Visible learning vs education and training practices in Europe: policy as discourse?

Abstract

Visible, meaningful learning that links knowledge to the real world - focused not only on knowledge at skills, but also on dispositions and values - links the competences of teachers and school leaders to learning outcomes, and foregrounds the evaluation of the impact of teaching. This requires collaborative professionalism, and a widespread evaluation culture in schools and training contexts, organized as professional communities of practice. This can also tackle the challenges of future global scenarios, where school institutions might become key learning hubs, or compete with a variety of resources
and organizations, as just one out of many possible options. The recommendations of the European Commission, within the cooperation programme ET2020, are attuned with these perspectives. The preparation of teachers, trainers and school leaders is viewed as a learning continuum in collaborative environments, supported by effective leadership and governance. However, the shift from recommendations (policy as discourse) to effective implementation in specific contexts (policy as practice) requires implementation
capacity and effective structures. A key role can be played by human capital,
and professional responsibility - of individuals and communities.