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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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CARDOSO, Alexandra, Sabina OLARU, Pyerina Carmen GHITULEASA, Mihaela DASCALU, and Sabina SOCOL. "SKILL NEEDS AND GAPS IN QUALIFICATIONS FRAMEWORKS IN THE ROMANIAN CLOTHING INDUSTRY." TEXTEH Proceedings 2019 (November 5, 2019): 144–47. http://dx.doi.org/10.35530/tt.2019.34.
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Starting from the current analysis of the garments industry's critical points, namely the skills deficiency with competencies in this field and its related occupations, the mapping qualification needs and WBL good practices for the Romanian clothing sector was performed. The activities implemented in Romania were desk-based research of existing education and training programs and field-based research through surveys and focus groups, in close cooperation with Romanian T&C companies and VET representatives. The results were attained based on a cooperation structure between partners (T&C associations, Technological Centres, VET providers) and relevant stakeholders (T&C companies, VET providers and qualification experts). Through the analysis of the questionnaires filled by the companies and VET providers, the most important technical competences for the clothing technician were identified. The new profile qualification will be more cross-cutting, more attractive and also with a high employment potential in the various kind of companies. This new profile meets the identified needs, the information provided is harmonized with the level of European competences for which school curricula or other national training programmes are not delivered any longer.
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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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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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Zaitseva, Natalia, Elena Dzhandzhugazova, Natalya Bondarchuk, and Marina Zhukova. "Modern “challenges” in the system of personnel training: standardization and innovations." International Journal of Educational Management 31, no. 4 (May 8, 2017): 497–504. http://dx.doi.org/10.1108/ijem-02-2016-0036.
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Purpose The study of the problems hindering improvement of the system of training through standardization of qualification requirements is relevant because, in a globalized system of teaching staff and high rates of migration, not only national but also international requirements for employees should be considered. This increases the competitiveness of university and college graduates in different countries. The purpose of this paper is to develop recommendations for the creation of a system of lifelong learning through the application of professional standards. Design/methodology/approach The leading method in the study of this problem is the comparative analysis of the experiences of different countries to improve the training system based on the use of qualification frameworks. Findings The paper offers science-based measures of integration and the international experience of lifelong learning, through the application of standards of World Skills International, as well as the requirements of professional standards. Originality/value The authors formulate the conceptual directions for the application of professional standards in not only the continuous training and qualification of personnel, which allows identifying “gaps” in the competences, but also building individual educational trajectory. Article submissions are of practical value to the organization, personnel training as well as scientists engaged in the study of international best practice using standardization requirements for the qualification of personnel in education.
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Miculescu, Marian, and Oana Andreea Ion. "Regulation and Certification of (Bio)Medical Engineers: A Case Study on Romania." International Journal of Environmental Research and Public Health 19, no. 15 (July 24, 2022): 9004. http://dx.doi.org/10.3390/ijerph19159004.
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This paper analyzes the Romanian biomedical engineering educational path and certification process in European and international contexts and emphasizes the existence of a deficient operationalization of this qualification and profession, arguing that the domestic shortcomings are both a consequence of an unquestioned process of adopting European and even international classification schemes, and of insufficiently developed national administrative capabilities to properly implement the aforementioned classification frameworks. The core part of the article investigates the current academic track of the biomedical engineering specialization and scrutinizes the classification of occupations at different jurisdictional levels. The conclusions of the study indicate that one of the possible solutions for improving this unsatisfying status quo comes from a better communication between the national and European levels, and by their pro-active involvement in the international attempts of reviewing and refining the existing frameworks. The article ends with several recommendations and policy proposals meant to strengthen the role of various profession-certifying European documents, as well as to alleviate the regulatory deficiencies that this specialization has at Romanian level, in order to maximize its potential in the labor market.
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Poltavskyi, Andryi. "DEVELOPMENT OF A PROFESSIONAL STANDARD “FORENSIC EXPERT” AS ONE OF THE AREAS FOR IMPROVING FORENSIC ACTIVITIES." Criminalistics and Forensics, no. 67 (August 9, 2022): 57–66. http://dx.doi.org/10.33994/kndise.2022.67.07.
