CAJ | 학술논문

以资格认定和质量保证为实践重点的资格框架成为欧盟终身学习标准的核心，它为打通各类教育，包括正规、非正规和非正式教育做出了贡献，也为各国的资格沟通创造了条件。但也应看到，它源自于商业领域而非政策共同体或学界，没有经过全面的讨论。英国著名学者迈克尔·杨等看到如下问题：“经济学帝国主义”侵略教育学，误用通用技术标准替代课程标准，忽视教育的制度性。究其原因是“趋同化”的压力和打开僵化精英教育系统的过度尝试。为此，资格框架需要接受教育社会学的检视。
이자격인정화질량보증위실천중점적자격광가성위구맹종신학습표준적핵심，타위타통각류교육，포괄정규、비정규화비정식교육주출료공헌，야위각국적자격구통창조료조건。단야응간도，타원자우상업영역이비정책공동체혹학계，몰유경과전면적토론。영국저명학자매극이·양등간도여하문제：“경제학제국주의”침략교육학，오용통용기술표준체대과정표준，홀시교육적제도성。구기원인시“추동화”적압력화타개강화정영교육계통적과도상시。위차，자격광가수요접수교육사회학적검시。
Taking qualifications and quality assurance as the key to the qualification framework has become the core of European lifelong learning standard. It contributes to recognize non-formal and informal learning. However, EQF is derived from business rather than policy or academic community, without being fully discussed. British famous scholars such as Young suggests that qualification framework makes economics imperialism replace educational categories, Generic Skill Criteria replace curriculum, ignore education as an Institution. Examining the reasons behind, are pressure of de-differentiation and excessive attempts to open the rigid elite education system. Therefore EQF needs re-examining in the perspective of sociology of education.