Relevant bibliographies by topics / National Qualification Framework

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Academic literature on the topic 'National Qualification Framework'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "National Qualification Framework"

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Jung, Deogjo. "The Challenges of the National Physical Education Leader’s Qualifications Framework in Korea: Focus on Improving Qualifications Framework and Revising the Written Examination Subjects." Asian Journal of Kinesiology 23, no. 4 (October 31, 2021): 50–57. http://dx.doi.org/10.15758/ajk.2021.23.4.50.

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OBJECTIVES The aim of this study is to examine and underline the problems regarding the issue in the National Physical Education Leader’s qualification framework which revised in 2015 and provide guidelines for developing a new qualifications framework and revising the written examination subjects.METHODS To Implement an integrated qualifications framework, it’s important to make a decision after listening to various opinions such as the number of levels to be changed, the qualification requirements (testing qualifications) after changing the level system, the academic settings/level of sports, the eligibility requirements between levels. For the structure of the qualification framework integration, integrating it into the two-level or three- level system has the greater advantage in various aspects and it may minimize controversy.CONCLUSIONS The qualification framework should be integrated into the two-level or three-level system, and the selection of the written examination subjects should be revised. To consider the sequence of the courses and learning contents for the National Physical Education Leader qualifications, the following written examination subjects should be included as the compulsory subjects for the three-level, twolevel, or one-level systems respectively: exercise physiology, exercise mechanics, sports psychology, and health education; physical education measurement and evaluation, health and fitness evaluation, exercise prescription, and pathophysiology; and prevention and treatment of sports injuries and training theory. One of the innovative strategies to improve the current exam contents, the following written examination subjects should be eliminated such as sports education, sports ethics, Korean sports history, and sports sociology or significantly reduce the number of questions to be asked. Another strategy is to determine the eligibility qualifications according to standard guidelines on the knowledge, skills, and attitudes required for each job area by subject and position according to the qualification system, such as the secondary education teachers exam or the certified nutritionist certification exam, and select exam contents and numbers of the question in each subject according to the essential knowledge and skills. It is also worth considering the question of different ratios.
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Budzinskaya, O. V., and V. S. Sheinbaum. "7 Years later: Some Thoughts on the Developing of Qualification Framework." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 5 (June 15, 2019): 84–93. http://dx.doi.org/10.31992/0869-3617-2019-28-5-84-93.

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The article addresses the problem of combining the emerging country’s new regulatory framework in the field of qualifications, based on professional standards, with the international standards of the Association “WorldSkills International” and corporate standards used in the development and evaluation of personnel, based on the competence approach. The authors focus on the proposals to overcome the differences in the conceptual apparatus relating to a term “qualification”, which is interpreted differently in academic and business communities. The article discusses the possibilities of fixing the qualifications of employees directly in the professional standards that determine the requirements for them. Today there are three approaches that are applied to unite and standardize qualification requirements. The issue is to harmonize them in order to create the national qualification system where the key terms – “expertise”, “competency” and “qualification” are properly aligned.
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Yazicioglu, Osman, and Oguz Borat. "Qualifications Frameworks in the Transition to Knowledge Community." International Journal of Education 12, no. 1 (February 14, 2020): 26. http://dx.doi.org/10.5296/ije.v12i1.15843.

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In the transition to the knowledge community, the disciplines of knowledge management have necessitated the revision of education and employment issues. As a result, more than 140 countries around world have had to set their national priority to review their own education and employment policies considering the individual developments, community expectations and international practices associated with the “lifelong learning”. The overall goal of Turkish Qualifications Framework (TQF) is to provide an integrated structure which describes and classifies all qualifications available in Turkey, allowing for links such as transfer or progression among qualifications to be determined. Thus, transparency will be improved in education and training systems, which will enable national and international comparability, recognition and validation. TQF will ensure to link all qualifications achieved either at classroom of a school, university, training center, or in a laboratory, workshop and workplace of a research center or company through formal, non-formal or informal learning. TQF structure comprises of levels described by level descriptors and supported by qualification types. Qualification types are described through qualification type specifications.
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AlDhaen, Esra Saleh. "The Relationship between Sustainable Internationalization Strategies and Qualification Alignments to National Qualification Framework." Universal Journal of Educational Research 8, no. 12A (December 2020): 7455–60. http://dx.doi.org/10.13189/ujer.2020.082529.

