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Common global trends have resulted in similar pressures on governments to reform education and training systems, which has included the establishment of qualifications frameworks.
These trends are, however, mediated by the specific national historical, political, social and economic context, resulting in differing national outcomes. Michael Young compared various national approaches to the role of qualifications frameworks in supporting lifelong learning, and in doing so, drew on the work of David Raffe who distinguished between intrinsic and institutional logics to analyse education policy.
Using this framework reveals that the intrinsic logic underpinning AQF plays a largely rhetorical role, while the institutional logic shapes the way the AQF is used, particularly in the cross-sectoral turf wars between VET and higher education.
Rather than providing a framework for seamlessness, credit transfer and pathways between the sectors the intrinsic logicthe AQF has mainly maintained and entrenched sectoral distinctions part of the institutional logic.
The AQF is under pressure, reflecting deeper conflicts between the sectors, as the role each plays in society increasingly overlaps and the distinctions between them blur.
In analysing this I use the framework established by Michael Young in comparing different national approaches to qualifications frameworks.
Young, in turn, drew on the work of Raffe who distinguished between intrinsic logic and institutional logic in analysing education policy.
It is the Intrinsic logic of a reform that represents its political rationale and tends to set the terms on which it is justified or attacked by its critics Institutional logics on the other hand refer to the social, political and institutional contexts, and the divisions, power relations and interests which constitute them and the role that they will play in how and whether any reform is implemented.
The macro refers to "forms of stratification and power relations and the pattern of institutions" whereas the micro refers to "the specific practices, patterns of interaction and values that are the basis for the credibility and acceptance of a qualification" Young,p.
The intrinsic logic of the AQF refers to its putative purpose, while the institutional logic refers to the role it plays in mediating cross-sectoral relations nationally, and as a mechanism for ranking and classifying qualifications in a marketised education and training system.
This paper explores first, the intrinsic logic underpinning qualifications frameworks, and second, the way in which institutional logic mediates the role played by qualifications frameworks internationally and in Australia. I then examine the reasons why the AQF is under pressure and how this pressure is manifested, particularly in the recent sectoral skirmishing surrounding associate degrees.
I conclude by suggesting an alternative framework for qualifications in Australia is needed, by arguing that the type and role of qualifications supported by the AQF needs to be transformed. Intrinsic logic underpinning national qualifications frameworks Governments have used reforms to post-compulsory education and training as a key mechanism to respond to globalisation.
Accompanying globalisation has been the transformation of post-compulsory education and training from elite to mass and near universal systems, at least in the OECD countries. People in OECD countries can now expect to participate in formal, nonformal, and informal learning for the rest of their lives, particularly their working lives, as a response to perpetual and rapid change.
Governments have responded to these pressures in reforming qualifications frameworks by developing pathways between and within sectors, particularly to and from general to vocational education and training, and in providing frameworks that can credential learning wherever and whenever it has occurred Raffe, Education systems now are a network of pathways, and governments aim to influence the way in which individual decisions are made, to align them with national economic interests Raffe, Qualifications and qualification frameworks are used by governments to promote lifelong learning and encourage specific education and training goals to improve links between learning and employment, with the hope that: The Australian Qualifications Advisory Board says that the purpose of the AQF is to provide a national unified framework for post-compulsory education and training qualifications in Australia.
The AQF incorporates ranked VET qualifications which are mostly recognised by all VET jurisdictions in the states and territories, and which provide sequential pathways and progressive levels of achievement. This is a significant achievement for Australia.
However, it also decreases the scope for developing innovative qualifications in response to emerging needs, and restricts the role of the VET sector in offering short- cycle HE courses, unlike analogous sectors in other countries Moodie, There is no parallel AQF objective to establish national coherence to qualifications in HE mainly universities and the senior secondary qualifications in the different states.
This reflects the influence of institutional logic, specifically the relative autonomy of the universities and powerful stakeholders in the senior secondary school systems, which includes universities, elite private schools, the smaller number of elite public schools, teacher unions and the statutory bodies themselves Keating, This is discussed later in this paper.How Does Priestley Create Tension in the Play - Assignment Example On In Assignment Sample In this essay I am going to explore the ways in which J.
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