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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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Ahid, Nur, and Nur Chamid. "Implementation of Indonesian National Qualification Framework Based Curriculum in Higher Islamic Education." Jurnal Pendidikan Islam 7, no. 1 (June 30, 2021): 109–22. http://dx.doi.org/10.15575/jpi.v7i1.12425.
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The era of globalization requires various sectors to make changes, including in the world of education. In higher education, the curriculum should be designed to comply with the Indonesian National Qualifications Framework (KKNI) to respond these changes. The curriculum is based on the framework of qualification levels which equalize, juxtapose, and unify learning outcomes with work experience into the types, forms and levels of higher education. This study aims to describe the implementation KKNI based curriculum for postgraduate program at the State Islamic Religious Institutions (PTKIN) in East Java. It applied descriptive-qualitative. The data were collected using observation, interview, and documentation techniques. The data were analysed using descriptive-qualitative analysis. The results shown that the implementation of KKNI based curriculum in postgraduate at PTKIN institutions in East Java took place from 2016 to 2020. The implementation began with socialization in the form of curriculum workshops. In those workshops, a curriculum draft and guidelines for its implementation were prepared. However, there were some in the implementation. One of them is that most of the lecturers did not understand the basic concepts of curriculum. To overcome this, intensive workshops were held to prepare syllabus, semester program plans and courses for each semester.
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Syahputra, E., E. Surya, and D. R. Utami. "Mathematical statistics learning model based on the Indonesian national qualification framework." Journal of Physics: Conference Series 1613 (August 2020): 012048. http://dx.doi.org/10.1088/1742-6596/1613/1/012048.
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Saito, Kiyoko. "Expert Qualifications in Japan: The Role of Higher Education." International Journal of Higher Education 7, no. 3 (June 12, 2018): 183. http://dx.doi.org/10.5430/ijhe.v7n3p183.
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The goal of this paper was to explore the directions for a Japanese Qualifications Framework (JQF) through the collationof Japanese Government expert viewpoints.This study used a qualitative case study design involving interviews with 15 Japanese government officials. It was foundthat Japan continues to haveproblems with academic degrees and licensing framework and system. Many Japanese government experts believed that Japan needed a qualifications framework and system that could function both domestically and internationally, however, Japan has an insufficient qualifications framework and system which has led to weak competitiveness for Japanese experts. To resolve these issues, a Japanese qualifications system needs (1) to have pathways toward higher skill levels from work-based experience to higher education and (2) to broaden pathways allowing for the transfer of Japanese domestic qualifications to international framework qualifications.It is concluded that to build these pathways, National Qualifications Framework is needed as a common language and a basic framework to make the qualifications more transparent and to align domestic and international qualification standards. The Japanese government should enter into a discussion about JQF seriously with stakeholders in education, industry, and government with the aim of improving higher education programs for experts to ensure domestic and international competitiveness.
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Garcia, A., and M. Marigmen. "Status of BSIT Program in Region 4B SUCs: Basis for Regional Qualification Framework towards ASEAN Connectivity." International Journal of Information and Education Technology 10, no. 11 (2020): 843–47. http://dx.doi.org/10.18178/ijiet.2020.10.11.1468.
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This paper aimed to determine the status of Bachelor of Science in Information Technology (BSIT) program among State Universities and Colleges (SUCs) in Mindoro, Marinduque, Romblon and Palawan (MIMAROPA) Region 4B, Philippines in terms of administration qualification, teacher competency, infrastructure, and student competency basis for regional qualification framework towards ASEAN connectivity. Thirty-seven (37) BSIT program heads/directors and teachers and 244 4th year BSIT students were participants of the study. Findings revealed that administration qualification among teachers was low which indicates that the teacher qualifications needs to be improved and strengthened. Findings also revealed that teacher competency is on the high extent which shows that teachers are competent to teach the assigned subjects. The infrastructures were proved as on the high extent which indicates that SUCs in MIMAROPA provides good services to the needs of the BSIT students. Lastly, the student competency revealed as high which shows that student acquire the basic knowledge and skills. However, there are some areas or skills that need to be enhanced to be eligible to ASEAN member countries. But as for local and national level, the BSIT program among SUCs in MIMAROPA are complaint with the basic standards. Based on the result, the proposed regional qualification framework to improve the teachers and students competencies is recommended to be eligible and skilled in the ASEAN Economic Community.
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Bijl, Andre J. Van der. "Integrating the World of Work Into Initial TVET Teacher Education in South Africa." Journal of Education and Research 11, no. 1 (May 18, 2021): 13–28. http://dx.doi.org/10.51474/jer.v11i1.496.
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South African Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (2013) provides a framework of professional qualifications for lecturers in the TVET system, which requires work-integrated learning placements in both education and industry settings. South Africa, however, does not have a convention of industry placement for vocational lecturers. This absence led the Department of Higher Education and Training, with the European Union, to co-fund a research and development project, the ‘effective delivery of the work-integrated learning (WIL) component of TVET and adult and community education and training lecturer qualification programmes’. The key output of this project was the development of a comprehensive curriculum framework for the industry-WIL component of the qualifications. This paper provides a reflective analysis of the multiple institutions, the national process through which the curriculum framework was developed and the knowledge generated through it.
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Primastuty, I. H. I., I. Noor, and L. I. Mindarti. "THE IMPLEMENTATION OF INDONESIAN NATIONAL QUALIFICATION FRAMEWORK CURRICULUM IN HIGHER EDUCATION INSTITUTION." Russian Journal of Agricultural and Socio-Economic Sciences 68, no. 8 (August 31, 2017): 125–30. http://dx.doi.org/10.18551/rjoas.2017-08.15.
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Uh, Soo-Bong, Seung Lee, and Seung-Hwan Jeon. "Past, Present and Future of National Competency Standards & Korean Qualification Framework." Journal of Skills and Qualifications 9, no. 2 (June 30, 2020): 129–49. http://dx.doi.org/10.35125/jsq.2020.9.2.129.
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Gudeva, Liljana Koleva, Sasa Mitrev, Emilija Ivanovska Janevik, and Blazo Boev. "Implementation of National Qualification Framework for Higher Education in Republic of Macedonia." Procedia - Social and Behavioral Sciences 46 (2012): 2556–60. http://dx.doi.org/10.1016/j.sbspro.2012.05.521.
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Hanh, Nguyen Duc, Vu Quynh Loan, and Nguyen My Viet. "Quality Framework of Higher Education in Vietnam, Malaysia and Nigeria." Higher Education Studies 10, no. 2 (April 6, 2020): 133. http://dx.doi.org/10.5539/hes.v10n2p133.
