摘要：The purpose of this article is to explore the development of qualifications frameworks as a key element in the Bologna process, which aims to develop a European Higher Education Area by 2010. By setting up descriptors of learning outcomes, a European qualifications framework is intended as an instrument that enables Europe to coordinate and exchange qualifications. Furthermore, the article analyses the proposal of a national qualifications framework in Norway and institutional responses to it. Despite general support for the idea of a framework, the analysis shows that the institutions question the possibility of a qualifications framework that fits all types of educational programmes. With reference to curriculum theory the article concludes that the idea of a qualifications framework based on measurable learning outcomes represents a turn towards an instrumental curriculum approach in higher education, in contrast to a traditional curriculum approach which foregrounds disciplinary content and its mastery. Drawing on institutional theory the article also questions the possible impact of qualifications frameworks in higher education.
其他摘要：The purpose of this article is to explore the development of qualifications frameworks as a key element in the Bologna process, which aims to develop a European Higher Education Area by 2010. By setting up descriptors of learning outcomes, a European qualifications framework is intended as an instrument that enables Europe to coordinate and exchange qualifications. Furthermore, the article analyses the proposal of a national qualifications framework in Norway and institutional responses to it. Despite general support for the idea of a framework, the analysis shows that the institutions question the possibility of a qualifications framework that fits all types of educational programmes. With reference to curriculum theory the article concludes that the idea of a qualifications framework based on measurable learning outcomes represents a turn towards an instrumental curriculum approach in higher education, in contrast to a traditional curriculum approach which foregrounds disciplinary content and its mastery. Drawing on institutional theory the article also questions the possible impact of qualifications frameworks in higher education.
关键词：Qualifications frameworks; higher education; curriculum theory; Bologna process. Marcos de calificación; educación superior; teoría curricular; proceso de Bo...
