Relevant bibliographies by topics / National qualification frameworks

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'National qualification frameworks'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "National qualification frameworks"

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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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Fernie, Scott, and Nick Pilcher. "National Qualification Frameworks: Developing Research Perspectives." Quality in Higher Education 15, no. 3 (November 2009): 221–32. http://dx.doi.org/10.1080/13538320903343099.

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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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CHAKROUN, BORHENE. "National Qualification Frameworks: from policy borrowing to policy learning." European Journal of Education 45, no. 2 (June 2010): 199–216. http://dx.doi.org/10.1111/j.1465-3435.2010.01425.x.

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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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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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Ure, Odd B. "Learning outcomes between learner centredness and institutionalisation of qualification frameworks." Policy Futures in Education 17, no. 2 (May 14, 2018): 172–88. http://dx.doi.org/10.1177/1478210318774689.

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This article investigates what is claimed to be a shift towards national and European education systems based on Learning Outcomes (LO). We propose to delineate LO into three instruments (pedagogical, policy and organisational). When LO are related to a pedagogical debate, they can easily be positioned to constructivist learning theories in which the centredness of the learner is brought to the fore. This perspective is often emphasised by EU institutions and agencies when outlining implications for education and training practices. At the same time, LO are inscribed in a package of policies playing out at a national and cross-national level whose success lies in their political and organisational ramification. Of particular importance is how these policies change rules and procedures of educational institutions, notably curricula and the awarding of qualifications. Within this picture of learner centredness and institutionalisation, LO in the existing literature are analysed as pedagogical and policy instruments. This article proposes to add a third perspective, that of considering LO as an organisational instrument. This implies studying the work organisation of educational institutions, as well as the bodies and agencies (‘quangos’) of importance for bringing about LO. Another aspect which the notion organisational instrument can shed light on is the continuing efforts to improve the performance of education systems by means of quality control and auditing procedures. The article concludes that policy-making for education and training will benefit from studies able to accurately determine the nature of the instruments deployed in the ongoing discourse on LO. Against this background, some implications for future studies and analyses in the field of education and training are drawn.
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이선 and 박진명. "A Cross-National Comparative Study of National Qualification Frameworks and the Policy Implications for Korea." Korea Social Policy Review 19, no. 4 (December 2012): 9–47. http://dx.doi.org/10.17000/kspr.19.4.201212.9.

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Van Damme, Dirk. "Convergence and Divergence in the Global Higher Education System: The Conflict between Qualifications and Skills." International Journal of Chinese Education 8, no. 1 (June 7, 2019): 7–24. http://dx.doi.org/10.1163/22125868-12340102.

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Abstract Globally, higher education is expanding at an unprecedented pace. But two competing forces seem to be at work. The first is globalization: higher education systems are globalizing, especially through international research networks and global rankings which fuel competition on a global scale. Internationally comparable qualification frameworks, credit transfer, internationalization policies and quality assurance and accreditation arrangements work towards globally exchangeable qualifications. But the second force, driving institutions to deliver skills which are relevant for the national and regional economies, works against convergence. The skills equivalents of national qualifications remain very different across countries. The skills agendas, driven by countries’ position in global value chains, drive unequal outcomes. The consequence is that the global higher education system will remain characterized by huge inequalities, which are perceived as quality differences. Higher education policies need to find a balance between integration in the global higher education order and serving the domestic skills needs.
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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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Dissertations / Theses on the topic "National qualification frameworks"

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Keevil, Pamela L. "A study of two frameworks for supporting the personal development of school leaders : Neuro Linguistic Programming (NLP) and the National Professional Qualification for Headship (NPQH)." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/2067/.