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The purpose of this study is to investigate how Vietnam, Malaysia and Nigeria quality assurance agencies operate towards ensuring quality in higher education institutions. Quality assurance systems was investigated with respect to social demands and it was compared based on the key concepts: autonomy, accountability and improvement. The study relied on qualitative document analysis methods and was conducted on relevant higher education and policy, quality assurance systems of Viet Nam Ministry Education and Training, quality assurance of National Universities Commission, National Board for Technical Education of Nigeria and Malaysian Qualification Agency respectively and their challenges were assessed and compared. There are deals of convergence between Quality Assurance systems of Viet Nam, Malaysia and Nigeria. Viet Nam and Malaysia has a single Quality Assurance system while Nigeria has multi Quality Assurance systems. In all three countries’ Quality Assurance systems made achievements in terms of autonomy, accountability and improvement. In Vietnam, Vietnamese Qualification Agency: internal Quality Assurance is embedded within an accreditation system, but still requires a recognition external quality assurance agency. In Malaysia, Malaysian Qualification Agency: internal Quality Assurance is embedded within accreditation system and reduced the involvement of external Quality Assurance agency. In Nigeria, the National Universities Commission, National Board for Technical Education and National Commission for Colleges of Education of Nigeria provides guidelines for higher education institutions to assist build their internal Quality Assurance. Vietnam and Malaysia Quality Assurance experienced accountability being demonstrated for continuous improvement while Nigeria Quality Assurance accountability is seen with invisible improvement due to challenges associated with the quality frameworks. The study gives appreciated vision into Quality Assurance systems and frameworks of higher education institutions and how Quality Assurance responds to the social demands of stakeholders.
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Kapp, Karel. "The Implication of the HEQSF Act on Human and Financial Resources." European Journal of Teaching and Education 2, no. 1 (April 6, 2020): 55–65. http://dx.doi.org/10.33422/ejte.v2i1.173.
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Currently the fee structure at a University of Technology is based on subject and not credit base. Qualifications found in the same funding category within the University showed a large variability in costs. The research seeked to understand how the alignment of the fee structure of the Higher Education Qualifications Sub Framework (HEQSF) would affect class fees at UoTs. To propose a new fee structure in a sustainable way a model was developed.
A University of Technology was used as a case study. A mixed method research design was followed in the realm of an epistemological paradigm that focusing on policy and needs analysis and on predicted future requirements. The model takes into consideration the qualification mix, funding groups, National Qualifications Framework (NQF) levels, NQF credits of the qualifications.
Benchmarking between universities indicate significant discrepancies, based on qualifications of similar duration, funding category and resources required. It showed that the UoT was much lower than the country average.
The novelty of the developed model was to calculate the total income of a qualification for each funding group. Based on classification of educational subject matter (CESM) categories, Department of Higher Education and Training (DHET) funding, Teaching Input Units (TIUs) , Teaching Output Units (TOUs), the Rand value of a Senior Lecturer Equivalent (SLE), the targeted number of Full Time Equivalents (FTEs) per SLE per CESM category, TUT financial targets, and benchmarked data. Variables of the model were dynamic, implying that it could easily be adapted for changes in (DHET) funding policy.
The developed model showed the new class fee structure for all qualification types. Ring fencing of 25% between the lowest and the highest funding group was done, and the impact it has on income generated by class fees.
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Ure, Odd Bjørn. "Governance for Learning Outcomes in European Policy-Making: Qualification Frameworks Pushed through the Open Method of Coordination." International Journal for Research in Vocational Education and Training 2, no. 4 (December 27, 2015): 268–83. http://dx.doi.org/10.13152/ijrvet.2.4.2.
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The construction of European education policy builds on a widely shared goal of transparency in qualifications, upheld by the popular narrative of mobile students endowed with scholarships from the EU Erasmus programme, which allow them to transfer credit points between universities and across national borders. EU education policy is increasingly inscribed in National Qualification Frameworks (NQF). Their European umbrella is coined the European Qualification Framework (EQF), which is linked to a discourse on or even shift to Learning Outcomes; functioning as a tool for the displacement of input to output categories in education systems with a view to make qualifications more transparent. This form of governance situates Learning Outcomes as a tool for policy reform that intentionally should affect all educational and administrative levels of European education. The article shows that the multitude of governance instruments used to promote a shift to Learning Outcomes are so varied that EU education policy has no apparent need of new instruments for this purpose. The fact that Learning Outcomes are linked to EU policy instruments of the Open Method of policy-Coordination and destined for several sectors of education, increases the likelihood that they will be translated into modified learning practices. Yet, there is a danger that governance of Learning Outcomes succumbs to a pitfall of declaratorily placing Learning Outcomes in the middle of learning practices in all subsectors of education, without sufficiently proving their real novelty and regulatory functions.
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Yusri, R., M. Muspardi, E. Kemal, and W. Rahmat. "Effectiveness of national qualification framework Indonesia based curriculum and higher education national standard behaviour assesment rubric." Journal of Physics: Conference Series 1157 (February 2019): 042129. http://dx.doi.org/10.1088/1742-6596/1157/4/042129.
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A.I., Kolisnichenko. "INTERNATIONAL QUALIFICATION REQUIREMENTS AND STANDARDS FOR THE FOREIGN LANGUAGE TEACHER TRAINING IN THE EUROPEAN EDUCATIONAL AREA." Collection of Research Papers Pedagogical sciences, no. 95 (August 2, 2021): 98–103. http://dx.doi.org/10.32999/ksu2413-1865/2021-95-14.