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The article is devoted to the problem of insufficient normative regulation of the relevant education, skill level, training, competencies and competencies of forensic experts. The current regulations are analyzed, in particular, the Law of Ukraine “On Forensic Expertise”, approved classification characteristics for the profession “Fo- rensic Expert”. The latter were approved in 2007 and have not changed to this day, despite numerous changes in Ukrainian legislation. From this point of view, publications were analyzed that analyze the regulation of education and requirements for the profession of Australia, Canada, the USA, Germany, Japan and other countries where professional standards (corporate, in- dustry, regional, national and international) are developed, implemented, improved in the field: – work to form and maintain a high professional level of employees, which meets the needs of production, determine the needs for workers and the level of their pro- fessional training; – education for the development of educational standards and vocational train- ing programs, methods for assessing and attesting the results of vocational training, effective and reasonable selection of personnel. The use of professional standards, according to foreign politicians, practitioners, experts and researchers, is the engine for the development and functioning of both the labor and education sectors. In connection with this, Ukraine did not stay aside either. Several normative acts of Ukraine, in particular the Code of Labor Laws, the Laws of Ukraine “On Education” and “On Vocational Education” were amended and supplemented, due to which the term “professional standard” appeared in the legal field. A comparative analysis of the information contained in the classification charac- teristics for a profession and professional standards showed that the information in the standard is the most voluminous and detailed. The main differences between the characteristics and standards are that the latter are developed in accordance with the national and sectoral qualification frameworks, which, in turn, comply with the European qualification framework developed within the framework of the Bologna process, to which Ukraine joined in 2005. There is no professional standard “Foren- sic Expert” in the state, which makes it impossible to update the requirements for education, training programs, specialty passports, etc. There is no professional standard “Forensic Expert” in the state, which makes it impossible to update the requirements for education, training programs, specialty passports, etc. Key words: qualification, qualification characteristics, education, training, pro- fessional standard, forensic expert.
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Chiocchia, G., M. Gola, and G. Guglieri. "National Qualification Frameworks for Aerospace Engineering Education in Western Europe and in the Russian Federation: the AIRQUAL Project 2009–11." Aerotecnica Missili & Spazio 96, no. 2 (April 2017): 110–16. http://dx.doi.org/10.1007/bf03404745.
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Brown, Mark, Mairéad Nic Giolla Mhichíl, Elaine Beirne, and Conchúr Mac Lochlainn. "The Global Micro-credential Landscape: Charting a New Credential Ecology for Lifelong Learning." Journal of Learning for Development 8, no. 2 (July 19, 2021): 228–54. http://dx.doi.org/10.56059/jl4d.v8i2.525.
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This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) what are micro-credentials? (ii) why micro-credentials? (iii) who are the key stakeholders? (iv) what is happening globally? and (v) what are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st Century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.
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Mikulec, Borut, Klara Skubic Ermenc, and Nina Kristl. "The Impact of Slovenian Qualifications Framework: Stakeholders’ Perspective." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 9, no. 3 (December 20, 2021): 319–30. http://dx.doi.org/10.23947/2334-8496-2021-9-3-319-330.
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This paper examines the impact of the national qualifications framework on the education and training system in Slovenia in the context of the European qualifications framework for lifelong learning and its influence on the design of the Slovenian qualifications framework. Although the role of the European Union in educational policy-making has received considerable attention, of which national qualifications frameworks are part of, only a few studies have focused on measuring the impacts of the European qualifications framework influenced national qualifications frameworks in Europe. By drawing on the theoretical concept of policy transfer in the analysis of European/global education policies, the study shows how European qualifications framework policy transfer influenced Slovenian qualifications framework development through soft instruments. Furthermore, this study examined the extent to which the Slovenian qualifications framework’s objectives have been achieved according to key stakeholders (n = 50) using a quantitative research approach. The findings indicate that, unlike objectives related to the Slovenian qualifications framework’s reform role, i.e. support for lifelong learning, the objectives related to the Slovenian qualifications framework’s communication role, i.e. recognisability, understanding and transparency of qualifications and coordination of the qualifications subsystems, are mostly being met from the stakeholders’ perspective.
