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Books on the topic 'National Qualification Framework'

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Published: 4 June 2021
Last updated: 26 July 2025

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1

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

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2

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

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3

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

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4

Council, Human Sciences Research, ed. Ways of seeing the National qualifications framework. The Council, 1995.

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5

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

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6

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

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7

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

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8

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. UNESCO Office in Dakar, 2013.

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9

South Africa. Dept. of Education. and South Africa. Dept. of Labour., eds. Report of the study team on the implementation of the national qualifications framework. Dept. of Education, 2002.

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10

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

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11

Melissa, Vieyra-King, and Calteaux Karen, eds. Language assessment and the national qualifications framework: Conference proceedings, 12 October 1995, Pretoria, HSRC. HSRC, 1996.

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12

Authority, Qualifications and Curriculum, ed. Flexibility for adult learners within the national qualifications framework: Report on the outcomes of consultation. Qualifications and Curriculum Authority, 1999.

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13

Great Britain. Department for Education and Employment., ed. Building the framework: A consultation paper on bringing together the work of the National Council for Vocational Qualifications and the School Curriculum and Assessment Authority. Department for Education Employment, 1996.

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14

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. Avebury, 1996.

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15

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. The Author], 2001.

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16

Centre, for Education Policy Development Evaluation and Management (Braamfontein South Africa). Reconstruction, development, and the national qualifications framework: Papers presented at a conference held at the Elijah Barayi Memorial Training Centre, Yeoville, Johannesburg, 15-16 August 1997. The Centre, 1998.

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17

Centre, for Education Policy Development Evaluation and Management (Braamfontein South Africa). Reconstruction, development, and the national qualifications framework: Papers presented at a conference held at the Elijah Barayi Memorial Training Centre, Yeoville, Johannesburg, 15-16 August 1997. The Centre, 1998.

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18

Centre, for Education Policy Development Evaluation and Management (Braamfontein South Africa). Reconstruction, development, and the national qualifications framework: Papers presented at a conference held at the Elijah Barayi Memorial Training Centre, Yeoville, Johannesburg, 15-16 August 1997. The Centre, 1998.

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19

Kelly, Des. Making national vocational qualifications work for social care: Can there be a context-sensitive approach to national vocational qualifications? : a report of a study to investigate the potential role of first line managers as assessors of staff competencies within an NVQ framework, and to examine their training needs. National Institute for Social Work, 1990.

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20

Desmond, Kelly. Making national vocational qualifications work for social care: Can there be a context-sensitive approach to national vocational qualifications? : a report of a study to investigate the potential role of first line managers as assessors of staff competencies within an NVQ framework, and to examine their training needs. National Institute for Social Work, 1990.

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21

Bateman, Andrea, and Xiaoyan Liang. National Qualification Framework and Competency StandardsSkills Promotion and Job Creation in East Asia and Pacific. World Bank, Washington, DC, 2016. http://dx.doi.org/10.1596/28605.

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22

Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university
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23

Young, Michael, and Stephanie Matseleng Allais. Implementing National Qualifications Frameworks Across Five Continents. Taylor & Francis Group, 2016.

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24

Young, Michael. Implementing National Qualifications Frameworks Across Five Continents. Routledge, 2016. http://dx.doi.org/10.4324/9781315540191.

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25

Young, Michael, and Stephanie Matseleng Allais. Implementing National Qualifications Frameworks Across Five Continents. Taylor & Francis Group, 2013.

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26

Young, Michael, and Stephanie Matseleng Allais. Implementing National Qualifications Frameworks Across Five Continents. Taylor & Francis Group, 2016.

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27

Young, Michael, and Stephanie Matseleng Allais. Implementing National Qualifications Frameworks Across Five Continents. Taylor & Francis Group, 2016.

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28

Young, Michael, and Stephanie Matseleng Allais. Implementing National Qualifications Frameworks Across Five Continents. Taylor & Francis Group, 2016.

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29

Building the Framework. Department for Education and Employment, 1997.

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30

Pahad, Meg. Assessment and the National Qualifications Framework: A guide for teachers. Thorold's Africana Books [distributor], 1997.

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31

The Dearing review of the national qualifications framework: Options for the regulations of qualifications in Northern Ireland. HMSO, 1996.

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32

Allais, Stephanie. Selling Out Education: National Qualifications Frameworks and the Neglect of Knowledge. BRILL, 2014.

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33

Allais, Stephanie. Selling Out Education: National Qualifications Frameworks and the Neglect of Knowledge. Springer, 2014.

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34

Selling Out Education: National Qualifications Frameworks and the Neglect of Knowledge. BRILL, 2014.

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35

Miller, Tyrus. The Continuities of Late Modernism: Before and after Beckett. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198749394.003.0011.

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This chapter presents an extension of the scope of fictional writings that have been previously considered under the aegis of late modernism and some dialogical qualification of the historicizing framework implied by that term. A key development in recent criticism and the historical study of modernism is the steady increase in the number, complexity, and specificity of narratives about modernism’s development. Moreover, a certain historiographic ‘constructivism’ has become necessary to account for and mediate between overlapping, complementary, and somewhat contradictory histories of modernis
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36

Maurer, Markus, and Philipp Gonon. Challenges of Policy Transfer in Vocational Skills Development: National Qualifications Frameworks and the Dual Model of Vocational Training in International Cooperation. Lang AG International Academic Publishers, Peter, 2014.