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The scientific article is devoted to the formation of the international qualification requirements list and general and specific standards for the foreign language teacher training in the European model of teacher education. The author highlights the state of research and analyzes the European requirements for the profession of teacher in general and foreign language teachers in particular, which provided an opportunity to explore key aspects of the profession and ways of its development in the nearest future. The topicality of the researched question,which consists of the introduction and observance of the international requirements in the course of foreign languages teacher training during formal pedagogical education, is defined. The publication also defines the concept of “professional foreign language teacher training”, as a result of which the compliance of teacher training programs and international requirements with standards which are implemented in the European educational area is analyzed.The article reviews the stages of creating an international qualifications framework, and the preconditions for its emergence, as well as clarifies which framework were the basis and the time of its adoption and implementation. The author reveals the features of the national qualifications framework of European countries, their purpose and function.The publication identifies the stages of creating a list of international requirements for the quality of specialist qualifications, describes their essence and features. The study revealed the structural components of the qualification framework, including knowledge, skills, and competencies. The structure of qualification requirements for the foreign language teacher profession is also exposed.In the process of reviewing the qualification framework, the requirements for professional training, which are specified in the educational standards of the countries and the concept of standard in teacher education, are revealed. There are four main goals of international standards for FL teacher training and their types. The list of standards for the future foreign language teacher training is defined, which are divided into three basic sections: professional values and qualities; professional knowledge; professional skills. As a result of the qualification requirements, the qualification framework study, international requirements and standards of foreign language teaching, a positive impact on the quality of foreign language teacher training in pedagogical education of the European educational area was revealed.Key words: qualification requirements, professional training standards, national qualification framework, professional foreign language teacher training, quality of formal pedagogical education, European educa-tional area. Наукова стаття присвячена питанню формування переліку міжнародних кваліфікаційних вимог та загальних і специфічних стандартів до підготовки вчителів іноземних мов у європейській моделі педагогічної освіти. Авторка висвітлює стан дослідження питання та здійснює аналіз загальноєвро-пейських вимог до професії педагога загалом та вчителя іноземних мов зокрема, який дав можливість дослідити ключові аспекти професії та шляхи її розвитку у найближчій перспективі. Визначено актуальність досліджуваного питання, яка полягає у впровадженні та дотриманні запропонованих міжнародних вимог у процесі підготовки вчителів іноземних мов протягом формальної педагогічної освіти. У публікації наведено визначення поняття «професійна підготовка вчителя іноземних мов», унаслідок чого аналізується відповідність програм підготовки вчителів міжнародним вимогам та стандартам, які впроваджені у європейському освітньому просторі.У статті здійснено огляд етапів створення міжнародної кваліфікаційної рамки та передумов її виникнення, а також з’ясовано, яка рамка було базовою, час її прийняття й запровадження. Авторка розкриває особливості національних кваліфікаційних рамок країн Європи, їх мету створення та функції.У публікації визначено етапи створення переліку міжнародних вимог до якості кваліфікацій фахівців, описано їхню сутність та особливості. У результаті дослідження виявлено структурні компоненти кваліфікаційної рамки, серед яких слід назвати знання, уміння, компетентності. Також наведено структуру кваліфікаційних вимог до професії вчителя іноземних мов.В процесі огляду кваліфікаційної рамки у питанні якості підготовки фахівців виокремлено вимоги до професійної підготовки, які зазначені в освітніх стандартах окремих країн, а також розкрито поняття стандарту у педагогічній освіті. Виокремлено чотири основних цілі укладання міжнародних стандартів для підготовки вчителів та їх види. Визначено перелік стандартів для підготовки майбутніх учителів іноземних мов, які поділяються на три базові секції, такі як професійні цінності та якості; професійні знання та вміння; професійні навички. У результаті дослідження кваліфікаційних вимог кваліфікаційної рамки, міжнародних вимог та стандартів навчання іноземних мов виявлено позитивний виплив на якість підготовки вчителів іноземних мов у педагогічній освіті Європейського освітнього простору.Ключові слова: кваліфікаційні вимоги, стандарти професійної підготовки, національна кваліфікаційна рамка, професійна підготовка вчителя іноземних мов, якість формальної педагогічної освіти, Європейський освітній простір.
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Oviyanti, Fitri, Indrawati Indrawati, Siti Rochmiatun, Arne Huzaimah, Zuhdiyah Zuhdiyah, and Alfurqan Alfurqan. "THE EVALUATION OF NATIONAL QUALIFICATION FRAMEWORK CURRICULUM (KKNI) AT UIN RADEN FATAH PALEMBANG." Ta'dib 23, no. 2 (December 28, 2020): 201. http://dx.doi.org/10.31958/jt.v23i2.2038.
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Abstract: The purpose of the research was to evaluate the implementation of KKNI based curriculum. This study was a case study within qualitative approach. The data collection techniques were interviews, observation, and documentation. The data were analysed by using Miles and Huberman techniques. From the result of data analysis it was found that 1). in the aspect of the context variable, the perception of lecturers and students about curriculum implementation based on KKNI was already good, but the perceptions of the educational staffs were not good, 2). in terms of the input variable, it was seen from three points; the vision and mission, KKNI socialization, and learning management. Vision and Mission of UIN supports KKNI, socialization of KKNI is very intense at UIN Raden Fatah, good management supports the socialization of KKNI 3). from the aspect of the process variable, in the learning process, the lecturers of Faculty of Tarbiyah and Teacher Training (FITK) tended to have implemented student-centered learning. Meanwhile the lecturers of Faculty of Sharia and Law (FSH) still tended to implement teacher- centered learning processes, and 4). in terms of product variable, the students’ achievement was very good. Abstrak: Tujuan penelitian ini adalah untuk mengevaluasi pelaksanaan kurikulum berbasis KKNI. Penelitian ini merupakan studi kasus dengan pendekatan kualitatif. Teknik pengumpulan data adalah wawancara, observasi, dan dokumentasi. Analisis data menggunakan teknik Miles dan Huberman. Dari hasil analisis data ditemukan bahwa 1). Pada aspek variabel konteks, persepsi dosen dan mahasiswa tentang penerapan kurikulum berbasis KKNI sudah baik, namun tenaga kependidikan kurang baik, 2). dari segi variabel masukan dilihat dari tiga hal yaitu; visi dan misi, sosialisasi KKNI, dan manajemen pembelajaran. Visi dan Misi UIN mendukung KKNI, sosialisasi KKNI sangat intens di UIN Raden Fatah, manajemen yang baik mendukung sosialisasi KKNI 3). Dari aspek variabel proses, dalam proses pembelajaran dosen Fakultas Tarbiyah dan Keguruan (FITK) cenderung menerapkan pembelajaran yang berpusat pada siswa. Sedangkan dosen Fakultas Syariah dan Hukum (FSH) masih cenderung menerapkan proses pembelajaran yang berpusat pada guru, dan 4). Dilihat dari variabel produk, prestasi belajar siswa sangat baik.
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Yuwono, Untung. "Ideologies underpinning the Indonesian National Qualification Framework (IQF) for higher education website text." Indonesian Journal of Applied Linguistics 8, no. 3 (January 31, 2019): 668. http://dx.doi.org/10.17509/ijal.v8i3.15271.