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STROGONOVA, T. V., and N. V. STUCHINSKAYA. "ANALYSIS OF THE DEVELOPMENT OF A COMPETENT APPROACH IN THE SYSTEM OF HIGHER VOCATIONAL EDUCATION OF UKRAINE." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 181–89. http://dx.doi.org/10.31494/2412-9208-2021-1-3-181-189.

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The article investigates the development of the competence approach in the system of higher professional education of Ukraine. To specify the content of the concepts of «competence» and «competence» in the framework of this approach in the pedagogical field in Ukraine used the method of comparative historical analysis. Using this method, the works of domestic scientists in the period of formation of the competence approach in Ukrainian pedagogy are analyzed. The works of Ukrainian scientists who worked in various fields of knowledge: philology, management, theory of management and personnel management, law, pedagogy are considered. The chronology of the emergence of the concept of «competence» in Western scientific thought, its development and transformation into an educational standard. For an in-depth understanding of the concept of «competence», the process of appearance of the term in the regulatory framework of Ukraine, the genesis of its transformation into a standard of higher education in the domestic field is analyzed. The structure of qualification levels of the National Qualifications Framework is described. The main descriptors of the National Qualifications Framework are defined: knowledge, skills (cognitive and practical), communication, autonomy and responsibility, integral competence. The article mentions the comparison of the system of descriptors of the Ukrainian National Qualifications Framework with the European Qualifications Framework for lifelong learning, with the Qualifications Framework of the European Higher Education Area. integral competence The essence of competences and competences as components of the description of qualifications in the National Qualifications Framework is revealed. Differences of competences from the previous indicators of assessment of quality of training are allocated. The peculiarities of integral competencies are defined as those that reflect the ability of a person with a qualification of a certain level to perform tasks and solve problems of a certain level of complexity in the learning process or in professional activities. General competencies are considered as tools for assessing the maturity of the individual, his opportunities for self-improvement and growth. It is emphasized that professional readiness and professional suitability should be established with due regard to the moral and value qualities of the individual. General competencies are offered. which can improve professional selection and positively influence the development of the healthcare sector. Key words: competence, competencies, higher education, learning outcomes, competence approach, national qualifications framework, sectoral qualifications framework.
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Siahaan, Chontina, Hendry Sinuraya, and Donal Adrian. "THE FRAMEWORK OF TEACHING LEARNING PROCESS OF INDONESIAN NATIONAL QUALIFICATION IN PRIVATE COLLEGE." Sociae Polites 19, no. 1 (June 20, 2018): 53–65. http://dx.doi.org/10.33541/sp.v19i1.1641.

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The Indonesian national qualification the education system is still relatively new, Universitas Kristen Indonesia but as educators, were required to be able to exercise a marksman in conveying the, learning attractive easy to understand and give the opportunity for message receiver to express his response to a clarification on a subject discussed. A research paradigm is constructive. The kind of research is qualitative. The result showed that strategy lecturers in conveying a message or material college-based Indonesia national qualifications framework in Universitas Kristen Indonesia do with how to explain back material that has delivered, use simple sentences and give a case that up to date.
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Mandal, Sayantan. "Emerging National Qualification Framework in India: A Journey of Dilemmas." Social Change 48, no. 4 (December 2018): 589–600. http://dx.doi.org/10.1177/0049085718801471.

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The global spread of the National Qualification Framework (NQF) for education provides a structure of well-defined, nationally accredited qualification while focussing on learning outcomes. In India, the NQF is emerging as a mechanism to regain confidence in the system of education by making it competitive and compatible with market demands. However, the Indian education system is so diverse that it creates problems of comparability and difficulties in establishing equivalence. Moreover, there is more than one Qualification Framework (QF) in the higher education domain alone. This article seeks to examine how policy should metamorphose by stitching the fragmented fabric of Indian higher education system and the QFs in such a comprehensive manner that it responds effectively to reform it in the present age of globalisation. It argues that a dynamic synergy and remapping is required between the Indian QFs and the NQF policies which should be based on evidence-based research and a detailed understanding of the education system recognising its unique complexities.
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Rogushina, Julia V., and Serhii M. Pryima. "РОЗРОБКА МЕТОДІВ ПІДТРИМКИ ПРОЗОРОСТІ РАМОК КВАЛІФІКАЦІЙ НА ОСНОВІ СЕМАНТИЧНИХ ТЕХНОЛОГІЙ." Information Technologies and Learning Tools 59, no. 3 (June 30, 2017): 201. http://dx.doi.org/10.33407/itlt.v59i3.1655.