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This thesis is a study of two training courses and their role in supporting the personal development of school leaders. It compares a Neuro Linguistic Programming (NLP) practitioner course with the National Professional Qualification for Headship (NPQH). Key drivers for school improvement are the quality and style of the leadership and management of the school (OFSTED reports1993-2008). Furthermore, the most recent development in the literature on leadership (Begley, 2008; Hargreaves, 2008; Boyatzis and McKee, 2005; Looman, 2003) suggests that there is a need for leaders to demonstrate the skills of knowing one’s own feelings and how one might react to events with the ability to understand and recognise emotions in others which are key features of emotional intelligence or inter and intra personal intelligences. Leadership development courses should therefore contain elements which would support the acquisition of these skills. NPQH (the National Professional Qualification for Headship) was the mandatory training for prospective head teachers until 2012. The research involves in-depth interviews with five leaders in education who have undertaken a full NLP practitioner programme and compares their responses to five leaders who have undertaken the NPQH leadership programme. The interview questions were designed to draw out examples of any changes in the self in both behaviours and perspective as an individual and as a leader, using Transformational Learning as a lens to understand the data. The selection of the ten individuals was based upon purposive sampling with individuals selected because they met a particular criterion; they are leaders in education who have either completed an NLP practitioner course in the past three years or have completed the required NPQH qualification. The structure and content of both courses were also analysed and compared. The critical review of literature highlights issues surrounding the research basis for claims about NLP, and the data collection and analysis identifies differences between the two cohorts of leaders. This analysis in turn raises questions about the content and structure of leadership training courses and makes recommendations for the future development of NPQH leadership training. The thesis also suggests ways in which the NLP community could demonstrate the effectiveness of NLP with greater rigour and suggests links between content in the training courses and the development of critical self-reflection through the use of reflective journaling.
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Blom, Johanna Petronella. "The ideal of an integrated national qualifications framework." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06192007-123414.