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Political and economic globalization has influenced the education sector. A significant component of education is the process of facilitating students’ acquisition of competence and values to enter the job market. The standard of competence at every level of education thus becomes the benchmark for the accurate estimation of a person’s success in the job market. Indonesia was not left behind in this trend, and the concept of the National Qualification Framework came into being. The first milestone occurred in 2012 when the Kerangka Kualifikasi Nasional Indonesia (Indonesian National Qualification Framework [IQF]) began to be enforced by the government of Indonesia, and the planning and implementing phases of IQF were conducted. One of these phases is the socialization and dissemination of information on the IQF in higher education through a website (kkni-kemenristekdikti.org) hereafter called the IQF website. This paper qualitatively and quantitatively examines the ideas outlined in the IQF website text using critical discourse analysis framework. Through the textual analysis using systemic functional linguistics, this paper identifies the values highlighted by the IQF and shows that IQF is closely related to the working world. The word kerja (work/job), which appears throughout the text, collocates to words that manifest actors, institutions, processes, products, and values, and its use suggests that it is intended as the primary objective of the IQF. The textual analysis reveals that the context of neoliberalism and work within the workforce has become the trigger for change in national education in Indonesia. The purpose of higher education is now based on global pragmatism, that is, to provide students with competence in accordance with the needs of the job market, and, as a result, all educational regulations are directed to meet the demands of the job market, which ultimately shape the goals and competence levels of the IQF.
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Lee, Sung-Hee, and Kyung-Min Ahn. "An Analysis and Reformation of National Qualification Framework in Beauty Art-related Departments." Journal of the Korea Academia-Industrial cooperation Society 16, no. 7 (July 31, 2015): 4511–19. http://dx.doi.org/10.5762/kais.2015.16.7.4511.
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Okraj, Zofia. "NATIONAL QUALIFICATION FRAMEWORK AND CREATIVE DIDACTIC WORK - ACADEMIC TEACHERS’ EXPERIENCES - REPORT FROM RESEARCH." Studia z Teorii Wychowania X, no. 1 (26) (March 30, 2019): 173–92. http://dx.doi.org/10.5604/01.3001.0013.1901.
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The aim of this article is to present excerpts from results of research concerning academic teachers’ experiences in the field of creative didactic work in the context of National Qualification Framework (introduced in 2011). Research was conducted in line with Howard Gruber’s theoretical-methodological approach The evolving systems approach to creative work. For the author of the research the most important were individual meanings given by academic teachers to sentences in the document. It was also significant to observe how teachers implement these meanings in their didactic work regarding: invention, implementation and promotion of new didactic solutions including: concepts, methods, techniques, original models of workshops, students’ grading systems etc.
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Handayani, Peni, Trisno Yuwono Putro, Edi Rakhman, and Su Jo -Ching. "Learning Outcomes Mapping of the Three Year-Electronic Engineering Diploma in Level-5 Professional Expertise of the National Qualification Framework." Jurnal Pendidikan Teknologi dan Kejuruan 24, no. 1 (April 17, 2018): 102–15. http://dx.doi.org/10.21831/jptk.v24i1.18186.
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The issue of enhancing national competitiveness, in ASEAN, has been strengthened since the establishment of ASEAN Economic Community in 2015. The recognition of graduate competence becomes very crucial for this era. Polytechnic as vocational higher education needs to prepare its graduates in order to compete in the job market, such as through professional certification. This study aimed at mapping the learning outcomes among graduates of the three year - diploma in Electronic Engineering in Polytechnic of Instrumentation and Electronic Control System on professional qualification based on level-5 Indonesian National Qualifications Framework Curriculum and Indonesia Industrial Standard Classification 2015. This study used a qualitative method. Data were collected through observation and interviews of the competent persons to provide related research data. The results showed that the learning outcomes of the three year diploma in Electronic Engineering were suitable for the work of the services and processing industry category. This map can be used to develop learning outcomes into a professional competence for a particular job in accordance with the qualifications of the graduate program.
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Kovac, Tanja. "New perspectives and evaluation of training for Event Management." Technium Social Sciences Journal 8 (May 10, 2020): 8–21. http://dx.doi.org/10.47577/tssj.v8i1.544.
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The purpose of this research was to identify opportunities for Event Managers to gain certification and recognition for their knowledge, skills and competences. The results of the research can represent a base for developing a National Qualifications Standard of Event Management, and a reference to develop the European Qualification Framework (INVENT 2017-1-UK01-KA202, 2018). The aim of this research was to determine an effective view of Event Management and the Event Manager’s career path for future reference. The survey showed some gaps in formal and informal educational programs of Event Management in Slovenia, and some suggestions to improve the quality of that field and how to train the teachers who train Event Managers follow. To evaluate the hypothesis, a model for assessing education programs of event management has been developed, using the computer program Dexi. This instrument serves to verify the presence or absence of skills from the National Qualification Standard. The system allows you to check if the quality of the education program is appropriate, and what needs to be done to improve the quality.
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Kicherova, M. N., M. Yu Semenov, and E. V. Zyuban. "Qalification assessment practices: new possibilities and constraints." Education and science journal 23, no. 7 (September 17, 2021): 71–98. http://dx.doi.org/10.17853/1994-5639-2021-7-71-98.
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Introduction. The transformation of the educational system and the labour market determines the need for objective procedures for independent assessment of qualifications that meet the needs of all stakeholders. The need to overcome the qualification gap is becoming more acute, and it is necessary to change the configuration of connections and relationships in the process of qualifications assessment, which determines the relevance of the current research.Aim. The present publication is aimed to analyse social processes related to the development of practices for evaluating qualifications obtained in both formal and non-formal education in Russia.Methodology and research methods. The methodological framework of the research is based on the principles of the activity approach and the concept of structuration, in which the practice of qualifications assessment is viewed as a combination of social relations between individual and collective actors in the space of social and labour relations. Data collection and analysis was carried out using a qualitative methodology of the sociological approach. A semi-formal interview was selected as the method of expert survey. Twenty-four experts from various sectors of the economy (Moscow, Ekaterinburg and Tyumen) took part in the interviews.Results and scientific novelty. The possibilities and constraints of existing practices for qualifications assessment were identified: assessment centres, qualification assessment centres, internal certification, professional evaluation of working professions within the framework of the “WorldSkills” programme in Russia. The analysis of international experience is presented. Based on expert assessments, it was established that practices specific to the industrial model of the economy prevail in Russia. Thus, the infrastructure and regulatory field were established for the development of new practices of independent qualification assessment. However, the main participants of the process are not involved enough in mutual interaction. The primary sector of the economy hinders the development of the high-technology manufacturing industry and the employers who are interested in creating a competency framework. According to experts, the importance of non-formal education in the development of relevant competencies is increasing, and new mechanisms for qualifications assessment obtained in both formal and informal training are required. The authors presented the cases, which illustrate new configurations of participants’ relationships, when independent assessment of qualifications is integrated with the formal educational system at the stage of state final certification, ensuring the interrelated procedures. The article reveals the contradictions, which are manifested in the interaction between applicants/employees, employers and the state. It is concluded that such contradictions affect the institutional mechanisms for the formation of a national system of independent qualification assessment.Practical significance. The analysis of alternative models for qualifications assessment revealed the interests of different stakeholders involved in this process, the possibility of using “hybrid” forms of qualifications assessment, as well as a number of contradictions related to regulatory, functional and institutional features. The results of the study can be useful for managers of educational institutions and employers to synchronise the processes for mutual assessment of qualifications. As a result, recommendations for the development of an independent qualification assessment system in Russia are proposed, and the prospects for further research are outlined.