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37

Maurer, Markus, and Philipp Gonon. Challenges of Policy Transfer in Vocational Skills Development: National Qualifications Frameworks and the Dual Model of Vocational Training in International Cooperation. Lang AG International Academic Publishers, Peter, 2014.

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38

Maurer, Markus, and Philipp Gonon. Challenges of Policy Transfer in Vocational Skills Development: National Qualifications Frameworks and the Dual Model of Vocational Training in International Cooperation. Lang AG International Academic Publishers, Peter, 2014.

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39

Challenges of Policy Transfer in Vocational Skills Development: National Qualifications Frameworks and the Dual Model of Vocational Training in International Cooperation. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2014.

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40

Širec, Karin, and Katja Crnogaj, eds. Two decades of dynamic entrepreneurial development: GEM Slovenia 2022, Executive Summary. University of Maribor Press, 2023. http://dx.doi.org/10.18690/um.epf.5.2023.

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The GEM survey offers an in-depth analysis of the various social, cultural, political, and economic factors that impact the entrepreneurial landscape and activities, serving as a comprehensive framework for understanding national and entrepreneurial conditions. These factors play a crucial role in shaping individuals' entrepreneurial decisions and the success of starting and operating businesses. Survey delivers unparalleled insights into a nation's entrepreneurial characteristics, surpassing the information available from traditional statistical sources. The study also explores individuals' a
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41

Širec, Karin, Polona Tominc, Katja Crnogaj, Matej Rus, and Barbara Bradač Hojnik. Entrepreneurship for Sustainable Future: GEM Slovenia 2023, Executive Summary. University of Maribor Press, 2024. http://dx.doi.org/10.18690/um.epf.4.2024.

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The GEM survey offers an in-depth analysis of the various social, cultural, political, and economic factors that impact the entrepreneurial landscape and activities, serving as a comprehensive framework for understanding national and entrepreneurial conditions. These factors play a crucial role in shaping individuals' entrepreneurial decisions and the success of starting and operating businesses. Survey delivers unparalleled insights into a nation's entrepreneurial characteristics, surpassing the information available from traditional statistical sources. The study also explores individuals' a
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42

Širec, Karin, Katja Crnogaj, Barbara Bradač Hojnik, Matej Rus, and Polona Tominc. Entrepreneurship at the Advancement of Digitalization and Artificial Intelligence: GEM Slovenia 2024, Executive Summary. University of Maribor Press, 2025. https://doi.org/10.18690/um.epf.4.2025.

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The GEM survey offers an in-depth analysis of the various social, cultural, political, and economic factors that impact the entrepreneurial landscape and activities, serving as a comprehensive framework for understanding national and entrepreneurial conditions. These factors play a crucial role in shaping individuals' entrepreneurial decisions and the success of starting and operating businesses. Survey delivers unparalleled insights into a nation's entrepreneurial characteristics, surpassing the information available from traditional statistical sources. The study also explores individuals' a
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43

Winterton, Jonathan. Training, Development, and Competence. Edited by Peter Boxall, John Purcell, and Patrick M. Wright. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199547029.003.0016.

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This article provides the context for training, development, and competence. In the training section, theory, policy, and practice are considered, including the diversity of national systems for vocational education and training (VET) and the relationship between work organization and workplace learning. The development section is distinguished from training in terms of objectives and scope, while the emergence of Human Resource Development (HRD) is explained not only in terms of a more strategic focus but also in relation to initiatives like corporate universities. The competence section addr
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44

Topuzov, Oleg, Angelica Tsimbalaru, Tetiana Zasekina, and Luidmyla Popova. A set of advanced training programs for teaching staff of general secondary education institutions. Field of knowledge: 01 Education Specialty 014 Secondary education. Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, 2021. http://dx.doi.org/10.32405/topuzov-2021-42.

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A set of advanced training programs for teachers of general secondary education institutions is designed to train management and teaching staff of general secondary education institutions who will implement an innovative educational project of the all-Ukrainian level on the topic "Didactic, methodological and educational support to implement the conceptual foundations of basic secondary education reformation" for April 2021- December 2026 (Order of the Ministry of Education and Science of Ukraine No. 484 dated April 29, 2021). The content of the programs is a set of modules and topics, the cho
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45

Boughey, Chrissie, and Sioux McKenna, eds. Understanding Higher Education: Alternative Perspectives. African Minds, 2021. http://dx.doi.org/10.47622/9781928502210.

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Drawing on the South African case, this book looks at shifts in higher education around the world in the last two decades. In South Africa, calls for transformation have been heard in the university since the last days of apartheid. Similar claims for quality higher education to be made available to all have been made across the African continent. In spite of this, inequalities remain and many would argue that these have been exacerbated during the Covid pandemic. Understanding Higher Education: Alternative Perspectives responds to these calls by arguing for a social account of teaching and le
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