Lorenz Lassnigg

Lost in Translation: Learning Outcomes and the Governance of Education.

This paper gives a critical assessment of the relationship between learning outcomes and the governance of education and training systems. Learning outcomes are defined as an instrument that might work at different levels with different meanings and different results: at the level of education and training practice, they might obtain pedagogical results, at the level of policy-making they might contribute to the governance of education and training. However, the ways in which governance impacts on pedagogy is called into question; in particular the argument challenges the assumption of a straightforward and successful ‘top-down’-relationship between governance and pedagogy. First, an assessment is undertaken into supportive and critical expectations about learning outcomes: of what they should achieve and of what is deemed necessary to make them work on the one hand and of detrimental effects they might have, on the other. Second, a framework for the analysis of the impact of learning outcomes is proposed; this brings some approaches from the literature together in a systematic fashion and is also used to interpret some developments of the use of learning outcomes in Austria and in other countries. As a result, we conclude that most expectations of the learning outcomes approach are overstated, as are critiques. Evidence shows that there might be pedagogical benefits of learning outcomes if they are properly implemented; however, they appear too weak as an instrument to bring about the desired results as a governance device. They might successfully change policies, however, without having the desired impact on education and training practice.

The ‘duality’ of VET in Austria: institutional competition between school and apprenticeship

This article analyses the structure and development of Austrian apprenticeship in the context of the country’s wider vocational education and training (VET) system. In doing so, it draws on official data and survey results as well as the available, related literature on historical institutionalism. It begins with an analysis of the basic structure of the VET system and shows that the modernising element in VET in Austria has always been situated in the schooling sector, whereas the structure of the apprenticeship system has changed little, remaining primarily in the traditional sectors of employment. It goes on to analyse recent developments in the apprenticeship system, revealing signs of a ‘crisis’ that is being resolved by establishing more institutional forms of apprenticeship. Finally, the developments in Austria are analysed with regard to more basic questions relating to the strengths and weaknesses of the apprenticeship model, indicating some quite paradoxical features and unresolved puzzles.

Professionalism as a path for the reform of VET systems

“Professionalism” in vocational education and training is analysed concerning its relation to steering and co-ordination in VET systems. Based on concepts of NeoInstitutionalism the role which professionalism can play within a generalised framework for co-ordination of education and employment is analysed. Conceptually the prevailing “techno-naturalistic” concept of the relations between qualifications/competences and “real” requirements is rejected in favour of a “constructivist” perspective; and the range of perceived co-ordination and steering mechanisms is expanded beyond the bureaucracy-market dichotomy, including additional mechanisms, namely networking and neo-corporatist organisation. As co-ordination and steering has to be seen a complex interplay of a -more or less integrated -series of interactions, strategies, and policies, including diverse actors, there is a broad range of roles for the various categories of VET-professionals. The structure of division of labour among them, evolving from segmented to more complex patterns, turns out as a crucial feature for professionalism.

Higher Education and Employment: Is There an Idiosyncratic Situation in Austria?

The main purpose of this paper is to work through some seemingly specifically Austrian issues in the relationship between higher education and employment. When compared with the situation in other countries, such issues may either turn out to be more common than expected or cut some new paths in interpreting the relationship between higher education and employment. These specific issues are as follows (for further information, see also BMWF & BMUK, 1992, especially Ch. Al, pp. 36-42 and Ch. B4, pp. 155-163):

Beruflichkeit in Österreich: Institutioneller Rahmen für komplexe Koordination und vieldeutige Versprechungen

Dieser Beitrag1 versucht, eine Interpretation der Institutionalisierung von Beruflichkeit in osterreich zu geben und diese mit der subjektiven Perspektive zu verbinden. Der Argumentation liegen deutliche Besonderheiten der osterreichischen Situation sowohl bei der Fassung von „Beruflichkeit“ als auch bei der Berucksichtigung von „Subjektivierung“ etwa im Vergleich zu den deutschen Diskussionen zugrunde. Es besteht in den einschlagigen Debatten eine vergleichsweise „Untertheoretisierung“ der Kategorie des Berufs und folgerichtig auch eine Vernachlassigung der vielschichtigen Phanomene der “Beruflichkeit„ im osterreichischen Bildungswesen. Insbesondere fehlt in der osterreichischen Diskussion die soziologische Interpretation der Berufe, die sowohl „durch Berufe gepragte gesellschaftliche Strukturen“ als auch „die durch Beruf gepragten personalen Subjekte und ihre Tatigkeiten“ (Vos 2002, 288) postuliert. Fur die Diskussionen um die Subjektivierung und Entgrenzung der Arbeit fehlt bislang weitgehend die Resonanz, daher gibt es auch wenig empirisches Material, das die subjektive Perspektive der Beruflichkeit beleuchten wurde.

