About the Book
This open access book challenges dominant understandings of learning outcomes and educational (under)achievement and examines the quality and construction of learning outcomes across Europe.
Educational achievement is considered central to economic development and social inclusion, yet its measuring is not a straightforward task, as the controversial discussion on defining learning outcomes show. Rather, they result from a complex process of constructing learning outcomes and entails manifold intersecting factors and actors. This volume argues that gaining an in-depth understanding of educational achievement requires re-thinking and re-conceptualising learning outcomes and their construction processes in a holistic and context-sensitive manner.
Organized along three thematic parts, the chapters in this volume challenge dominant understandings of learning outcomes and educational achievement in research and offer a reconceptualization of learning outcomes by drawing on three major theoretical perspectives, Life course, Intersectionality, and Spatial justice, thus bringing together different disciplinary approaches in a dynamic manner. Importantly, the book does not only offer new approaches and rethinking of learning outcomes, but also a critical reappraisal of the methodological frameworks used to research them, offering new tools for not only overcoming some of the major shortcomings and problems of the currently dominating approaches, but also tapping on the potential of participatory methodologies to facilitate the formulation and implementation of more effective, context-sensitive, and evidence-based policies. Drawing empirical evidence from a European research project, the volume offers novel approaches to conceptualising, understanding, and researching learning outcomes and educational achievement that can promote inclusiveness of education.
The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Horizon Europe.
Table of Contents:
Foreword, Lisbeth Lundahl (Umeå University, Sweden)
Introduction: Constructing Learning Outcomes in Europe: Promises and Challenges, Jenni Tikkanen (University of Turku, Finland), Natália Alves (University of Lisbon, Portugal), Tero Järvinen (University of Turku, Finland), Marcelo Parreira do Amaral (University of Münster, Germany)
Part I: Problematising Learning Outcomes
1. The Social Construction of Differences in Education and Achievement in Policy and Practice, Tanja Sturm (University of Hamburg, Germany)
2. Countering Educational Poverty by Raising Learning Outcomes of Young People, Jozef Zelinka (University of Münster, Germany), Aina Tarabini (Autonomous University of Barcelona, Spain), George K. Zarifis (Aristotle University of Thessaloniki, Greece), Tero Järvinen (University of Turku, Finland)
Part II: Reviewing and Revisiting Research and Policy on Learning Outcomes
3. Territorial Divides in Youth Learning and School-to-Work Transitions: A European Assessment, Ruggero Cefalo (University of Vienna, Austria), Rosario Scandurra (Autonomous University of Barcelona, Spain), Alexandra Ioannidou (Leibniz Centre for Lifelong Learning, Germany)
4. Education Research on Learning Outcomes: A Systematic review, Marcelo Parreira do Amaral (University of Münster, Germany), José Pedro Amorim (University of Porto, Portugal), Nikoletta Jablonczay (University of Vienna, Austria), Siyka Kovacheva (University of Plovdiv, Bulgaria), Minna Kyttälä (University of Turku, Finland), Achilleas Papadimitriou (Aristotle University of Thessaloniki, Greece), Xavier Rambla (Autonomous University of Barcelona, Spain), Anna Siri (University of Genova, Italy), Jenni Tikkanen (University of Turku, Finland), Jozef Zelinka (University of Münster, Germany)
5. Policies Addressing Poor Learning Outcomes in Europe, Xavier Rambla (Autonomous University of Barcelona, Spain), Paula Guimaraes (University of Lisbon, Portugal), Valeria Pandolfini (University of Genoa, Italy)
6. Embracing or Countering Socio-cultural Diversity in Education? A Critical Review of the Impact of Policies on the Construction of Learning Outcomes, George K. Zarifis (Aristotle University of Thessaloniki, Greece), Sebastiano Benasso (University of Genoa, Italy), Darena Hristozova (University of Plovdiv, Bulgaria)
7. Participation as Resource: Empowering Young People in Education, Sebastiano Benasso (University of Genoa, Italy), Siyka Kovacheva (University of Plovdiv, Bulgaria), Luca Raffini (University of Genoa, Italy)
Part III: Rethinking Learning Outcomes and Educational Achievement
8. Rethinking Educational Achievement, Expanding Learning Outcomes, Tiago Neves (University of Porto, Portugal), Jozef Zelinka (University of Münster, Germany), Gil Nata (University of Porto, Portugal), Natália Alves (University of Lisbon, Portugal)
9. Researching Educational (Under)Achievement and Learning Outcomes, Isabella Quadrelli (University of Urbino Carlo Bo, Italy), Jenni Tikkanen (University of Turku, Finland), Christina Cavallo (CODICI, Italy), Luca Raffini (University of Genoa, Italy)
10. Promoting Inclusiveness through Learning Outcomes in Europe, Marcelo Parreira do Amaral (University of Münster, Germany), Siyka Kovacheva (University of Plovdiv, Bulgaria), Xavier Rambla (Autonomous University of Barcelona, Spain)
References
Index
About the Author :
Jenni Tikkanen is a Postdoctoral Fellow at the Turku Institute for Advanced Sciences (TIAS) and a Visiting Researcher at the research flagship centre INVEST Inequalities, Interventions and New Welfare State at the University of Turku, Finland.
Marcelo Parreira do Amaral is Professor of International and Comparative Education at the University of Münster, Germany, and Visiting Professor at the University of Turku, Finland.
Tero Järvinen is Professor of Education at the Department of Education/the Centre for Research on Lifelong Learning and Education (CELE) in the University of Turku, Finland.
Natália Alves is Professor of Sociology of Education and Adult Education at the Institute of Education, University of Lisbon, Portugal, and Visiting Professor at the Julius-Maximilians-Universität Würzburg, Germany.
Review :
This book is an innovative and outstanding contribution to the (re)conceptualisation of learning outcomes. It calls for a systematic understanding of the diverse individual and social conditions in which they are embedded and constructed. The book is a must-read for anyone seriously concerned about the future of education and promoting educational equality. With its critical ‘voice’, it will inspire scholars, policymakers, and educationalists for fruitful debates on the multifaceted processes shaping educational inequalities.
This book offers an outstanding contribution to our understanding of how learning outcomes in Europe are shaped by unequal social contexts, viewed through the lenses of life course, intersectionality, and spatial justice. It challenges standardized and quantitative methods commonly used to assess and address learning outcomes, and calls for more participatory and context-sensitive approaches that promote social inclusion, equity, and youth empowerment. A must-read for anyone engaged in education in any form.
Constructing Learning Outcomes: Problematising (Under)Achievement in Europe critically examines the learning outcomes approach within neoliberal and NPM frameworks. It highlights both its functional benefits and its role in reinforcing social hierarchies. Overall, this book makes a significant contribution to critical education policy studies by offering a nuanced theoretical and methodological framework that promotes equity, inclusivity, and reflexivity in the design and evaluation of learning outcomes.