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Jackson, Jen. "The View from the Helicopter: Examining the Australian Early Childhood Workforce Using the National Census of Population and Housing." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 72–79. http://dx.doi.org/10.1177/183693911604100409.
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THIS STUDY USED DATA from the 2011 Australian Census of Population and Housing to examine differences between Australian early childhood educators at different qualification levels: certificate/unqualified, diploma-qualified and degree-qualified. The study's theoretical framework is informed by the work of Pierre Bourdieu and views qualifications as markers of broader differences in social and cultural capital. This paper describes how early childhood educators were identified in the Census data, and presents some preliminary findings, showing differences in educators' schooling, engagement in further study, income, employment arrangements and family responsibilities. These findings suggest that educators' qualifications are related to broader social differences, which have implications for how different groups of educators might experience current policy efforts to improve workforce qualifications and professionalism. Of particular concern is a group of educators whose educational background and employment circumstances place them at risk of marginalisation in the labour market and in the early childhood education and care professionalisation agenda.
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Hutabarat, Binsar Antoni. "Kebijakan Pendidikan di Indonesia: Evaluasi terhadap Rumusan Kebijakan Kurikulum Bidang Pendidikan Tinggi." Societas Dei: Jurnal Agama dan Masyarakat 4, no. 2 (January 4, 2018): 127. http://dx.doi.org/10.33550/sd.v4i2.69.
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ABSTRACT: This article entitled, The Policy of Education in Indonesia: An Evaluation towards The Formula of Curriculum Policy for Higher Education focuses on the study of the formulation of curriculum policy which refers to the framework of national qualification in Indonesia. This research uses qualitative method: the data was gathered through an interview, questionnaire distribution, and observation on three tertiary institutions in Indonesia, also secondary data in the form of selected books. This research finds that a curriculum policy which refers to the framework of national qualification in Indonesia is an elite product and weak in terms of socialization, and the consequence of this policys application is not as expected. policy. KEYWORDS: policy of education, evaluation of policy, higher education, higher education curriculum
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Koikov, Vitaliy. "Analysis of the Structure of the Healthcare Sector in Terms of Professional Qualifications and Development of Proposals for Improving the Sectoral Qualifications System." Journal of Health Development 3, no. 38 (2020): 21–36. http://dx.doi.org/10.32921/2225-9929-2020-3-38-21-36.
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Abstract The main problems of regulating the sectoral qualification system of the health system in Kazakhstan are the lack of a sectoral qualifications framework that is relevant to the existing needs of the health system and the absence of professional standards regulating the requirements for health professionals, the lack of a clear delineation of competencies by skill levels. In order to achieve this goal, we made analysis of the structure of the healthcare sector in terms of professional qualifications, taking into account: 1) types of economic activities in accordance with the National Classifier of the Republic of Kazakhstan «General Classifier of Types of Economic Activities»; 2) grouping occupations according to the National Classifier of Occupations of the Republic of Kazakhstan; 3) types of professional activities, specialties, qualifications and positions in accordance with secrtoral legislation. The next stage was the analysis of the health system’s need for new professions, taking into account the development of new technologies and international trends, including based on the analysis of the results of foresight research. Taking into account the complexity of the professional qualifications structure of the health system and the need for the introduction of new professions, we made proposals for the development of an industry qualifications framework and the creation of an Secroral Council for professional qualifications. The development of a sectoral qualifications framework and the formation of a Sectoral Council on professional qualifications in health system will create a tool for the formation of state and sectoral human resources policy in the health system, for the provision of demanded services in health care, for the creation and application of effective methods and technologies for prevention, diagnosis, treatment and medical rehabilitation. The sectoral qualifications framework should become the basis for the developers of professional standards for the health system, as well as employers, educational organizations of various levels, organizations that assess the professional preparedness of healthcare workers, heads of health organizations and government bodies in the field of healthcare. Keywords: Sectoral qualifications system, sectoral qualifications framework, professional standards.
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Muthallib, Salman Abdul, Nisa Khairuni, and Muhammad Syauqi. "Peningkatan Kualitas Lulusan Prodi Magister Ilmu Agama Islam Pascasarjana UIN Ar-Raniry dalam Perspektif Pengguna Lulusan (User) dan Alumni." DAYAH: Journal of Islamic Education 2, no. 1 (January 24, 2019): 1. http://dx.doi.org/10.22373/jie.v2i1.3682.
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The Department of Islamic Studies is the oldest master’s degree department in postgraduate program of Universitas Islam Negeri Ar-Raniry Banda Aceh, Indonesia. It has several fields including Islamic Law, Islamic Education, Islamic Economics, Islamic Da’wa, Islamic History and Civilization, etc. In line with the new regulation published by the Ministry of Research and Technology and Higher Education of Republic Indonesia, particularly in relationship with the implementation of the national qualification framework and the national standard of higher education, this department must be driven to fit this regulation. This study took place in three Aceh Province districts including Banda Aceh, Lhokseumawe and Aceh Tengah. The total number of research participants were 17 people consisted of alumni and users. The research found that most participants argued the curriculum of this department must be refined according to the demands of the industrial revolution era 4.0 which requires universities to apply the Indonesian National Qualifications Framework curriculum, particularly on aspects of strengthening foreign languages and the use of information and communication technology.
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Bates, Inge. "The Competence Movement and the National Vocational Qualification Framework: The Widening Parameters of Research." British Journal of Education & Work 8, no. 2 (January 1995): 5–13. http://dx.doi.org/10.1080/0269000950080201.
