● Karin Luomi-Messerer

Karin Luomi-Messerer

Main information

Austrian

Affiliation

3s Research & Consulting

Levels of education

  • ECEC
  • School education
  • VET
  • Higher Education
  • Non-formal and informal learning
  • Adult education

Geographical scope of expertise

Policy themes

  • Access to high quality education for all
  • Content of education and training curricula, development of key competences
  • Vulnerable groups in education and training, ensuring inclusion and non-discrimination
  • Early school leaving, participation in education and training
  • Education and training of professional workforce

Selected publications

  • Cedefop (2023). “The future of vocational education and training in Europe: synthesis report.” Luxembourg: Publications Office. Cedefop reference series; No 125. (The report is based on the contributions of Monika Auzinger, Simon Broek, Andrew McCoshan, Mariya Dzhengozova, Philipp Grollmann, Günter Hefler, Terence Hogarth, Karin Luomi-Messerer and Jörg Markowitsch). [Online] Available at: http://data.europa.eu/doi/10.2801/08824 (Accessed: 04 February 2024)
  • Cedefop (2022). The future of vocational education and training in Europe: volume 3: the influence of assessments on vocational learning. Luxembourg: Publications Office. Cedefop research paper, No 90. (Authors: Monika Auzinger, Mariya Dzhengozova, Karin Luomi-Messerer – team leader). [Online] Available at: http://data.europa.eu/doi/10.2801/067378 (Accessed: 04 February 2024)
  • Cedefop (2022). “The future of vocational education and training in Europe. Volume 1: the changing content and profile of VET: epistemological challenges and opportunities.” Luxembourg: Publications Office of the European Union. Cedefop research paper; No 83. (Authors: Monika Auzinger, Mariya Dzhengozova, Karin Luomi-Messerer, Jörg Markowitsch, and Kerstin Scherz). [Online] Available at: http://data.europa.eu/doi/10.2801/215705 (Accessed: 04 February 2024)
  • Cedefop (2022). “Comparing vocational education and training qualifications: towards methodologies for analysing and comparing learning outcomes.” Luxembourg: Publications Office of the European Union. Cedefop reference series; No 121. (Authors: Karin Luomi-Messerer – team leader, Simon Broek and Monika Auzinger). [Online] Available at: http://data.europa.eu/doi/10.2801/939766 (Accessed: 04 February 2024)
  • ETF (2022). “Mapping of self-assessment tools relevant to vocational excellence.” (This final report was prepared for the ETF by 3s research laboratory; authors: Monika Auzinger, Karin Luomi-Messerer, Andrew McCoshan, Vienna, 15 March 2022). [Online] Available at: https://www.etf.europa.eu/sites/default/files/2022-03/Mapping%20of%20Self%20assessment%20tools%20relevant%20to%20vocational%20excellence.pdf 2021 (Accessed: 04 February 2024)
  • Cedefop (2021). “Review and renewal of qualifications: towards methodologies for analysing and comparing learning outcomes.” Luxembourg: Publications Office of the European Union. Cedefop research paper; No 82. (Written by Luomi-Messerer, K. & Broek, S.). [Online] Available at: http://data.europa.eu/doi/10.2801/615021 (Accessed: 04 February 2024)
  • Fahrenbach, F. & Luomi-Messerer, K. (2021). „Adopting a socio-technical perspective to rethink the use of ICT in VNFIL.” European Journal of Training and Development, March 2021. [Online] Available at: https://www.emerald.com/insight/content/doi/10.1108/EJTD-06-2020-0097/full/html (Accessed: 04 February 2024)
  • Luomi-Messerer, K. (2019). “European inventory on validation of non-formal and informal learning 2018 update: Austria.” [Online] Available at: http://libserver.cedefop.europa.eu/vetelib/2019/european_inventory_validation_2018_Austria.pdf (Accessed: 04 February 2024)
  • Luomi-Messerer, K. (2019). “European inventory on validation of non-formal and informal learning 2018 update. Thematic report: How digital forms of assessment and self-assessment might place a new challenge and opportunity for assessment methodologies.” [Online] Available at: http://libserver.cedefop.europa.eu/vetelib/2019/european_inventory_validation_2018_digital.pdf (Accessed: 04 February 2024)
  • Luomi-Messerer, K. (2019). „Die österreichische Validierungsstrategie. Hintergrund, Entwicklung, Ausrichtung und erste Umsetzungsschritte“ [The Austrian Validation Strategy – Background, Development, Approach and First Implementation Steps]. Magazin erwachsenenbildung.at. Das Fachmedium für Forschung, Praxis und Diskurs. Ausgabe 37, 2019. Wien. [Online] Available at: https://erwachsenenbildung.at/magazin/19-37/meb19-37.pdf. (Accessed: 04 February 2024)
  • Datler, W.; Luomi-Messerer, K.; Staudt, D.; Straka, B. (Hrsg., 2016). „Wege aus der Verstrickung. Multiperspektivische Zugänge zur Qualität und Professionalität mobiler Frühförderung“ [Ways out of entanglement. Multi-perspective approaches to the quality and professionalism of mobile early intervention]. Frühförderung interdisziplinär, Heft 2 / 2016
  • Luomi-Messerer, K. & Brandstetter, G. (2011). „Stärkung der Lernergebnisorientierung im Hochschulbereich. Hintergründe, Beispiele, Empfehlungen im Kontext interner und externer Qualitätssicherung“ [Strengthening the focus on learning outcomes in higher education. Backgrounds, examples, recommendations in the context of internal and external quality assurance]. Schriftenreihe des Fachhochschulrates, Band 12. Wien: facultas.wuv
  • Messerer, K. (2001). „Elternberatung in der Frühförderung. Das Konzept des „Under Fives‘ Counselling“ in seiner Bedeutung für die Arbeit mit Eltern behinderter Kleinkinder“ [Parental counselling in early childhood development. The concept of ‚Under Fives’ Counselling‘ in its significance for the work with parents of handicapped infants]. Zeitschrift für Individualpsychologie, Heft 3/2001
  • Messerer, K. (1999). „Ein psychoanalytisch-pädagogischer Blick in die Praxis der Mobilen Frühförderung: Ausschnitte aus der Geschichte von Natalie und ihrer Familie“ [A psychoanalytical-pedagogical perspective on the practice of Mobile Early Intervention: Excerpts from the story of Natalie and her family]. – In: Jahrbuch für Psychoanalytische Pädagogik 10, Gießen: Psychosozial Verlag 1999, S. 63-83