienced worker standard" when they completed their initial training. Secondly, such an approach could provide the conditions in which a commitment to continuous improvement at work could flourish, as most people would believe that they needed to develop in a number of ways (at a range of "levels") in order to improve their performance. Thirdly, this approach of continuing to expect people to continue to develop a range of skills would offer some protection against the development of "skilled incompetence" (where organisations and individuals continue to focus upon what they do well without paying due regard to the future). (Contains 3 footnotes.)

Item Type:	Journal Article
Subjects:	H Social Sciences > HM Sociology L Education > L Education (General)
Divisions:	Faculty of Social Sciences > Institute for Employment Research
Library of Congress Subject Headings (LCSH):	Education -- Social aspects, Competency-based education, Academic achievement, Continuing education, Vocational education
Journal or Publication Title:	US-China Education Review
Publisher:	David Publishing Co., Inc.
ISSN:	1548-6613
Date:	January 2008
Volume:	Vol.5
Number:	No.1
Page Range:	pp. 9-18
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
References:	Argyris, C. (1990). Overcoming organizational defensive routines. Allyn-Bacon, Needham, MA. Argyris C. (2004). Reasons and rationalizations, the limits of organisational knowledge. Oxford University Press, Oxford. Brown, A. (Ed.). (2005). Learning while working in small companies: Comparative analysis of experiences drawn from England, Germany, Greece, Italy, Portugal and Spain. SKOPE Monograph No.7, ESRC funded Centre on Skills, Knowledge and Organisational Performance, Oxford and Warwick Universities, Retrieved from http://www.skope.ox.ac.uk/WorkingPapers/SKOPEMON07.PDF. Brown, A., Rhodes, E. & Carter, R. (2004). Supporting learning in advanced supply systems in the automotive and aerospace industries. In: H. Rainbird, A. Fuller & A. Munro. (Eds.). Workplace learning in context. Routledge, London. Eraut, M. (2005). Editorial: Continuity of learning. Learning in Health and Social Care, 4(1), 1-6. Eraut, M., Maillardet, F., Miller, C., Steadman, S., Ali, A., Blackman, C. & Furner, J. (2004). Learning in the professional workplace: Relationships between learning factors and contextual factors. AERA Conference Paper, San Diego. European Commission. (2006). Implementing the Community Lisbon Programme Proposal for a Recommendation of the European Parliament and of the Council on the Establishment of the European Qualifications Framework for Lifelong Learning. Brussels, 5.9.2006, COM (2006) 479 final 2006/0163 (COD), Retrieved from http://ec.europa.eu/education/policies/educ/eqf/com_2006_0479_en.pdf.
URI:	http://wrap.warwick.ac.uk/id/eprint/37514

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