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The urgency of the integration of national and European qualification frameworks for the comparing of learning outcomes for different countries is grounded. Theoretical research in this area and the tools that are built on them are analyzed. The approaches to harmonization of the National qualification framework of Ukraine with the European qualification frameworks and problems dealing with their practical use are considered. The necessity of the development of software tools oriented on comparison of these qualification frameworks based on the Semantic Web technologies is reasoned. In this work the use of ontologies for representation of learning outcomes and the Semantic Wiki technologies for structuring of the relevant information resources is proposed. A theoretical model and an algorithm for matching ontologies with Wiki-resources that enable dynamic replenishment of these ontologies and comparison of various information objects are developed. A software implementation of the proposed approach is realized.
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Trawińska-Konador, Katarzyna. "INTEGRATED QUALIFICATIONS SYSTEM – A TOOL LINKING EDUCATION SYSTEM WITH THE LABOUR MARKET." Polityka Społeczna 559, no. 10 (October 31, 2020): 8–12. http://dx.doi.org/10.5604/01.3001.0014.4748.

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The article presents the solutions of the Integrated Qualifications System, introduced by the Act on Integrated Qualifications System from 2015. Modernization of the national qualifications system by implementing the Polish Qualification Framework and the Integrated Qualifications Register allows for the gradual integration of various subsectors of the education system in which qualifications are obtained. The Polish Qualifications Framework, as the basis of the Integrated Qualifications System, is a common reference framework for qualifications granted in Poland. The second new instrument of IQS is the Integrated Register of Qualifications containing detailed information about the qualifications included in the IQS, with information on the certification bodies or quality assurance and validation procedures. System solutions introduced by the Act on Integrated Qualifications System make the education system in Poland more coherent and support citizens in lifelong learning and acquiring high-quality qualifications required by the modern labour market.
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Gosling, David. "Lost Opportunity: What a Credit Framework Would Have Added to the National Qualification Frameworks." Higher Education Quarterly 55, no. 3 (July 2001): 270–84. http://dx.doi.org/10.1111/1468-2273.00188.

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Dissertations / Theses on the topic "National Qualification Framework"

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Moore, Alrika. "Recognition of prior learning in a contemporary South African context a non-formal educational approach /." Thesis, Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03162006-160045.

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Alexander, Cavell Winston. "In-service training in Local Government: The Role of the National Qualifications Framework - some preliminary evidence from Greater Cape Town." University of Western Cape, 2000. http://hdl.handle.net/11394/7373.

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Masters in Public Administration - MPA
The purpose of this study is to investigate what the municipalities within the greater Cape Town area are doing regarding Education, Training and Development within their different departments in relation to the National Qualifications Framework and the manner in which it affects career plans and prospects of employees and how the latter impacts on overall institutional transformation as a prerequisite for effective service delivery.
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Wigley, Jonathan James. "Understanding workplace-based learning contexts to inform curriculum development : the case of a Level 5 Environmental Education, Training and Development Practice Qualification /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/498/.

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Blom, Johanna Petronella. "The ideal of an integrated national qualifications framework." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06192007-123414.

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Blom, Johanna Petronella. "The ideal of an integrated national qualifications framework." Thesis, University of Pretoria, 2007. http://hdl.handle.net/2263/25652.

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This study deals with the extent to which the South African education and training system reflects in principle, perception and practice, the ideal of an integrated national qualifications framework. It examines the uses and meaning of ‘integration’ through a number of lenses. These lenses include policy symbolism and a guiding philosophy for the emerging system; pragmatic and technical considerations; communities of practice; the complementarity of education and training; and curricular integration. In relation to the first two lenses, it is evident that an integrated framework is a powerful symbol of the break from a past system characterised by inequality, unfairness and deliberate mediocrity, to the extent that ‘integration’ has become the underpinning guiding philosophy for a new education and training system. However, such socio-political aspirations tend to place unreasonable demands on the system. The second set of lenses indicate that the ‘comprehensiveness’ of the system could work against the notion of integration, and in South Africa, has led to acute paralysis of the system. The strongest evidence of integration emerges from the last set of lenses namely, the grounded, meaningful practice through principled partnerships, as reflected in the development of sub-frameworks and communities of practice and the necessary collaboration needed for curricular integration and education and training delivery. Thus, it seems, to make integration meaningful, the persuasive logic of innovative, grounded practice, could be enabled and facilitated by less, not more, regulation and could be enhanced by structures that reflect the grounded practice. Copyright 2006, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Blom, JP 2006, The ideal of an integrated national qualifications framework, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-06192007-123414 / >
Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2007.
Education Management and Policy Studies
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Mikuta, Julie. "The educational qualifications framework of New Zealand, 1990-1996." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251489.

