'Qualitative Indicators' as Instruments of Educational Policy and the Issue of Learning

Author(s):

Inka BormannLaima GalkuteArjen WalsMaik Adomssent

Conference:

ECER 2008

Network:

23. Policy Studies and Politics of Education

Format:

Round Table

Session Information

23 SES 07A, Qualitative Indicators' as Instruments of Educational Policy and the Issue of Learning

Round Table

Time:

2008-09-11

15:30-17:00

Room:

B1 116

Chair:

Arjen Wals

Contribution

Due to large scale assessments and international comparing studies concerning the efficiency of educational systems, the emergence of an 'evaluative habitus' can be recognized: The raising number of indicator-based reports as a basis for rational political decision-making might serve as an example. Thus, indicators as instruments of educational policy have become an issue not only of high political, but also of public and scientific awareness. The roundtable aims to discuss different issues in conjunction with the development and application of indicators in educational contexts, e.g.: What do indicator-based reports tell about education, and what are they taken for? How can indicators grasp something complex and 'fluid' such as 'Bildung'? In the round table, we would like to A) focus on the tentative relation between the issue of the complex nature of 'Bildung' as an issue of educational theory and the challenge of 'fixing' this by indicators as instruments of educational policies B) discuss indicators as a result of inter- and transdisciplinary collaboration which is supposed to make an impact on all sectors of the educational system and political decision-making by using scientific knowledge C) bring indicators up for discussion as a means of governance which face certain obstacles which might be overcome by forms of collective learning D) show results of a study about students’ opinions to education quality criteria and competence-oriented learning.

Method

Different theoretical approaches and empirical findings will be contrasted and discussed in order to gain categories for modeling social learning as a prerequisite and result of the implementation of indicators as instruments of educational policy.

Expected Outcomes

The contributions are linked based on the work in an international empirical project which deals with the transferability of knowledge and is incorporated in indicators for 'education for sustainable developments' (Switzerland, Austria, Germany). The roundtable will discuss first results of theoretical reflections, the qualitative empirical design of the project and ways to improve learning processes.

References

References (selected): Adomssent, M.; Godemann, J.; Michelsen, G. (2007): Transferability of Approaches to Sustainable Development at Universities as a Challenge. In: International Journal of Sustainability in Higher Education, vol. 8, no. 4, 385-402. Anderson, J.A. (2005): Accountability in education, Paris: UNESCO. Bormann, I. (2007): Criteria and Indicators as Negotiated Knowledge and the Challenge of its Transfer. In: Educational Research for Policy and Practice, vol. 6, no. 1, pp. 1-14. Brüsemeister, T. (2002): Myths of effiency and the School System: observed at the leveles of interaction, organisation and society. In: European Educational Research Journal, vol. 1, no. 2, pp. 234-255. Defila, R.; Di Giulio, A. (2001): Inter- and Transdisciplinary Processes – Experience and Lessons Learnt. In: Kaufmann-Hayoz, R.; Gutscher, H. (eds.): Changing Things – Moving People. Strategies for Promoting Sustainable Development at the Local Level. Basel, pp. 337-356 Miller, M. (2006): Dissens, Frankfurt. Radtke, F.-O. (2003): Die Erziehungswissenschaft der OECD - Aussichten auf die neue Performanzkultur? In: Zeitschrift fuer Erziehungswissenschaft, Jg. 14, H. 27, S. 109-136 Rammert, W. (2002): The Governance of Knowledge, Limited: The rising relevance of non-exlicit knowledge nder a new regime of distributed knowledge production, Berlin. Stenschke, O. (2004): Die Akteure des diskursiven Wissenstransfers. In: Wichter, S.; Stenschke, O. (Hrsg.): Theorie, Steuerung und Medien des Wissenstransfers, Frankfurt, S. 45-57. Wals, A. (ed.)(2007): Social Learning, Waageningen. Weber, T. (2004): Gemeinsames Wissen. Unter welchen Bedingungen wir sagen, dass Wissenstransfer gelungen ist. In: Wichter, S.; Stenschke, O. (Hrsg.): Theorie, Steuerung und Medien des Wissenstransfers, Frankfurt, S. 17-33.

Author Information

Inka Bormann

Free University Berlin

Educational Science and Psychology

Berlin

Laima Galkute

Mykolas Romeris University Vilnius, Lithuania

Arjen Wals

Wageningen University

Education & Competence Studies

wageningen

157

Maik Adomssent

University of Lueneburg

Institute for Environmental and Sustainability Communication

Lueneburg

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