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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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McGreal, Rory, Wayne Mackintosh, Glenda Cox, and Don Olcott, Jr. "Bridging the Gap: Micro-credentials for Development." International Review of Research in Open and Distributed Learning 23, no. 3 (September 1, 2022): 288–302. http://dx.doi.org/10.19173/irrodl.v23i3.6696.
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This paper describes current trends and issues in implementing micro-credentials. The Covid19 epidemic, combined with the increasing cost of higher education; employer concerns about graduate skills and competencies; increasing inequities in access; and student frustrations about lack of job opportunities have all been a catalyst for universities, colleges, independent credentialing agencies, and leaders of national qualification frameworks to rethink the broader credentials continuum in terms of open education and micro-credentials. Students desire more options at lower costs to combine their education and training for jobs. Employers want entry-level employees with better skills and capacity to learn. As a result, major colleges and universities are now actively engaged in granting and/or recognising micro-credentials. Standardising qualifications based on time competencies is an essential requirement for credit transfer among institutions. Micro-credentials are important in ensuring the acceptance and stackability of credentials from different institutions, while providing employers with a secure and unalterable permanent digital record of applicants' abilities to perform skills of high value in the workplace. The OERu (Open Educational Resources universitas) provides an example of how one international consortium is supporting SDG4: Education for All by implementing micro-credentials allowing for maximum transferability among institutions in different countries. The lesson for strategic leaders is simplicity. Micro-credentials should be well Integrated into current institutional programs, rendered easy-to-use with clear validation metrics, providing a value-added benefit for all stakeholders. A list of recommendations to institutions, governments, UNESCO and Non-Governmental Organizations (NGOs) is provided.
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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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Al-Anber, Zaid Ahmed, Thafer Y. Assaraira, Saad Bani-Mohammad, and Zeid A. Albashaireh. "The Role of the National Qualifications Framework in the Jordan Education System." International Journal of Advanced Science and Computer Applications 2, no. 1 (November 12, 2022): 41–48. http://dx.doi.org/10.47679/ijasca.v2i1.20.
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Jordan is part of the structuring of the international Qualification Framework. The Jordan qualification framework, JNQF, is a national strategy for managing and regulating all national qualifications in the education and training sectors in a single comprehensive qualification framework. The JNQF consists of 10 levels for both academic and vocational pathways. The descriptors of JNQF which are designed in terms of learning outcomes, help to map the vertical level of complexity of a particular qualification and help to clarify its horizontal orientation, be this knowledge, skills, or competences. The main advantages of JNQF are: enhancing the image of vocational education and training (VET), bridging the academic and vocational pathways, facilitating lifelong learning, shifting the paradigm from input-oriented learning/training into leaning outcomes-based, recognizing individual learning pathways and opening up the possibilities to bring closer education/training providers in the labor market.
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Mikulec, Borut. "Impact of the Europeanisation of education: Qualifications frameworks in Europe." European Educational Research Journal 16, no. 4 (October 25, 2016): 455–73. http://dx.doi.org/10.1177/1474904116673645.
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This article examines the influence of the European qualifications framework – a key European lifelong learning policy instrument for improving employability, comparability and mobility in the European educational space – on the establishment of national qualifications frameworks in Europe. The European qualifications framework and national qualifications frameworks are analysed through the lens of the process of the Europeanisation of education, and they are embedded in the broader context of the development of national qualifications frameworks in Anglo-Saxon and developing countries around the world. Against this background and through an analysis of established national qualifications frameworks in four European countries, i.e. Denmark, Germany, Portugal and Slovenia, we argue that the national qualifications frameworks in these countries cannot be understood to be tools for the deregulation, marketisation and commodification of education and knowledge, although this could be interpreted as one of the underlying hidden assumptions of the European qualifications framework recommendation.