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Dunn-Smith, P. J. "The National Vocational qualifications framework in Jamaica : its formation, reform and implementation." Thesis, University of Sheffield, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632551.

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Chitanga, Jabulani. "Internalisation of the research supervisor : experiences and perceptions of psychology masters students at a historically disadvantaged university." University of the Western Cape, 2016. http://hdl.handle.net/11394/5245.

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Magister Artium (Psychology) - MA(Psych)
Knowledge-based competition within a globalising economy is prompting a fresh consideration of the role of higher education in development and growth. Previously, it was often viewed as an expensive and inefficient public service that largely benefited the wealthy and privileged. It is now understood to make a necessary contribution to the success of national efforts to boost productivity, competitiveness and economic growth. Several governments see universities as engines for change and expansion of prosperity. There is also an increasing recognition that Higher Education has become dominated by a market-driven, consumerist service ethic and that this may have an impact on the style of research output and research supervision that academics adopt for a new knowledge economy. Research education or training, as it is often termed, is attracting greater scrutiny as research itself is seen of greater importance in the global knowledge economy. Students in post-graduation degree programmes across the world conduct research projects as a requirement to complete degrees A thesis or dissertation develops the ability to work independently and critically, the ability to develop arguments, and awareness and use of advanced methodological designs that pertain to the student's discipline of study. Thus such learning is argued to be facilitated in the context of research advisement or supervision. Through this process the student might adopt or internalise values and attitudes of the supervisor regarding research. This process is referred to as internalisation of the research supervisor, thereby contributing to the development of the student researchers. The theoretical framework chosen for this study was social constructionism. The aim of this present study was to explore the perceptions and experiences of students in relation to the internalisation of the supervisor that may take place during research supervision. The study utilised in-depth semi-structured interviews to collect data. Eleven participants from various supervisors consented to be part of the study. These were recruited using purposive sampling. The ethics considerations of the study adhered to the guidelines stipulated by Ethics committee of the University. Data was transcribed, and analysed using thematic analysis. The findings of this study indicate factors contributing to internalisation vary depending on aspects such as personalities of both the supervisor and the student, perceived quality of supervision and the supervision process itself. Findings also suggest that internalisation, whether positive or negative, of the research supervisor took place among the participants.
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Boereboom, John. "Assessment and moderation of the level 2 physics unit standards on the National Qualifications Framework." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1999. http://hdl.handle.net/10092/1765.

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The introduction of the National Qualifications Framework and the associated assessment against Physics Unit Standards represents a major paradigm shift in senior secondary school assessment. The trend away from norm-referenced external national exams towards internal standards-based assessment has significant implications for curriculum delivery, student learning and assessment and moderation practices. The New Zealand Qualifications Authority claims that the National Qualifications Framework is a technically sound and publicly acceptable alternative to the established system. Moderation is a key plank of the Framework which aims to establish and maintain national consistency of assessment across different providers, improve assessment practices, assist in the development of assessor expertise and establish public confidence in the new qualifications. Critics have expressed doubts that the perceived national consistency and public confidence in national examinations may be lacking in internal assessment against Unit Standards. The Post Primary Teachers' Association has expressed concern that the workload associated with the assessment, reassessment and administration of Unit Standards will adversely affect the quality of curriculum delivery and student learning. The present research is an attempt to evaluate these claims and counterclaims. In this thesis the assessment and moderation of the Physics Unit Standards is used as a context to answer the question: Is assessment against the Physics Unit Standards a valid, reliable and manageable way of assessing the achievement objectives of Physics in the New Zealand curriculum? A range of qualitative and quantitative techniques was employed to monitor the quality assurance of assessment and moderation of the physics Unit Standards over a three-year period and describe its impact on teachers and students. The research established that assessment against the Physics Unit Standards was generally valid but that doubts remain about its suitability to assess conceptual learning, the micro-definition of learning outcomes and the lack of recognition of different levels of achievement. The moderation action plan was found to be effective in establishing and maintaining satisfactory comparability between schools. After the initial implementation period the workload was manageable for teachers but concerns remained about dual assessment and excessive administrative requirements. Teachers felt that the resources provided by the NZQA were generally adequate. The research identified a number of areas for improving the quality of assessment against the Level 2 Physics Unit Standards. Chief recommendations related to the incorporation of higher level skills, a broadening of the performance criteria, the recognition of levels of achievement including excellence, the elimination of dual assessment and a reduction in the amount of assessment.
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Serfontein, Michele. "Housing education and training in the general education and training band of the national qualifications framework." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52298.

