A Narrative Policy Analysis of the German National Qualification Framework (DQR) discourse surrounding non-formal qualifications

Abstract: After integrating also general schooling into the DQR in August 2017, the next pending debate is about the integration of non-formal qualifications into the DQR. Despite a consensus of involved actors to integrate non-formal qualifications into the DQR, the process stalled for a long time. This thesis gives an insight on the development of the DQR discourse surrounding non-formal qualification, by analyzing the internal argumentations and conflict lines through the policy narratives used in the discourse. Policy narratives can be an important factor to improve the persuasiveness of arguments, especially in complex and conflictual settings as the DQR negotiations. Hence, utilizing the analytical framework of the Narrative Policy Framework, this thesis identified the three dominant narratives of the DQR discourse surrounding non-formal qualifications – the egalitarian narrative, the hierarchical narrative, and the individualistic narrative. The analysis of these narrative displayed the dominant argumentation patterns of the DQR discourse, how the narratives are structured, and identified possible policy solutions concerning the integration of non-formal qualifications. This thesis also contributes to the small but growing basis of qualitative NPF literature, and extended the NPF’s field of application to education policy issues.