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MC BRIDE, VINCENT. "Using the Copenhagen Process to Facilitate National Qualification Framework Strategies in South Eastern Europe." European Journal of Education 40, no. 3 (September 2005): 315–21. http://dx.doi.org/10.1111/j.1465-3435.2005.00228.x.
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Febriana, R., M. Aries Triyanto, and A. Kandriasari. "Identification of Technical Skills Achievements of Students Based on Indonesian National Qualification Framework (KKNI)." KnE Social Sciences 3, no. 12 (March 25, 2019): 532. http://dx.doi.org/10.18502/kss.v3i12.4122.
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Bhattarai, Anoj. "National Vocational Qualification Framework (NVQF) for Nepal: Necessity or Waste of Money? Experts’ Standpoint." Journal of Training and Development 3 (September 27, 2017): 3–11. http://dx.doi.org/10.3126/jtd.v3i0.18221.
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A purpose of this study was to understand whether NVQF is the necessity for the sustainable prosperity of TVET sector of Nepal or just a waste of money. The study had been carried out applying qualitative methodology in the form of narrative enquiry. The understanding and perception of five TVET experts were detailed with the help of following questions, viz. (a) how do you perceive for the necessity of NVQF in Nepal and (b) what are the major challenges and how can we cope with these challenges for the successful implementation of NVQF in Nepal. The experts understanding and experiences revealed that not only NVQF but also NQF are in dire need to streamline the education system of Nepal. However, there are many challenges and issues both at the policy level and at the implementation stage. These challenges and issues need to be strategically addressed from the very beginning of the NVQF project, otherwise, it could be just like “pouring water into sand”.
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Fitri, Agus Zaenul, Muntahibun Nafis, and Fathul Mujib. "INTEGRATION OF WALISONGO’S DA’WAH SPIRIT WITH SCIENCE IN INDONESIAN NATIONAL QUALIFICATION FRAMEWORK BASED CURRICULUM." EL HARAKAH (TERAKREDITASI) 21, no. 1 (June 12, 2019): 37. http://dx.doi.org/10.18860/el.v21i1.5926.
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<p><em>This research aims to explain the views of policymakers, the concept of integration in scientific development, and the strategy of integrating da’wah spirit of Walisongo with science in the Indonesian National Qualification Frameworks (KKNI) based curriculum. The results of this study indicate that: (1) stakeholders states that spirit of Walisongo’s dakwah has been used as values in science development by some academics, although it has not been fully understood because some academics still see it as a myth. The spirit of institutional management should match with the institution name itself, otherwise, there will be management error; (2) the concept of integration in KKNI-based curriculum in three institutions has similarities in general. However, there are distinctive characteristics in developing scientific knowledge based on the vision and core values of each institution; (3) the strategy of integrating the spirit of Walisongo is reflected in evaluating aspects: (a) institutions, by building interconnections, tag line or owner’s quote, piety bureaucracy (clean and clear), (b) human resources development, and (c) academic integration through Islamic subject with science and technology, halal laboratories, and Islamic law.</em></p><p><br /><em>Penelitian ini bertujuan menjelaskan pandangan pengambil kebijakan, konsep integrasi dalam pengembangan ilmiah, dan strategi mengintegrasikan semangat dakwah Walisongo dengan ilmu pengetahuan dalam kurikulum berbasis Kerangka Kualifikasi Nasional Indonesia (KKNI). Hasil penelitian ini menunjukkan: (1) pemangku kepentingan berpendapat bahwa semangat dakwah Walisongo telah digunakan sebagai nilai dalam pengembangan ilmu pengetahuan beberapa akademisi, tetapi belum sepenuhnya dipahami karena masih ada beberapa warga akademik yang menganggapnya sebagai mitos. Semangat manajemen kelembagaan harus sesuai dengan nama lembaga tersebut, jika tidak maka ada kesalahan manajemen, (2) konsep integrasi dalam kurikulum berbasis KKNI di tiga lembaga memiliki kesamaan pada umumnya tetapi memiliki karakteristik khusus dalam mengembangkan pengetahuan ilmiah berdasarkan visi dan nilai-nilai inti lembaga. (3) Strategi memadukan semangat Walisongo tercermin dari mengevaluasi aspek-aspek yaitu: a) institusi dengan cara membangun interkoneksi, slogan atau falsafah pendirinya, birokrasi kesalehan (bersih dan jelas), b) pengembangan sumber daya manusia, dan c) integrasi akademik melalui mata pelajaran Islam dengan sains dan teknologi, laboratorium halal, dan hukum Islam.</em></p>
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Abdullah, Riyaz Sheikh. "Application of Saudi’s National qualifying Framework in System Analysis & Design Course." International Journal of Management Excellence 10, no. 1 (December 31, 2017): 1208–13. http://dx.doi.org/10.17722/ijme.v10i1.948.
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In higher education, research on quality assurance is one of the prominent fields at present. The National Qualifications Framework (NQF) is an important element in accreditation and quality assurance system in the Kingdom of Saudi Arabia. It is designed by National Commission for Academic Accreditation and Assessment (NCAAA) to ensure that the quality of higher education is equivalent to high international standards. In Saudi Arabia, quality assurance is still a relatively new concept and the Saudi universities seem not to effectively implement it because of certain obstacles. Curriculum development using NQF is one of the core and challenging contexts in quality assurance. This paper presents an application of Qualification Framework in curriculum development for system analysis and design course at Jazan University in Saudi Arabia. The objective of the research shall be to present a model course after applying NQF standards. The research shall begin with identification of the problems, finding out the reasons and to present a model curriculum. The research shall include a literature review. The method of research shall be descriptive, empirical and qualitative approach. Document analysis – mainly NCAAA guides and brainstorming interactions with the educators shall be used as a research instrument. The paper is expected to help educators in better planning of their course learning outcomes and most importantly helps in mapping the assessment methods and questions. This will also help to assess and ensure that the graduates’ knowledge level and skills acquired are as defined in the learning outcomes in the curriculum. The educators can use this paper as a model to apply NQF for the curriculum development of other courses at higher education level.
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M, Dmytrychenko, Tokin O, and Kharchenko A. "PROSPECTS FOR THE DEVELOPMENT OF THE PROFESSIONAL QUALIFICATIONS SYSTEM IN HIGHER EDUCATION." National Transport University Bulletin 49, no. 2 (2021): 63–71. http://dx.doi.org/10.33744/2308-6645-2021-2-49-063-071.
