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Qualification frameworks are spreading rapidly, not least in Europe following the introduction of the European Qualification Framework. The impact of such frameworks are contested, and the article contributes to this debate by analyzing how a selected group of different study programs in Norwegian higher education is adapting to the newly launched national qualification framework. The findings show that there are distinct differences as to how universities and colleges, as well as how different disciplines write up their study programs according to the new framework. In the conclusion, we discuss the implication of the findings for current debates about the relevance and function of qualification framework in higher education. 相似文献
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This paper examines the role of mediating organizations in helping schools engage in whole school change as part of a school district's reform agenda. Specifically, it examines the Learning Community Program in Los Angeles, a programme designed by an external school reform organization, to assist schools in planning and implementing LEARN (Los Angeles Educational Alliance for Restructuring Now). The programme's success is shaped by the district and school contexts in which it operates. As mediating agent, the Learning Community Program must balance the challenges facing the schools ‐‐ particularly their readiness to engage in reform ‐‐ with the demands of the district for scale, accountability and resources. As it does so, it faces the challenges of maintaining program flexibility, building sustainable changes, and preserving its organizational independence. These pressures generate three central dilemmas and threaten to undermine the success of the district's reform and the Learning Community Program ‐‐ scale versus sustainability, district mandates versus site autonomy, and organizational independence versus survival. It concludes that mediating agencies can be constrained by their dependence on policymakers for critical resources. 相似文献
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Although a considerable amount of research demonstrates the powerful effect of oral communication apprehension on social behavior, little research has explored the etiological bases for that anxiety. This research examines the role of parent/home and school variables in predicting the apprehension of college students. Results suggest that the amount of positive reinforcement for communication attempts experienced at home contributes significantly, while general parental affect, negative or punishment responses from parents, and parental competitiveness do not. The grade‐school environment and the perceived amount of error correction present in both grade school and high school were also found to have a significant effect Home and school, when taken together, accounted for significantly more of the apprehension than either one did individually although school effects predominate over home effects. 相似文献
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