Bildung — Beruf— Beschäftigung

Der vorliegende Beitrag geht davon aus, das auf der einen Seite die Probleme der Koordination zwischen Bildung, Beruf und Beschaftigung in der Realitat der gesellschaftlichen und politischen Entwicklung ein »heises Feld« darstellen, in dem verschiedenste Aktivitaten gesetzt werden und nach Perspektiven und Losungen gesucht wird. Da jedoch die Entwicklungsperspektiven alles andere als klar sind, wird auch Bedarf nach sozialwissenschaftlicher Expertise geausert. Diesem Bedarf steht auf der anderen Seite nur wenig Angebot an Expertise gegenuber. In der Soziologie, und insbesondere in der deutschsprachigen Soziologie, ist der Bereich der Bildung und Ausbildung alles andere als ein »heises« Feld (vgl. Weymann 1987, Vorwort). Nicht zuletzt kommt dies am nicht gerade grosen Andrang zum bildungssoziologischen Plenum uber »Informationsexplosion und Bildungsinstitutionem und daran zum Ausdruck, das sich fast alle Beitrage auf den Aspekt der »Informationsexplosion« und nicht direkt auf die »Bildungsinstitutionen« bezogen haben.1

Competence-based Education and Educational Effectiveness

The chapter assesses the empirical evidence about the outcomes of competence-based education (CBE) by a review of the research literature documented in bibliographical databases that cover academic publications (EBSCOHOST) and in more practical material (Google). Several generic searches were run and included not only specific competence expressions but also a set of related terms as ‘outcomes’ and ‘learning’. The staggering conclusion of this exercise is that hardly any evidence about the effectiveness of competence-based education exists, despite the long period since the 1970s when the approach came up in the USA and despite the high-priority policymakers and practicians devote to this approach. Whether this is an artefact of the diverse and mostly vague operationalisation of the outcomes of competence-based education or not, it seems that there is only very little attention to testing the policy assumptions that competence-based education is a worthy educational innovation. Insofar some evidence exists, we find positive results in specific applications of the approach, whereas more broad political attempts rather lead to disputes among the actors and only seldom yield positive results. Medicine education is somewhat outstanding in providing research about effects of the approach; moreover, traditional fields that include established expression of competence seem to deal easier with questions about effects than newly arising fields. As a consequence of the overall disturbing results, it is recommended that more efforts are being made to prove (or falsify) the putative-added value of competence-based education initiatives.

'Use of Current Best Evidence': Promises and Illusions, Limitations and Contradictions in the Triangle of Research, Policy and Practice

Abstract This paper explores the methodological and epistemological implications of the relationships between R&D, policy and practice. The proposals towards ‘evidence-based policy and practice’ are analysed with respect to this triangle from three angles: (1) meaning; (2) production; and (3) use of evidence. A comprehensive model of the research cycle, and its relationship to the triangle of research, policy and practice serves as conceptual framework. The basic problems of ‘evidence-based policy and practice’ are demonstrated through empirical cases: (1) the contested ‘evidence’ regarding achievement standards; (2) the state of the production of evidence in Austria; and (3) the use of evidence in qualifications framework policies. ‘Evidence based policy’, unlike ‘evidence-based practice’, turns out to be a ‘mission impossible’. Evidence-based practice might be more promising, but if it depends on a change in policy and governance, it is itself confronted with the problems of evidence-based policy.

Die Debatten um Industrie 4.0 und Bildung. Szenarien der Digitalisierung und ihr politischer Widerhall in Österreich und Deutschland

Die bildungspolitischen Auseinandersetzungen sind voll von Imperativen der Anpassung an antizipierte zukunftige Veranderungen und Innovationen in Okonomie und Technologie; die Gegenwart scheint oft nur noch als mehr oder weniger problematischer, transienter Ubergangszustand in die Zukunft zu existieren. Dabei verlagert sich die Aufmerksamkeit grundlegend auf die Vorbereitung auf vorweggenommene gesellschaftliche Veranderungen, die weitgehend noch gar nicht klar fassbar sind. Der Beitrag nahert sich dem Antizipationsproblem, indem Szenarien der Digitalisierung, vor allem in Osterreich und Deutschland, und der „bildungspolitische Gehalt“ dieser Szenarien hinsichtlich ihrer Orientierung (z.B. Tertiarisierung vs. „Akademisierungswahn“) miteinander verglichen werden.

Urban Education in Austria: ‘Repression’ of the Topic and a ‘Reversed’ Political Agenda

With respect to the issues of ‘urban education’ two aspects are outstanding in Austria, first the country does not harbour a real big metropolitan area (Vienna is comparatively small with up to 2mio, and there are only two bigger entities with some 100ts inhabitants), second the regional structure is heavily politicised because of a complex federal structure in which Vienna is a contested federal unit because of its definite urban structure different from the other units, and – more importantly – because of a long tradition of political struggles, in particular related to education. These struggles revive along rural-urban and political right-left lines, and are complicated by a regional border that divides the overall Vienna metropolitan region into the state of Vienna as the urban core and its surrounding areas that are part of the surrounding state of Lower Austria. Vienna has a long social democratic tradition, and has been the centre of a social democratic attempt towards school reforms after World War 1 which still casts a cloud over the enduring struggles in education policy, with a tracked school from age ten vs. a comprehensive school at least until age 14 at its core.