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The article is devoted to the problematic issues of integrating professional competencies into educational programs of higher education institutions. It is substantiated that the relationship between educational and professional standards should be deepened, which will ensure a balance of knowledge of applicants obtained during training in higher education, and requirements for jobs, achieving the necessary program learning outcomes that will be implemented in the labor market as effective human capital. The object of research in the article is the professional qualification of higher education students, integrated into the educational programs of higher education. The purpose of the study is to determine the prospects for the development of the system of professional qualifications for the quality implementation of professional competencies in educational programs of higher education institutions. The article performs a theoretical and analytical analysis of the prerequisites for the introduction of professional competencies in educational programs of higher education institutions. It is determined that professional qualifications should be awarded by a higher education institution on the basis of appropriate professional standards, which in turn reflect a person's ability to perform a certain set of tasks and responsibilities defined by the relevant profession. It is established that for the assignment of a certain educational or professional qualification it is necessary to have: an appropriate standard; the state (institution) authorized to assign the appropriate qualification; rules (procedure) for assigning a qualification, which includes criteria for assessing the achieved program learning outcomes. It is determined that the current challenges for the development of professional competencies and the creation of appropriate standards are the reorientation of the labor market in connection with the emergence of new qualifications; development of lifelong learning trends; creation of new preconditions for licensing of educational activity of higher education institutions; high requirements for the quality of higher education in higher education and for professional qualifications in the labor market; the need for cross-border recognition of educational and professional qualifications; development of non-formal and informal education. The main perspective steps for the development of the system of professional qualifications for high-quality implementation in higher education curricula are outlined, which include: international recognition of the adopted the National Qualifications Framework, creation of new generation educational standards, establishment of uniform requirements for recognition of professional experience. comparison of educational and professional qualifications, adoption of the Procedure for recognition in Ukraine of professional qualifications acquired in other countries, determination of an effective mechanism for recognition of competencies acquired in nonformal and informal education, creation of an effective register of qualifications, support of dual education 70 development, monitoring of education qualifications, approximation of professional qualifications to Multilingual Classifier of European Skills, Competences, Qualifications and Professions (ESCO). KEY WORDS: PROFESSIONAL QUALIFICATION, HIGHER EDUCATION, STANDARD, EDUCATIONAL PROGRAM.
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Ivanova, Karolina A., and Julia G. Ilinova. "Study of international experience in research of professional activity of pharmaceutical personnel in the context of restrictions, related to the development of the system of professional qualifications in the Russian Federation." Pharmacy Formulas 2, no. 3 (October 9, 2020): 24–29. http://dx.doi.org/10.17816/phf35216.
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The article examines the existing restrictions associated with the development of a national system of qualifications (recognition of qualifications of qualifications internationally, the coexistence of elements of the old and new qualification systems, the gap between the labor market and the system of vocational education). It is noted that in the field of pharmacy, along with existing restrictions, the development of the industry qualifications framework is hindered by the lack of descriptions of professional activities performed by pharmaceutical personnel at the legislative level. In this regard, the authors conducted a comparative analysis of the content of groups of occupations described for pharmaceutical personnel, in accordance with the Russian Сlassifier of Occupations (as a document that is the basis for the development of the sectoral qualifications framework) with the types of activities carried out by subjects of circulation of medicines (production of medicines and pharmaceutical activities) in order to define the boundaries of professional activity of pharmaceutical personnel at the national level. The international experience of research of the content of professional activity of pharmaceutical personnel and the main factors contributing to the appearance of labor functions in the professional activity of pharmaceutical personnel that are not fixed at the legislative level (in accordance with the ISCO) are studied. In order to eliminate the existing restrictions that prevent the development of a unified system of professional qualifications in the field of pharmacy in the Russian Federation, the article concludes with an approach to describing the professional activities of pharmaceutical personnel used by FIP industry experts.
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Cocco, Magda, and Helena Correia Mendonça. "The Portuguese Space Act: An Innovative Framework for Space Activities." Air and Space Law 45, Issue 2 (April 1, 2020): 157–200. http://dx.doi.org/10.54648/aila2020009.
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This article examines Portugal’s legal and regulatory framework for space activities, including on authorization, pre-qualification, registration, liability and insurance. It analyses the choices made at both the national and regional levels, including in light of the country’s international obligations under the UN Space Treaties and the evolution of the space sector in matters such as small satellites, constellations of satellites, suborbital flights and space mining. It notes that the legal framework is business-friendly but that there are issues that require further clarification, a goal that will no doubt be achieved once launches from the future Azores spaceport begin. National Space Act, Regional Space Act, small satellites, constellation of satellites, Azores spaceport
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Amirudin Latif. "DEVELOPING CURRICULUM OF BACHELOR IN ELT PROGRAM BASED ON THE INDONESIAN NATIONAL QUALIFICATION FRAMEWORK (KKNI)." PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345 6, no. 1 (April 15, 2017): 85. http://dx.doi.org/10.24127/pj.v6i1.857.
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The study is intended to develop curriculum of bachelor in ELT Program based on the Indonesian National Qualification Framework (KKNI). The procedure of the curriculum development is adapted from a guidance book of the curriculum development for higher education published by RISTEKDIKTI. The subjects of the study are the lecturers and students of English Department Muhammadiyah University of Metro, English teachers, headmaster, English course owners, heads of private and state institution, and heads of regency and city education office. The result of the study is the curriculum documents such as graduate profiles, learning outcomes, study materials, the structure of curriculum, the semesterly course distribution, course description, syllabus, and lesson plan. The curriculum has been being implemented for two semesters. The students give positive response on the implementation of the curriculum.
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Krause, M. W., M. J. Viljoen, and M. J. Bezuidenhout. "An introductory article on the concept of programme development in physiotherapy training." South African Journal of Physiotherapy 55, no. 4 (November 30, 1999): 20–23. http://dx.doi.org/10.4102/sajp.v55i4.577.
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The move to an outcomes-based education and training system in South Africa presents higher education and training institutions with a challenge to review their curricula and to adapt to changes brought about by the new education and health care dispensations. Key aspects of the move to outcomes-based education and training as contained in the South African Qualifications Authority (SAQA) Act, information regarding the National Qualifications Framework (NQF) and other matters informing curriculum review are addressed. The Department of Physiotherapy of the University of the Orange Free State has just completed the first phase of restructuring its education and training programme in order to submit the qualification for registration on the NQF. The rationale behind the shift to an outcomes-based, student-centred curriculum and the key features of the programme are briefly discussed, as this is the first step towards the registration of unit standards/qualifications, a process which all education and training institutions will have to embark upon soon.
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Needham, Seamus, and Joy Papier. "Professional qualifications for the insurance industry: Dilemmas for articulation and progression." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 52. http://dx.doi.org/10.14426/jovacet.v1i1.13.