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Wihak, Christine. "Prior learning assessment and recognition: Emergence of a Canadian community of scholars." International Review of Research in Open and Distributed Learning 12, no. 1 (January 31, 2011): 144. http://dx.doi.org/10.19173/irrodl.v12i1.961.
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Prior learning assessment and recognition (PLAR) is the practice of reviewing, evaluating, and acknowledging the information, skills, and understanding that adult learners have gained through experiential or self-directed (informal) learning rather than through formal education (Thomas, 2000). As our current economy and workplaces experience rapid and continuing change, PLAR offers a vital contribution to supporting lifelong and life-wide learning (Evans, 2000). Beyond significant benefits to individual adult learners in terms of confidence-building and enhanced reflective capacity, PLAR’s process translates personal and workplace learning into a portable format, a common coin suitable for public recognition in many different venues. PLAR has hence become an integral feature of lifelong learning policies around the globe and is closely linked with the implementation of national and transnational qualification frameworks (Morrissey et al., 2008).
PLAR scholars have a vital role in ensuring that policy and practice in this important field is informed by innovative research. This brief report describes a workshop on scholarly PLAR research, held in Ottawa, Canada on November 6 and 7, 2010 with funding from the Social Sciences and Humanities Research Council (SSHRC).
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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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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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Zulhalim, Zulhalim, Anton Zulkarnain Sianipar, and Edi Witono. "PERANCANGAN APLIKASI SURAT KETERANGAN PENDAMPING IJAZAH BERBASIS WEB PADA STMIK JAYAKARTA." Journal of Information System, Informatics and Computing 4, no. 2 (December 28, 2020): 17. http://dx.doi.org/10.52362/jisicom.v4i2.316.
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Penerapan Surat Keterangan Pendamping Ijazah (SKPI) kepada setiap lulusan atau calon sarjana baru merupakan amanat kurikulum berbasis Kerangka Kualifikasi Nasional Indonesia (KKNI). Hal itu dilakukan agar setiap lulusan perguruan tinggi di samping memiliki ijazah formal juga memiliki SKPI yang terkait dengan keahlian tertentu. Tujuan dari penelitian ini adalah mendesain, merancang dan membuat aplikasi sistem e-SKPI pada STMIK Jayakarta. Metode pengembangan aplikasi ini menggunakan metode Extreme Programning dengan permodelan UML dan bahasa pemrograman web PHP menggunakan framework Laravel. Dengan sistem e-SKPI ini, semua mahasiswa STMIK Jayakarta yang sudah menyelesaikan tugas akhirnya dapat menginputkan dan mengupload semua sertifikat yang terkait dengan bidang ilmunya. Program studi dapat melakukan verifikasi dan menghasilkan SKPI ini secara online untuk diberikan kepada para lulusan. Dengan adanya sistem e-SKPI ini diharapkan dapat mempermudah mahasiswa memperoleh SKPI dan akademik untuk mengelola dan mengadministrasikan penerbitan SKPI.
Kata kunci: Surat Keterangan Pendamping Ijazah, E-SKPI, Extreme Programming, Framework Laravel
Abstract: The applicatoin of Diploma Suplement (SKPI) to every graduate or prospective new graduate is mandated by the curriculum based on the Indonesian National Qualification Framework (KKNI). This is done so that each college graduate besides having a formal diploma also has an SKPI related to a particular expertise. The purpose of this research is to design, design and create an e-SKPI system application at STMIK Jayakarta. The application development method uses the Extreme Programning method with UML modeling and the PHP web programming language uses the Laravel framework. With this e-SKPI system, all Jayakarta STMIK students who have completed their assignments can finally input and upload all certificates related to their fields of science. Study programs can verify and produce these SKPI online to be given to graduates. With the existence of the e-SKPI system, it is expected to make it easier for students to obtain SKPI and academics to manage and administer SKPI issuance.