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

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

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

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

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

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

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Thesis (PhD)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: The provision of housing in South Africa is a national priority. As many of the aspirant homeowners are first-time homeowners, they are not necessarily informed about the pitfalls of home ownership. From April 1994 till March 2000 the Department of Housing approved more than 1,1 million housing subsidies. The recipients of these subsidies were first-time homeowners that did not possess the necessary knowledge and skills to make informed and responsible housing-related decisions, thus making them vulnerable to exploitation and creating complex problems that hamper the housing delivery process. The release of the National Housing Code during March 2000 announced that the South African Government had harnessed seven strategies that were aimed at providing housing to a growing low-income market that already exceeded two-and-a-half million households. Although the Government has attempted short-term solutions aimed at equipping these housing consumers with the necessary knowledge and skills to make informed and responsible housing-related decisions, initial research pointed to the need for a sustainable long-term solution in the form of education and training of the housing consumer. The aim of this research was three-fold: Firstly, to determine the knowledge and skills required by the housing consumer to be able to make informed and responsible housingrelated decisions. Secondly, to determine the status of housing education and training in the present primary and secondary school curriculums. Thirdly, to develop an outcomesbased model that would facilitate the inclusion of the identified and refined housing education and training content into the General Education and Training (GET) Band of the National Qualifications Framework (NQF). A culturally diverse group of educators and practitioners participated in four national structured group meetings that were facilitated using the Nominal Group Technique (NGT). The aim of these meetings was to identify the knowledge and skills required by consumers to be able to make informed and responsible housing-related decisions. Sixteen housing education and training core concepts could be isolated using the responses generated during the meetings, namely: "Basic Housing Technology" (BHT), "Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of Housing" (FAR), "Housing Consumerism" (HC), "Housing Design and Decoration" (HDD), "Housing Market" (HM), "Housing Needs" (HN), "Housing Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role- Players in Housing" (RP), "Sources of Housing Information" (SRI), "Tenure Options" (TO) and "Types of Housing" (TH). The document analysis performed in the second phase of the research, revealed the paucity of housing education and training core concepts in the current curriculum of the GET and Further Education and Training (FET) Bands of the NQF. Housing education and training core concepts occurred in only 50% of the 318 core subject curriculums. Of the housing education and training core concepts that were present in these documents, less than 40% were rated as "relevant" and could therefore be used for housing education and training of the learners. An outcomes-based model was developed that can be used to facilitate the inclusion of the housing education and training content into the Foundation, Intermediate and Senior Phases of the GET Band using the Critical Cross-Field Outcomes, Learning Areas, Specific Outcomes, Assessment Criteria, Performance Indicators, Phase and Programme Organisers, currently included in the new curriculum. Outcomes were then developed that reflected the knowledge, skills, attitudes and values embedded in the sixteen housing education and training core concepts. The mastering of these 57 outcomes will reduce the ignorance of first time homeowners during the housing process and provide a sustainable, long-term solution to these problems .
AFRIKAANSE OPSOMMING: Behuisingsvoorsiening is 'n nasionale prioriteit in Suid-Afrika. Aangesien baie van die aspirant huiseienaars, eerstemaal-huiseienaars is, is hulle nie altyd bewus van die slaggate van huiseienaarskap nie. Vanaf April 1994 tot Maart 2000 het die Departement van Behuising meer as 1,1 miljoen behuisingsubsidies goedgekeur. Die ontvangers van hierdie behuisingsubsidies was eerstemaal-huiseienaars, en het nie die kennis en vaardigdhede besit wat benodig word om ingeligte en verantwoordelike behuisingsbesluite te neem nie. Daarom kan hulle blootgestel word aan uitbuiting, en is komplekse probleme veroorsaak wat die behuisingsvoorsieningsproses negatief beinvloed. Die vrystelling van die Nasionale Behuisingskode gedurende Maart 2000 het aangetoon dat die Suid-Afrikaanse Regering sewe strategiee sou gebruik om behuising aan die groeiende lae-inkomste behuisingsmark te voorsien, wat alreeds twee-en-'n-half miljoen huishoudings behels het. Die Regering het al korttermyn oplossings op die proef gestel wat daarop gemik is om behuisingsverbruikers met die nodige kennis en vaardigdhede toe te rus om ingeligte en verantwoordelike behuisingsbesluite te neem. Verkennende navorsing het getoon dat daar steeds 'n behoefte bestaan aan 'n langtermyn, volhoubare oplossing in die vorm van opvoeding en opleiding van die behuisingsverbruiker. Die doel van hierdie navorsing was drie-voudig: Eerstens, om te bepaal watter kennis en vaardighede die behuisingsverbruiker benodig om ingeligte en verantwoordelike behuisingsbesluite te kan maak. Tweedens, om die stand van behuisingsinhoud in die huidige primere- en sekondere skoolsillabus te ondersoek. Derdens, om 'n uitkomsgerigte model te ontwikkel wat die insluiting van die geidentifiseerde en verfynde behuisingsinhoud in die Algemene Onderwysvlak (AOV) van die Nasionale Kurrikulum Raamwerk (NKR) sal bewerkstellig. 'n Kultureel diverse groep, wat bestaan het uit opvoeders en behuisingspraktisyns, het deelgeneem aan vier nasionale gestruktureerde fokusgroeponderhoude wat deur middel van die Nominale Groeptegniek (NGT) gefasiliteer is. Die doel van hierdie onderhoude was om vaardigdhede wat deur die verbruiker benodig word om ingeligte en verantwoordelike behuisingsbesluite te neem, te identifiseer. Die inligting wat tydens hierdie fokusgroeponderhoude ingewin is, is gebruik om sestien kembehuisingskonsepte te identifiseer, naamlik "Basic Housing Technology" (BHT), "Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of Housing" (FAH), "Housing Consumerism" (HC), "Housing Design and Decoration" (HDD), "Housing Market" (HM), "Housing needs" (HN), "Housing Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role-players in Housing" (RP), "Sources of Housing Information" (SID), "Tenure Options" (TO) en "Types of Housing" (TH). Die dokumentanalise in die tweede fase van die navorsing, het die huidige, gebrekkige behuisingsopvoedingskomponent van die 'kemvakkurrikulums van laer- en hoerskole uitgewys. Slegs 50% van die 318 kemvakkurrikulums het behuisingskonsepte bevat. Minder as 40% van die behuisingskonsepte wat wel in hierdie kurrikulums verskyn het, is as "relevant" geevalueer, en kon dus gebruik word vir die behuisingsopvoeding van die leerders. 'n Model wat voldoen aan die vereistes van uitkomsgebaseerde onderwysmodelle is ontwikkel om die insluiting van hierdie behuingsinhoud in die Grondslag-, Intermediere >- en Senior Fases van die AOV te bewerkstellig. Daar is gebruik gemaak van bestaande kurrikulumkonstrulcte van Kurrikulum 2005. Uitkomste is ontwikkel wat die kennis, vaardigdhede, houdings en waardes, ingesluit in die kernkonsepte, weerspieel. Die '. bemeestering van hierdie 57 uitkomste, sal die onkunde van eerstemaal-huiseienaars gedurende die behuisingsproses verminder, asook 'n volhoubare, langtermyn oplossing vir hierdie probleme daarstel.
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Moore, Alrika. "Recognition of prior learning in a contemporary South African context a non-formal educational approach /." Thesis, Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03162006-160045.

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Strathdee, Robert Craig. "Social networks and the New Zealand National Qualifications Framework : the state's role in school-to-work transitions." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2000. http://hdl.handle.net/10092/1790.