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Thesis (PhD)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: The provision of housing in South Africa is a national priority. As many of the aspirant homeowners are first-time homeowners, they are not necessarily informed about the pitfalls of home ownership. From April 1994 till March 2000 the Department of Housing approved more than 1,1 million housing subsidies. The recipients of these subsidies were first-time homeowners that did not possess the necessary knowledge and skills to make informed and responsible housing-related decisions, thus making them vulnerable to exploitation and creating complex problems that hamper the housing delivery process. The release of the National Housing Code during March 2000 announced that the South African Government had harnessed seven strategies that were aimed at providing housing to a growing low-income market that already exceeded two-and-a-half million households. Although the Government has attempted short-term solutions aimed at equipping these housing consumers with the necessary knowledge and skills to make informed and responsible housing-related decisions, initial research pointed to the need for a sustainable long-term solution in the form of education and training of the housing consumer. The aim of this research was three-fold: Firstly, to determine the knowledge and skills required by the housing consumer to be able to make informed and responsible housingrelated decisions. Secondly, to determine the status of housing education and training in the present primary and secondary school curriculums. Thirdly, to develop an outcomesbased model that would facilitate the inclusion of the identified and refined housing education and training content into the General Education and Training (GET) Band of the National Qualifications Framework (NQF). A culturally diverse group of educators and practitioners participated in four national structured group meetings that were facilitated using the Nominal Group Technique (NGT). The aim of these meetings was to identify the knowledge and skills required by consumers to be able to make informed and responsible housing-related decisions. Sixteen housing education and training core concepts could be isolated using the responses generated during the meetings, namely: "Basic Housing Technology" (BHT), "Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of Housing" (FAR), "Housing Consumerism" (HC), "Housing Design and Decoration" (HDD), "Housing Market" (HM), "Housing Needs" (HN), "Housing Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role- Players in Housing" (RP), "Sources of Housing Information" (SRI), "Tenure Options" (TO) and "Types of Housing" (TH). The document analysis performed in the second phase of the research, revealed the paucity of housing education and training core concepts in the current curriculum of the GET and Further Education and Training (FET) Bands of the NQF. Housing education and training core concepts occurred in only 50% of the 318 core subject curriculums. Of the housing education and training core concepts that were present in these documents, less than 40% were rated as "relevant" and could therefore be used for housing education and training of the learners. An outcomes-based model was developed that can be used to facilitate the inclusion of the housing education and training content into the Foundation, Intermediate and Senior Phases of the GET Band using the Critical Cross-Field Outcomes, Learning Areas, Specific Outcomes, Assessment Criteria, Performance Indicators, Phase and Programme Organisers, currently included in the new curriculum. Outcomes were then developed that reflected the knowledge, skills, attitudes and values embedded in the sixteen housing education and training core concepts. The mastering of these 57 outcomes will reduce the ignorance of first time homeowners during the housing process and provide a sustainable, long-term solution to these problems .
