Grootings Peter & Nielsen SĂ¸ren (2008). Â« Policy learning : Applying the changing learning paradigm for policy advice on vocational training reforms in transition countries Â». In Cedefop (dir.). Modernising vocational education and training. Vol. 2. Luxembourg : Office des publications officielles des CommunautĂ©s europĂ©ennes (OPOCE)
Added by: Feyfant Annie (21 Apr 2009 22:35:44 Europe/Paris)
|Resource type: Book Article
BibTeX citation key: Grootings2008
Keywords: enseignement professionnel, Europe
Creators: Cedefop, Grootings, Nielsen
Publisher: Office des publications officielles des CommunautĂ©s europĂ©ennes (OPOCE) (Luxembourg)
Collection: Modernising vocational education and training
Views index: 24%
Popularity index: 6%
|URLs http://www.cedefop ... 2/06-Grootings.pdf|
"This paper explores the opportunities for applying active or new learning principles for educational reforms in transition countries. The focus is on policy â€›learningâ€™. Briefly, this concept was developed to argue that systemic reforms of vocational education and training (VET) in transition countries (and indeed any kind of major reform in any country) will only be successful and sustainable if policy development, formulation and implementation are firmly based on broad ownership and embeddedness in existing institutions.
The concept of policy learning has been developed in a critical discussion with more traditional approaches of policy transfer and policy copying. It emphasises not just involvement but active engagement of national stakeholders in developing their own policy solutions based on the understanding that there are simply no valid models but at most a wealth of international experience in dealing with similar policy issues in other contexts. The concept has major implications for foreign assistance and in particular for the role that individual and institutional policy advisers can and should play in their cooperation with colleagues in partner countries (1). This paper will discuss different dimensions of the new learning concept but will focus in particular on how international assistance, such as provided by agencies like the European Training Foundation (ETF), can better contribute to sustainable reform of national education systems (2). It is argued that there are many similarities between the current international discussions about new learning, the new professionalisation of teachers and of our own view about the role of international policy advisers. Educationalists are discussing the need for teachers and trainers to shift from being transmitters of expert knowledge and skills to students â€“ who are largely considered to be passive receivers of information â€“ towards becoming facilitators of learning processes of persons that want to become competent themselves. If systemic policy reform is about national stakeholders having â€“ and being willing â€“ to actively learn new policies rather than being told what to do, then international advisers should take proper notice of these discussions. After all, the new learning paradigm is firmly based on new insights about how people learn and about how more experienced experts can help them to become competent."
Added by: Feyfant Annie