Keywords: Diploma Suplement Letter, E-SKPI, Extreme Programming, Laravel Frameworks
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Yanda, Fikri, Khoiriyah Khoiriyah, Nur Sehang Thamrin, Hafida Ruminar, and Isna Humaera. "National Qualifications Framework in Practice." SALEE: Study of Applied Linguistics and English Education 3, no. 2 (July 22, 2022): 265–81. http://dx.doi.org/10.35961/salee.v3i2.517.
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Claimed by some to be a successful policy tool to connect education with the industrial world, a body of research has documented issues on adapting and adopting the National Qualifications Framework (NQF), a worldwide policy phenomenon. However, there are fewer studies on implementing this framework in initial teacher education (ITE). Therefore, to fill this gap, this paper explores and contextualises the enactment of NQF within the ITE sector from a curriculum ergonomics perspective, a novice concept of analysis on the interactions between curriculum design and its use. This paper contributes to the existing research on curriculum studies, especially in the ITE sector. Implications and recommendations are also discussed.
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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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蔣欣怡, 蔣欣怡. "德國終身學習國家資歷架構之建置及其對我國的啟示──學士階段的探析." 比較教育 91, no. 91 (November 2021): 035–78. http://dx.doi.org/10.53106/160957582021110091002.
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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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Osadchyi, Viacheslav V., Volodymyr S. Yeremieiev, Serhii V. Sharov, Kateryna P. Osadcha, and Serhii L. Koniukhov. "СОПОСТАВЛЕНИЕ НАЦИОНАЛЬНЫХ РАМОК КВАЛИФИКАЦИЙ СРЕДСТВАМИ ВЭБ-ОРИЕНТИРОВАННОЙ ИНТЕЛЛЕКТУАЛЬНОЙ ИНФОРМАЦИОННОЙ СИСТЕМЫ." Information Technologies and Learning Tools 56, no. 6 (December 30, 2016): 121. http://dx.doi.org/10.33407/itlt.v56i6.1493.
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The introduction of the National qualifications framework in Ukraine is considered to be one of the obligatory factors of its entering the European space under conditions of the Bologna process and assuring academic mobility. The paper describes the structure and functional possibilities of web-oriented intelligent information system “Comparison of qualifications frameworks” which contains the database of national qualifications frameworks of other countries, enables users to compare the frameworks and to output data. It is noted that the developed information resource allows to carry out the comparison of different national frameworks supporting user awareness of education in different countries. The mathematical model of the intelligent information system which provides the realization of the quantitative comparative analysis of qualifications standards of European countries is also presented.
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Chernychenko, I. O., O. M. Lytvychenko, V. F. Babii, S. I. Harkavyi, N. V. Balenko, O. Ye Kondratenko, and D. O. Hlavachek. "On the issue of revising the regulatory framework for chemical carcinogens in the air according to the risk criterion." Environment & Health, no. 2 (103) (June 2022): 42–48. http://dx.doi.org/10.32402/dovkil2022.02.042.
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The aim of the work was to analyze the risk of carcinogenic substances in populated areas and industrial zone, included in domestic regulatory frameworks, in accordance with international qualification standards, and to determine the safety level of existing hygienic standards for humans by specific oncogenic hazard criteria. Materials and methods. Bibliosemantic, bibliographic and hygienic research methods was used in the work. The results were obtained on the basis of collection and analysis of data on chemical carcinogenic compounds that are dangerous to humans, according to international directives, domestic and foreign regulatory frameworks. Carcinogenicity indicators was identified to assess the hazards of certain substances and hygienic regulatory levels. Research results and their discussion. The analysis of national and international databases on carcinogenic compounds, assessment of their physicochemical properties, dose-effect response and health effects was carried out. It was shown that today the most recognized and widespread base of the International Agency for Research on Cancer, in which based on a critical analysis of experimental and epidemiological data of more than 1000 chemical factors, their classification was carried out according to the degree of evidence of carcinogenic hazard to humans, the hygienic expression of which is carcinogenic risk. The analysis of domestic databases of hygienic standards for the permissible content of chemicals showed that only for 131 carcinogenic substances the MPC in the air is justified, however, according to the criterion of carcinogenic risk, most of them do not meet the requirements of the EU and world practices, which indicates the need for their revision. It is emphasized that one of the available and adequate methods of this task is the principle laid down in determining the relationship "concentration - risk (acceptable risk)". Conclusions. It was shown that according to the criterion of carcinogenic risk, the hygienic standards of most carcinogenic substances included in domestic regulatory air bases do not meet the requirements of the EU and international practices, which indicates the need to revise them based on acceptable risk.