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This thesis is located within recent debates and controversies concerning the relationship between schooling and the labour market. It assesses the contribution made by the State through the National Qualifications Framework in helping poorly qualified, male school-leavers make efficient school-to-work transitions. To explore this issue the study draws on data generated in semi-structured interviews conducted with: 23 male, senior secondary school students and their parents; a selection of educators in secondary schools and private training establishments; and senior officials from Skill New Zealand. By comparing and contrasting the school-to-work transitions of the students with those of their fathers, it is shown that social networks formerly provided poorly qualified, male school students with a way to make efficient school-to-work transitions. However, economic changes of the last two decades have reduced demand in the labour market for semi-skilled and unskilled, male workers, and led to a growing number of poorly qualified, male students remaining in education as "discouraged workers". The emergence of the "discouraged worker effect", as it is referred to in the literature, suggests that the value of social networks has decreased. This decrease is problematic for the State because it has raised debate about the legitimacy of the State education system. It also suggests that traditional ways of organising schooling and structuring school-to-work transitions are no longer effective. In this context it is argued that the National Qualifications Framework is an intervention designed by the State to replace those functions previously performed by social networks. This thesis shows that the attempt to replicate these functions has increased levels of state intervention and that social networks have become commodified.
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Books on the topic "National qualification frameworks"

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

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

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

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

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

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

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

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

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

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

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Book chapters on the topic "National qualification frameworks"

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

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This good practice essay puts the Community Education Program (CEP) as a focus for com-parison between West Virginia (USA) and Germany/European Union (EU). The essay is a combination of reflections on qualification frameworks, learning outcomes, lifelong learn-ers/learning, transnational organisations, the Scottish Framework, a number of good practic-es, and accreditation from a research and practical perspective. Despite substantial research efforts, a national qualifications framework (NQF) or accrediting body for the CEP could not be identified in the US. The goal is to continue research on a national and international level. In the meantime, the good practice efforts, established through various features, continue to apply.
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Wiseman, Alexander W. "The Culture of Competency-based Qualification Frameworks in National Education Systems Worldwide." In Kompetenz, Performanz, soziale Teilhabe, 199–219. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-531-19855-2_13.

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Deißinger, Thomas. "Reforming the VET System via National Qualification Frameworks? A Comparison of Germany and Austria." In The Future of Vocational Education and Training in a Changing World, 305–20. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-18757-0_18.

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

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

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

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

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Zhilbaev, Zhanbol O., Lyailya S. Syrymbetova, Gaini K. Dlimbetova, and Aiman Y. Aliyeva. "Case Study: Kazakhstan. Educational Challenges in Transitioning to a Green Economy." In Education for Sustainability, 153–65. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_8.

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AbstractThis chapter examines the potential for including ‘green skills’ in the processes of recognition of learning outcomes from all learning settings—formal, non-formal and informal learning. The chapter opens with a discussion on Kazakhstan’s stated objectives to realise a green economy and society and in this context challenges faced by the industry are highlighted. The chapter then examines the need for recognition of green skills as well as policy and legislation in relation to green economy and environmental protection and proceeds to clarify concepts of competence-based learning and ecological competences. The authors consider issues and challenges of green skills inclusion in the recognition of formal, non-formal and informal learning results in relation to the development of the National qualifications system, which in Kazakhstan includes four main elements: the National Qualifications Framework (NQF), Sector Qualifications Framework (SQF), Occupational Standards (OS) and a system of professional qualifications evaluation (or system of independent certification). The chapter argues that within formal education the emphasis is on developing environmental knowledge but not on its application, therefore this might have a direct implication on a lack of green practices in the industry and on the interpretation of green skills. The results of the study among 12 enterprises on the use of eco-friendly practices and recognition of green skills in the context of qualification requirements in the workplace in catering, automotive and waste management sectors are reported in the chapter. Finally, the chapter presents conclusions and recommendations on the inclusion of green skills into the system of prior learning recognition.
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Murphy, Anne, and Horacy Dębowski. "Is Higher Education Ambivalent Towards Inclusion of Non-Formal Qualifications in National Qualifications Frameworks (NQFs)?" In European Higher Education Area: The Impact of Past and Future Policies, 547–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77407-7_33.

