ePrints

The Epistemological Fog in Realising Learning to Learn in European Curriculum Policies

Lookup NU author(s): Professor David Leat, Ulrike Thomas, Dr Anna Reid

Downloads

Full text for this publication is not currently held within this repository. Alternative links are provided below where available.

Abstract

Abstract. The European Union is concerned about the economic prospects of its member states as they have to compete against newly emerging economies with lower wages and high ambitions. Part of the strategy to deal with this economic shadow is to create a knowledge economy, but in order to achieve this, a shift to a competence based curriculum model is seen as critical. Since the Lisbon strategy in 2000 policy documents have provided guidelines and tools for member states, but progress has been limited and in several states curriculum reforms which favoured competences have been reversed. This paper uses interview data from school students from two projects in England focused on enquiry and learning competence, and analysis which draws on the theories of Bernstein, to illustrate their accounts of the difference between traditional and competence based models. The data demonstrates the tensions caused by pupils’ perceptions of the demands of summative assessment systems, which reflect a very different epistemology from experiential/competence models.

Publication metadata

Author(s): Leat D, Thomas U, Reid A

Publication type: Article

Publication status: Published

Journal: European Educational Research Journal

Year: 2012

Volume: 11

Issue: 3

Pages: 400-412

Print publication date: 01/01/2012

ISSN (electronic): 1474-9041

Publisher: Symposium Journals

URL: http://dx.doi.org/10.2304/eerj.2012.11.3.400

DOI: 10.2304/eerj.2012.11.3.400

Altmetrics

Share