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In South Africa, the lack of articulation between vocational college programmes and those ofuniversities has long been a source of frustration for college learners seeking vertical progressionpathways. The introduction of a National Qualifications Framework in 1995 appeared to offer hopeof bridging the divide between occupational, practically focused qualifications and traditionalacademic qualifications, but, some 20 years later, the stumbling blocks are still evident in spite ofconcerted national policy efforts. This article reflects on a project conducted over a five-yearperiod that intended to ‘create a progression pathway for TVET candidates into university’ in theinsurance industry and the lessons learned in that process. What at first glance might haveappeared to be simply a hostile environment for articulation and institutional intransigence, onfurther reflection revealed deep-seated curriculum issues associated with qualifications that wereunderstood to differ fundamentally in function and therefore in form. The article draws, inter alia,on Bernstein’s (1999) theorisation of practical and disciplinary learning to show how a curriculumhas an impact on pedagogies, assessment and quality assurance structures. After examining whycollege candidates who had succeeded in the first-level occupational qualification with its largeworkplace component struggled to complete subsequent university levels, the article concludesthat divergent curricula and pedagogies will need serious attention if aspirations for more seamlessarticulation and easier progression are to become reality.
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Prasetyo, Muhammad Eko, Daryati Daryati, and Riyan Arthur. "Quality of the Skill Skill Instrument Install Brick Based on the Indonesian National Qualification Framework (KKNI)." TAMAN VOKASI 7, no. 1 (July 3, 2019): 18. http://dx.doi.org/10.30738/jtv.v7i1.4769.
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Mauro, Francesco, Valentina Berni, Maria Concetta Bottazzi, and Antonino Magistrali. "Il progetto ImpAQ per il sistema di qualificazione europea nel settore dell'agricoltura." QUADERNI DI ECONOMIA DEL LAVORO, no. 97 (June 2012): 247–56. http://dx.doi.org/10.3280/qua2012-097012.
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The European Qualifications Framework (EFQ) is a key initiative in achieving the objectives of the Lisbon Strategy, by enhancing occupational and geographical mobility and lifelong learning. The Recommendation on EQF, formally adopted in April 2008, foresees that Member States relate their national qualifications systems to the EQF. It will therefore enable individuals and employers to use the EQF as a reference tool to compare the qualifications levels of different countries and different education and training systems, for example vocational training and higher education. The EQF will function as a type of translation device to make relationships between qualifications and different systems clearer and will therefore be one of the principal European mechanisms intended to facilitate citizens' mobility for work and study. The proposed EQF will also act as a catalyst for reform of national Education and Training systems and the achievement of real lifelong learning (LLL), including through encouraging the growing momentum across Europe towards the development of national qualification frameworks. The IMPAQ Project aimed at supporting the development of the Qualifications' comparability, identifying and analyzing the main issues to face for relating them to the EQF and creating the best solving approaches (ways, methods, conditions, etc.), according to the "best fit" criterion, repeatedly mentioned in the European debate. The sector and the related Qualifications investigated within the project has been the agriculture one. The occupations/professions in the sector of agriculture can be characterized in wide gamma of Qualifications, stimulated by a continuous change, since the sector faces more and more new cultural challenges and new economic and social scenarios, which require an intense regeneration process of enterprises and professionalities. The importance of this sector for most European States, as well as the presence of different Qualifications/Titles, corresponding to different professional complexities, have made it a significant environment for carrying out the comparability research, by analyzing the functionality of the referencing and the critical aspects and solutions created for the different levels. Since the very beginning it appeared clearly that the current national qualification systems have been developed over time in different national settings. All countries use the ten criteria for referencing national qualifications levels, according to the EQF advisory group, but there is large variety of approaches chosen in the member states, and the aspects of the learning outcomes are also in a different way implemented. To overcome these obstacles, the research strategy and the methodology adopted by the partners have been focused on the involvement of the stakeholders and the collection and analysis of the feedbacks came out from the interviews that have been conducted. Moreover to limit, describe and analyze the reality of the sector and its aspects of training and qualifications, specific tools have been created used, and implemented during the course of the project: "the Matrix", "the Bridge", and "the Ruler", as specifically described below. At present the research has been completed and the relating reports will be soon produced. They will summarize the results achieved and will include some recommendations, in order to continue and promote the analysis and the process of referencing, on the base of the experience gained during the project. These results will be presented at the project final conference organized in Paris during the performing of the Paris Agricultural Show (http://www.salon-agriculture.com), an international conference on agriculture focused on the exploration of all of agriculture's richness and diversity in France and the rest of the world.
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Imbert, Clément, and Reynold John. "Transition from master craftsman to engineering degree." South Florida Journal of Development 2, no. 2 (May 17, 2021): 1277–87. http://dx.doi.org/10.46932/sfjdv2n2-012.
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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications (NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.
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Fitri, Agus Zaenul, Muntahibun Nafis, and Luluk Indarti. "Multidisciplinary, Interdisciplinary, and Transdisciplinary (MIT) Learning Approach and Strategy Based on Indonesian National Qualification Framework (KKNI) Curriculum." Ulumuna 24, no. 1 (July 6, 2020): 183–204. http://dx.doi.org/10.20414/ujis.v24i1.375.
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Inadequate understanding and different perspectives of Islamic higher education (PTKIN) in Indonesia particularly the graduate schools towards Multidisciplinary, Interdisciplinary, and Transdisciplinary (MIT) approaches result in ineffective implementation of Indonesian National Qualification Framework/Kerangka Kualifikasi Nasional Indonesia (KKNI) curriculum. Yet, MIT approach is highly needed to accelerate state development. MIT study has integrated character which opens to new developments of science and methodology and will possibly create new knowledge hybrids. This research investigated MIT learning strategy and approach at graduate schools of UIN Syarif Hidayatullah Jakarta, UIN Sunan Kalijaga Yogyakarta, and UIN Maulana Malik Ibrahim Malang. The policy of MIT learning aims to enable the learning process at graduate schools to produce new comprehensive discoveries on science and humanities. Based on a qualitative research method, this showed that the graduate schools had different MIT approach and strategy in learning and this was greatly influenced by lecturer’s and decision maker’s paradigms. MIT approach was chosen respond to the nature of science, realize very complex issues, synergize various disciplines of sciences, motivate multi-sector expert collaboration, and produce new products. In short, MIT practices mean collaboration and synergy among involving people either experts with non-experts or academic with non-academic staff.