AFRIKAANSE OPSOMMING: Behuisingsvoorsiening is 'n nasionale prioriteit in Suid-Afrika. Aangesien baie van die aspirant huiseienaars, eerstemaal-huiseienaars is, is hulle nie altyd bewus van die slaggate van huiseienaarskap nie. Vanaf April 1994 tot Maart 2000 het die Departement van Behuising meer as 1,1 miljoen behuisingsubsidies goedgekeur. Die ontvangers van hierdie behuisingsubsidies was eerstemaal-huiseienaars, en het nie die kennis en vaardigdhede besit wat benodig word om ingeligte en verantwoordelike behuisingsbesluite te neem nie. Daarom kan hulle blootgestel word aan uitbuiting, en is komplekse probleme veroorsaak wat die behuisingsvoorsieningsproses negatief beinvloed. Die vrystelling van die Nasionale Behuisingskode gedurende Maart 2000 het aangetoon dat die Suid-Afrikaanse Regering sewe strategiee sou gebruik om behuising aan die groeiende lae-inkomste behuisingsmark te voorsien, wat alreeds twee-en-'n-half miljoen huishoudings behels het. Die Regering het al korttermyn oplossings op die proef gestel wat daarop gemik is om behuisingsverbruikers met die nodige kennis en vaardigdhede toe te rus om ingeligte en verantwoordelike behuisingsbesluite te neem. Verkennende navorsing het getoon dat daar steeds 'n behoefte bestaan aan 'n langtermyn, volhoubare oplossing in die vorm van opvoeding en opleiding van die behuisingsverbruiker. Die doel van hierdie navorsing was drie-voudig: Eerstens, om te bepaal watter kennis en vaardighede die behuisingsverbruiker benodig om ingeligte en verantwoordelike behuisingsbesluite te kan maak. Tweedens, om die stand van behuisingsinhoud in die huidige primere- en sekondere skoolsillabus te ondersoek. Derdens, om 'n uitkomsgerigte model te ontwikkel wat die insluiting van die geidentifiseerde en verfynde behuisingsinhoud in die Algemene Onderwysvlak (AOV) van die Nasionale Kurrikulum Raamwerk (NKR) sal bewerkstellig. 'n Kultureel diverse groep, wat bestaan het uit opvoeders en behuisingspraktisyns, het deelgeneem aan vier nasionale gestruktureerde fokusgroeponderhoude wat deur middel van die Nominale Groeptegniek (NGT) gefasiliteer is. Die doel van hierdie onderhoude was om vaardigdhede wat deur die verbruiker benodig word om ingeligte en verantwoordelike behuisingsbesluite te neem, te identifiseer. Die inligting wat tydens hierdie fokusgroeponderhoude ingewin is, is gebruik om sestien kembehuisingskonsepte te identifiseer, naamlik "Basic Housing Technology" (BHT), "Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of Housing" (FAH), "Housing Consumerism" (HC), "Housing Design and Decoration" (HDD), "Housing Market" (HM), "Housing needs" (HN), "Housing Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role-players in Housing" (RP), "Sources of Housing Information" (SID), "Tenure Options" (TO) en "Types of Housing" (TH). Die dokumentanalise in die tweede fase van die navorsing, het die huidige, gebrekkige behuisingsopvoedingskomponent van die 'kemvakkurrikulums van laer- en hoerskole uitgewys. Slegs 50% van die 318 kemvakkurrikulums het behuisingskonsepte bevat. Minder as 40% van die behuisingskonsepte wat wel in hierdie kurrikulums verskyn het, is as "relevant" geevalueer, en kon dus gebruik word vir die behuisingsopvoeding van die leerders. 'n Model wat voldoen aan die vereistes van uitkomsgebaseerde onderwysmodelle is ontwikkel om die insluiting van hierdie behuingsinhoud in die Grondslag-, Intermediere >- en Senior Fases van die AOV te bewerkstellig. Daar is gebruik gemaak van bestaande kurrikulumkonstrulcte van Kurrikulum 2005. Uitkomste is ontwikkel wat die kennis, vaardigdhede, houdings en waardes, ingesluit in die kernkonsepte, weerspieel. Die '. bemeestering van hierdie 57 uitkomste, sal die onkunde van eerstemaal-huiseienaars gedurende die behuisingsproses verminder, asook 'n volhoubare, langtermyn oplossing vir hierdie probleme daarstel.
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Books on the topic "National Qualification Framework"