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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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Karseth, Berit. "Qualifications frameworks for the European Higher Education Area: a new instrumentalism or 'Much Ado about Nothing'?" Learning and Teaching 1, no. 2 (June 1, 2008): 77–101. http://dx.doi.org/10.3167/latiss.2008.010205.
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The purpose of this article is to explore the development of qualifications frameworks as a key element in the Bologna Process, which aims to develop a European Higher Education Area by 2010. By setting up descriptors of learning outcomes, a European qualifications framework is intended as an instrument that enables Europe to coordinate and exchange qualifications. Furthermore, the article analyses the proposal of a national qualifications framework in Norway and institutional responses to it. Despite general support for the idea of a framework, the analysis shows that the institutions question the possibility of a qualifications framework that fits all types of educational programmes.With reference to curriculum theory the article concludes that the idea of a qualifications framework based on measurable learning outcomes represents a turn towards an instrumental curriculum approach in higher education, in contrast to a traditional curriculum approach which foregrounds disciplinary content and its mastery. Drawing on institutional theory the article also questions the possible impact of qualifications frameworks in higher education.
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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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Lauder, Hugh. "Education, economic globalisation and national qualifications frameworks." Journal of Education and Work 24, no. 3-4 (September 2011): 213–21. http://dx.doi.org/10.1080/13639080.2011.584683.
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Skubic Ermenc, Klara, and Ewart Keep. "Implementing national qualifications frameworks across five continents." Journal of Education and Work 28, no. 1 (July 17, 2014): 106–15. http://dx.doi.org/10.1080/13639080.2014.934790.
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Ceriman, Jelena, and Violeta Bogdanovic-Sutkovic. "Sociology teaching improvement possibilities: Analysis of the relation between qualifications frameworks at the secondary and tertiary level of education in Serbia." Sociologija 61, Suppl. 1 (2019): 742–57. http://dx.doi.org/10.2298/soc19s1742c.
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The qualifications system reform in Serbia began in 2001, influenced primarily by the establishment of the European Higher Education Area, which created the preconditions for the development of a general framework for higher education qualifications. The reform of the existing qualifications system in Serbia required a response to the needs of the labor market, which was developing under new socio-economic circumstances. Since the beginning of the process, the development of a new system of qualifications has been implemented through two separate activities - the development of qualifications frameworks for secondary and higher education which remained non-harmonized. Although the development of individual qualifications frameworks for different levels of education is necessary for the development of a national qualifications framework, we argue that the separate frameworks remain incoherent to this day, that they do not precisely define the qualifications required to move from one level of education to another, when it comes to sociology as a subject, and that this situation affects the profiling of future sociologists. In this paper, we intend to problematize such an approach to the development of a general qualifications framework through the analysis of the contents of a domestic normative framework related to the general learning outcomes of teaching sociology at secondary and tertiary levels of education.
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Polyiem, Titiworada. "Expected and Actual Learning Outcomes of Teacher Students Based on National Qualifications Framework for Higher Education." Journal of Education and Learning 10, no. 6 (October 11, 2021): 18. http://dx.doi.org/10.5539/jel.v10n6p18.