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

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Conference papers on the topic "National qualification frameworks"

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Kušić, Siniša, Sofija Vrcelj, and Anita Zovko. "MICRO-CREDENTIALS – IMPROVEMENT OR FRAGMENTATION IN HIGHER EDUCATION?" In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end033.

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"This paper analyses various approaches to micro-credentials, one of the most recent trends in higher education. Micro-credentials represent an “alternative” to traditional study programmes for acquiring independent formal qualification in higher education, whereas higher education institutions use it to achieve their mission of supporting adult education, i.e. lifelong learning in higher education. Even though a consensus regarding the definition of the term micro-credentials does not exist at either EU or national level, it can be stated that they represent small-scale and short learning programmes designed to offer specific knowledge, skills and competencies that satisfy social, personal, cultural as well as labour market needs. Apart from different interpretations of the term, the challenges of micro-credentials in higher education are identified in regard to regulatory frameworks, integration into national qualification frameworks, recognition and accumulating of micro-credentials as well as application of quality assurance mechanisms. Similar to other programmes, micro-credentials are not equally assessed. They can be understood in regard to their purpose and structure, as a mean of flexibility in higher education through the development of individual learning paths, as a mean of supporting higher education in an attempt to become more accessible to non-traditional students as well as an initiative to strengthen adult education in higher education. On the other hand, as the abovementioned education form is oriented towards specific set of knowledge, which is, despite emphasizing other needs, in neoliberal politics predominately oriented towards labour market needs, fragmentation in higher education can be identified. This state is in contrast with holistic nature of study programmes which have to be designed to enable students to acquire well rounded and complementary, theoretical and practical set of knowledge and skills during their respective studies. Despite numerous challenges of micro-credentials, learning programmes designed for the acquisition of micro-credentials deserve systematic consideration in higher education by respecting not only their specific context and structure and higher education system, but also the characteristics of the complete education system."
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(Shehi) Gishti, Ejvis. "A Synoptic View of the Albanian Qualifications Framework." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.2021.223.

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This research addresses a synoptic analysis of the state of play of the qualifications aligned with the Albanian Qualifications Framework (AQF). One of the main features of human resource development is the development of a national qualification framework within which can be obtained all the necessary professional competences. Albania is gradually shifting from traditional qualifications into outcome based modern ones. Research methodology includes qualitative analysis, covering legal frame­work, strategic documents, other research papers related to the focus of this article. The study adopted a qualitative approach. After 10 years of AQF developments and implementation, there is a need to restart the discussion on the number of AQF levels and, when needed, respective sub-levels in order to have a current common understanding among stakeholders about qualifications types and their relationship to each other. AQF implementation is linked with its contribution to policy goals such as lifelong learning and increasing the quality of education and training in Albania. For better development and implementation of the AQF, the responsible institutions should work in accordance with common princi­ples, practices and criteria for the main respective functions: development of standards and qualifications, accrediting institutions to supply these qualifi­cations; and, quality assuring assessment and certification.
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Pouyioutas, Philippos, Harald Gjermundrod, Ioanna Dionysiou, and Michalis Michael. "MAPQFTOOL: A software tool to support national qualifications frameworks." In 2011 International Conference on Information Society (i-Society). IEEE, 2011. http://dx.doi.org/10.1109/i-society18435.2011.5978538.

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Vostoupal, Jakub, František Kasl, Pavel Loutocký, Tomáš Pitner, Patrik Valo, Adam Valalský, and Damián Paranič. "The Platform for Czech National Qualifications Framework in Cybersecurity." In ARES 2022: The 17th International Conference on Availability, Reliability and Security. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3538969.3543800.

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

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

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"THE DEVELOPMENT OF MAPQFTOOL - A Software Tool for National Qualifications Frameworks." In 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003306602730279.

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Nozdrina, N. A., and A. R. Kamaleeva. "On the overall picture of the entire Russian national qualifications framework." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-03-2019-08.

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Imbert, Clément, and Reynold John. "TRANSITION FROM MASTER CRAFTSMAN TO ENGINEERING DEGREE." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/aook6981.

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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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Tripaichayonsak, Kedsara, and Nutcha Phasuk. "GRADUATE QUALIFICATIONS OF GRADUATE SCHOOL, SUAN SUNANDHA RAJABHAT UNIVERSITY FOR NATIONAL QUALIFICATIONS FRAMEWORK FOR HIGHER EDUCATION IN THAILAND." In International Interdisciplinary Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.001.023.

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Reports on the topic "National qualification frameworks"

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

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