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National Council for Vocational Qualifications. The national vocational qualification framework. London: the Council, 1987.

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National Council for Vocational Qualifications. The national vocational qualification framework: A summary. London: the Council, 1987.

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Patterson, David S. J. The assessment of competence-based business education within the National Vocational Qualification framework. Manchester: University of Manchester, 1993.

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Great Britain. Department for Education and Employment. The national framework for education and training: Framework identity guidelines. London: DfEE, 1997.

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Benton, Richard Anthony. The unbroken thread: Maori learning and the national qualifications framework. Wellington: New Zealand Council for Educational Research, 1995.

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Authority, New Zealand Qualifications. Developing the national qualifications: Framework : a report to the Board. Wellington, New Zealand: New Zealand Qualifications Authority, 1991.

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Patrick, Ainley, Tysome Tony, and National Council for Vocational Qualifications., eds. Beyond competence: The National Council for Vocational Qualifications framework and the challenge to higher education in the new millennium. Aldershot, Hants, England: Avebury, 1996.

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Unesco. Regional Office for Education in Africa. Contribution to the development of national and regional qualifications frameworks (NQFs/RQF) in ECOWAS sub-region: Regional analysis and perspectives. Dakar, Senegal: UNESCO Office in Dakar, 2013.

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Authority, South African Qualifications. National qualifications framework: Impact study : Cycle 2, establishing a baseline against which to measure progress of the NQF. Pretoria, South Africa: South African Qualifications Authority, 2005.

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Cantrell, Cherry. Local network national framework: An investigation into the impact of the regulatory framework of the qualifications and curriculum authority on the customised approach of the Northern Ireland open college network. [S.l: The Author], 2001.

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Book chapters on the topic "National Qualification Framework"

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Douglas, Miriam. "The Community Education Program: A reflection on good practice in the USA." In International and Comparative Studies in Adult and Continuing Education, 191–97. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.13.

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This good practice essay puts the Community Education Program (CEP) as a focus for com-parison between West Virginia (USA) and Germany/European Union (EU). The essay is a combination of reflections on qualification frameworks, learning outcomes, lifelong learn-ers/learning, transnational organisations, the Scottish Framework, a number of good practic-es, and accreditation from a research and practical perspective. Despite substantial research efforts, a national qualifications framework (NQF) or accrediting body for the CEP could not be identified in the US. The goal is to continue research on a national and international level. In the meantime, the good practice efforts, established through various features, continue to apply.
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Budiarto, Dekeng Setyo, Ratna Purnamasari, Yennisa, Surmayanti, Indrazno Siradjuddin, Arief Hermawan, and Tutut Herawan. "Implementation of Indonesia National Qualification Framework to Improve Higher Education Students: Technology Acceptance Model Approach." In Computational Science and Its Applications – ICCSA 2018, 293–304. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95165-2_21.

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Kerre, Bonaventure W., and Astrid Hollander. "National Qualifications Frameworks in Africa." In International Handbook of Education for the Changing World of Work, 2899–915. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_190.

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Young, Michael F. D. "National Qualifications Frameworks: An Analytical Overview." In International Handbook of Education for the Changing World of Work, 2867–80. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_188.

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Mehrotra, Santosh. "India's National Skills Qualifications Framework and employment." In India Higher Education Report 2020, 169–95. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003158349-13.

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Young, Michael F. D. "Implementing National Qualifications Frameworks: Problems and Possibilities." In International Handbook of Education for the Changing World of Work, 2917–33. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_191.

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Jacobs, Ryleigh, Catherine Pitcher, Richa Gupta, and Rinesa Deshishku. "Multi-skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning." In Education to Build Back Better, 21–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_2.

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AbstractThis chapter examines the Multi-Skill Foundation Course (MSFC), a vocational course conceived by grassroots NGO Vigyan Ashram, and further developed, replicated, and scaled up by Lend-A-Hand India (LAHI) since 2005. In collaboration with the State Government of Maharashtra, the course has been recognized under the National Skills Qualification Framework (NSQF)) and adopted by more than 600 secondary schools across India. The purpose of MSFC is to promote employability, enhance student retention and increase the appreciation for vocational skills by uniquely intersecting vocational skills with 21st century skills in an experiential learning-based pedagogy. Our in-depth analysis of the MSFC includes an overview of vocational education in India, an explanation of the theory of change, and the effect of this niche reform in building 21st century skills. To understand the impact of the reform. We interviewed different actors and surveyed 111 students enrolled in the MSFC. In addition, we organized Focus Discussion Groups (FDGs) comprised of over 20 students from vocational courses, the MSFC, and non-vocational tracks. This analysis reveals that MSFC is having a positive impact on students and their communities by cultivating 21st century skills, enhancing employability, and improving gender inclusion through quality vocational education. The final section of the chapter identifies areas of consideration to further strengthen this niche reform and key takeaways from the MSFC.
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Murphy, Anne, and Horacy Dębowski. "Is Higher Education Ambivalent Towards Inclusion of Non-Formal Qualifications in National Qualifications Frameworks (NQFs)?" In European Higher Education Area: The Impact of Past and Future Policies, 547–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77407-7_33.