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The major objectives of the research were to evaluate and compare expected and actual learning outcomes of teacher students based on National Qualifications Framework for Higher Education in Thailand. The key informants were one hundred and eighteen 1st and 2nd year of teacher students from one university in 2020. The research instrument was a questionnaire on five domains of the national qualifications framework for higher education in Thailand. The data were analyzed by a statistical procedure: percentage, mean, and standard deviation. Paired-samples t-test and content analysis were employed for the study. The research findings indicated that the overall expected learning outcomes and actual learning outcomes regarding the five domains of the national qualifications frameworks were at a high level. The expected learning outcomes and actual learning outcomes regarding the comparison of the expected learning outcomes and actual learning outcomes with the national qualifications framework were not different.
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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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Mischo-Kelling, Maria, and Andrea Thiekötter. "What about nurses’ competencies in Europe?−Translation process of the Nurse Professional Competence Scale into German within the European Network of Nursing Academies and its use." Journal of Nursing Education and Practice 12, no. 2 (October 22, 2021): 92. http://dx.doi.org/10.5430/jnep.v12n2p92.
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The link between the level of qualification described as competence of the nursing staff and the patient outcome is repeatedly indicated in patient’s safety studies. The Bologna process initiated in 1999 triggered a Europe-wide reform process in the field of education, leading to reforms in nursing education in Europe that promoted the academization of nursing in many countries. In this context, a shift from teaching to learning outcomes occurred which spurred the development of competence frameworks at the European, national and profession-specific level. Competence measurement instruments are important for improving nursing education as well as nursing practice. Studies using such instruments can point to the strength and limitations of the educational and of the health care system of the countries under study. The aim of this article is to describe the translation process of the English version of the Nurse Professional Competence (NPC) Scale to create a German version to be used within German-speaking countries within the European Network of Nursing Academies (ENNA). The background of translating the NPC Scale from English into German is a European research project initiated by ENNA in which 11 European Higher Education Institutes participated. The article proceeds by providing information about nursing work in Austria, Germany and Switzerland. By accounting for the nationally specific conditions of nursing education and by describing the translation process, the study points to the relevance of context specific conditions for measuring self-reported professional competences. Making transparent the translation process supports the applicability of this scale in other research projects.
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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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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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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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Tūtlys, Vidmantas, and Irma Spūdytė. "Implementing a national qualifications framework in Lithuania." Journal of Education and Work 24, no. 3-4 (September 2011): 429–48. http://dx.doi.org/10.1080/13639080.2011.584701.
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Philips, David. "Lessons from New Zealand's National Qualifications Framework." Journal of Education and Work 16, no. 3 (September 2003): 289–304. http://dx.doi.org/10.1080/1363908032000099458.
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Jessup, Gilbert. "Developing a Coherent National Framework of Qualifications." Educational and Training Technology International 29, no. 3 (August 1992): 189–97. http://dx.doi.org/10.1080/0954730920290302.
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Osadchyi, Viacheslav V., Serhii V. Sharov, and Kateryna P. Osadcha. "РОЗРОБКА ІНТЕЛЕКТУАЛЬНОЇ СИСТЕМИ ІНФОРМАЦІЙНОГО ТА КОГНІТИВНОГО СУПРОВОДУ ФУНКЦІОНУВАННЯ НАЦІОНАЛЬНОЇ РАМКИ КВАЛІФІКАЦІЙ." Information Technologies and Learning Tools 55, no. 5 (October 31, 2016): 31. http://dx.doi.org/10.33407/itlt.v55i5.1451.
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Implementation of the National Qualifications Framework of Ukraine as one of the tools of European integration and mobility of students and graduates actualizes the problem of its application under conditions of the competence-based approach. The tools for operation with European Qualifications Frameworks are analyzed in the paper; the analysis and choice of software for the development of the intelligent system are carried out. The concept of the intelligent system of information and cognitive assistance of functioning of the National Qualifications Framework of Ukraine as a set of tools for executive power bodies, institutions and organizations which fulfill the state policy in the education field, educational establishments, and students with the aim to develop, identify, compare, recognize, plan and create qualifications is described.