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Wiseman, Alexander W. "The Culture of Competency-based Qualification Frameworks in National Education Systems Worldwide." In Kompetenz, Performanz, soziale Teilhabe, 199–219. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-531-19855-2_13.

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Singh, Madhu. "National Qualifications Frameworks (NQF) and Support for Alternative Transition Routes for Young People." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 3–23. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47856-2_1.

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Conference papers on the topic "National Qualification Framework"

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Nur, Andi Cudai, Ratmawati T, and St Habibah. "The Curriculum Development Based on the Indonesian National Qualification Framework." In Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icamr-18.2019.60.

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Jatmika, Surya, and Nahiyah Faraz. "Implementation of Indonesian National Qualification Framework (INQF) for Accounting Diploma." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.30.

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(Shehi) Gishti, Ejvis. "A Synoptic View of the Albanian Qualifications Framework." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.2021.223.

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This research addresses a synoptic analysis of the state of play of the qualifications aligned with the Albanian Qualifications Framework (AQF). One of the main features of human resource development is the development of a national qualification framework within which can be obtained all the necessary professional competences. Albania is gradually shifting from traditional qualifications into outcome based modern ones. Research methodology includes qualitative analysis, covering legal frame­work, strategic documents, other research papers related to the focus of this article. The study adopted a qualitative approach. After 10 years of AQF developments and implementation, there is a need to restart the discussion on the number of AQF levels and, when needed, respective sub-levels in order to have a current common understanding among stakeholders about qualifications types and their relationship to each other. AQF implementation is linked with its contribution to policy goals such as lifelong learning and increasing the quality of education and training in Albania. For better development and implementation of the AQF, the responsible institutions should work in accordance with common princi­ples, practices and criteria for the main respective functions: development of standards and qualifications, accrediting institutions to supply these qualifi­cations; and, quality assuring assessment and certification.
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Febriana, Rina. "Identification of Component of Technical Assessment and Employability Skills Based on KKNI (Indonesia National Qualification Framework)." In International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aptekindo-18.2018.32.

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Wahyuningrum, Wahyuningrum. "Evaluation of Indonesian National Qualification Framework-Based Learning Process in Faculty of Education Universitas Negeri Yogyakarta." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.44.

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Rosmaladewi, Okke, Lilis Irmawatie, and Dick-Dick Maulana. "Agrotechnology Study Program Revitalization Through Integrated Pest Management Farmer Field School on Indonesian National Qualification Framework-Based for Quality Improvement." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.066.

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Wasis, Wasis, Raden Sulaiman, Elok Sudibyo, Bertha Yonata, and Muji Sri Prastiwi. "The Assessment Model of Undergraduate Mathematics and Science Education Competency Based on Indonesian National Qualification Framework and 21st Century Demand." In Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/miseic-18.2018.29.

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Muslim, Muslim, Selamat Riadi, and Nur Basuki. "Development of interactive tutorial video based on curriculum based on Indonesian national qualification framework in machinery material Basic completion of completion." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285677.

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Ginaya, Gede, I. Ketut Budarma, I. Ketut Suarta, Ni Made Rai Sukmawati, I. Dewa Gede Ari Pemayun, and Nyoman Mastiani Nadra. "The Indonesia National Qualification Framework Based-curriculum and the Graduate Competence Standard: A Case Study in Travel and Tourism Business Study Program." In International Conference Recent Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009938820232031.

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Ritonga, Pandapotan, Hafsah Hafsah, and Tuti Angreani. "Development of Learning Models Courses in Introduction to Accounting And Utilizing Framework-Based Document Content Indonesian National Qualification as an Intervening Variable." In Proceedings of the 1st International Conference on Economics, Management, Accounting and Business, ICEMAB 2018, 8-9 October 2018, Medan, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.8-10-2018.2288674.

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Reports on the topic "National Qualification Framework"

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Fleisch, Brahm Fleisch, Felix Maringe Maringe, John Gultig Gultig, and Stephanie Allais Allais. Curriculum Reform, Assessment and National Qualifications Frameworks. Toronto, Ontario Canada: Mastercard Foundation, February 2019. http://dx.doi.org/10.15868/socialsector.35774.

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